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all right um welcome to the meeting margaret thank you thank you for uh to anybody who's watching thank you for being so persistent um i'm gonna call to order this meeting of the superintendent's subcommittee evaluation subcommittee at 6 55 on may 6 2021 um so the agenda for tonight is just to go over um the process and also the timeline for the evaluation of dr morris this year and hopefully kind of firm up next steps and what we need to do and i know um you had some concerns not concerns but i know you wanted to bring back some information to pelham and um right we're not meeting till the 19th so okay good so one thing i brought up and let me share with you [Music] the link um okay if i put this here is the um this is what i have is the working um set of superintendent goals for 20 20 20 21.

this year all right um [Music] so obviously hold the pole here pull the pole there um [Music] i know we're worried about me [Music] um [Music] oh yeah yep [Music] here we okay [Music] okay let's go [Music] all right [Applause] away [Music] with you right good oh here go ahead let's go okay [Applause] hey get him over now let's go come on come on good right there [Applause] you're good [Music] shoulder in let's go go put him play let's go okay [Music] here you're good [Music] oh [Music] all right [Music] wow okay all right here we go [Applause] okay [Music] okay [Music] oh [Music] okay [Music] me oh hey come on baby hey let's go kids all right always moving to a space right you got to cover that up [Music] hey come gotta be on time got to win it [Music] good fight [Music] [Applause] thank you [Music] okay hey [Music] go forward [Applause] okay oh [Music] go what we got [Music] uh [Music] um [Music] um [Music] okay [Music] okay good catch night [Music] okay [Music] we do all right [Music] okay [Music] go right here [Music] gonna make it work there you go [Music] okay [Music] yep okay [Music] a little more complex oh [Applause] oh [Music] [Applause] [Music] here we go let's go baby oh [Music] [Applause] okay [Music] [Applause] okay [Music] okay go baby come on [Music] come on johnny [Music] good [Music] oh my god [Music] uh [Music] okay [Music] all right go please is okay [Music] [Applause] hey [Music] driving [Music] okay [Music] oh [Music] okay there's oh here we go oh [Music] [Applause] come on oh good right there all right [Music] hey [Music] come on oh god oh let's go [Music] good [Applause] let's go buddy [Applause] keep [Music] hey [Music] okay um [Applause] [Music] he's right there okay all right [Music] um thank you hey what do you say [Music] [Applause] hey josh what do you say baby [Applause] yes no kids [Music] it's sweet hey [Music] go back here we go [Music] oh [Music] [Applause] oh is let's go [Music] i oh come on ac faces [Applause] oh i'm now kyle stay and stay home come on pick him up with another man out there kyle come on be the guy once be the guy yes no [Applause] always do a job [Applause] got to be perfect no no no no no no boys uh same personnel we're just moving we're moving the pitcher in the first base i mean the pitcher and the catcher and the first and third baseman who's your book here more [Music] oh thanks daddy [Music] oh yep [Music] okay [Music] here we go [Music] okay hey kids hey what do you think back [Music] oh [Music] [Applause] [Music] [Applause] oh hey okay hey good job boys okay [Music] oh thank you let's go kids oh man here we go [Applause] [Music] go after him now all right let's go three okay [Applause] oh [Music] okay here we go [Music] okay couple two baby no all right [Music] okay here we go oh okay go ahead [Music] oh okay there we go [Music] right [Music] oh okay [Music] [Applause] [Music] oh [Music] [Applause] tonight thanks getting down let's go shine like a little prime rib come on now kid [Music] go sir all right come on hey [Applause] [Music] hey [Music] let's go trey oh now let's go three let's go baby come on somewhere [Music] hey is [Music] good good good good good good hey she got kicked out nope you don't know hey [Music] what did i say get off john get off john oh how are you he's such a good let's go one yes let's go come on come on back to the middle josh right back through the middle let's go [Music] what do you say get right yourself [Music] hey john okay [Music] oh [Applause] oh all right [Music] that's it [Music] hey drive one kid [Music] oh [Music] all right on it sit back sit back [Music] go [Music] okay oh sit back anthony [Music] oh thank you [Music] oh [Music] come on kyle hey we're playing dudes okay [Music] field know yourself [Music] out there guys let's go sir of town [Applause] let's get some more for us [Music] keep traveling baby [Music] let's go [Music] [Applause] [Music] boys [Music] foreign [Music] legs [Music] hey let's go [Music] um oh here we go [Music] come on okay [Music] right come on baby [Music] guys [Music] nice [Music] oh [Music] uh [Music] oh okay [Music] two oh there we go [Music] thank you are you okay [Applause] oh let's go come on [Music] oh [Applause] [Music] [Applause] [Music] right [Applause] [Music] [Applause] let's go [Music] uh [Music] god oh [Music] okay [Music] thank you that's got one right ron we gotta go freeze on a line live already okay okay okay [Music] come on you know your approach [Music] [Applause] oh all right [Music] all right oh okay [Music] go live [Music] and i can't comment [Music] oh [Music] yes i thought about just bringing the gopro and like putting it right here just as a backup [Music] uh i oh wow look at the stature on the young cat come on oh [Applause] [Music] [Applause] hey [Applause] [Music] yes come on johnny let's go hey dude [Music] a lot of weight [Music] [Applause] [Music] johnny here we go [Music] happy birthday [Music] all right [Music] down [Music] oh [Music] come on hey let's get that third one [Music] all right hey what do you think [Music] let's go josh on yeah drive it hey get here you're kidding me let's go josh oh [Music] foreign [Music] next time anything over here let's go [Music] thank you that's all i do uh yeah i think we're just missing the home run [Music] oh all right here we [Music] all go let's fight okay let's go one three four five one two one [Music] okay babe you started [Applause] [Music] here we go go buddy here we go okay oh [Applause] all right let's roll [Music] hey fire that come on nine let's go okay what happened what happened all right [Music] balance baby let's go shorten up now all right hey [Music] come on come on [Music] hey [Music] all right come on [Music] okay [Music] all right here we go [Music] um oh [Music] come on [Applause] [Music] [Applause] [Music] um [Music] and they yeah um and one man down what's up hey look in your zone [Music] let's go [Music] looks cute okay [Music] lightning [Music] hey hey let's go [Music] wow so what do you got [Music] let's go oh [Music] let's go get a little energy let's go boys laughs leave it up yes let's go that's good let's go [Music] uh out there boy [Music] oh [Music] baby oh [Music] oh [Music] [Applause] [Music] oh [Music] um [Music] oh [Music] wow [Music] uh here we go back there oh [Music] come on [Music] uh [Music] right [Music] oh uh going back [Music] you [Music] oh thank you that's good [Music] baby hey girls thank you [Music] all right keep fighting all right keep fighting corner hey you got a short one home right catch yourself [Music] okay [Music] okay [Music] oh [Music] go get that third one [Music] oh charlie keep going in front of you yeah all right all right come on come on now i didn't like it either oh baby here we go okay [Music] [Applause] here we go here we here we go hey guys let's go [Music] oh [Music] okay [Music] we're in it we're ready okay [Music] good job oh [Music] all right [Music] okay no problem right here that's got two away right baby okay all right okay let's go [Music] okay come [Music] you're good [Music] oh [Applause] thank you [Music] [Applause] climb it up [Music] oh [Applause] come on let's go let's go [Music] okay [Music]

ready to go rosa okay good evening everyone today is wednesday may 5th and i call the regular meeting of the brookfield board of education to order in accordance with executive order 7b suspending sections 1-206-1-225-1-2 of the connecticut general statutes the public will not be able to attend this meeting in person but will have the ability to view or listen to the meeting in real time by way of the brookfield board of education youtube channel furthermore such meeting will be recorded or transcribed and posted on the board's website within seven days of the meeting and made available as required by law all speakers taking part in the meeting are reminded that they are to clearly state their names and titles if applicable before speaking on each occasion that they speak individuals wishing to participate in the public comment portion of the meeting may do so by calling the following numbers and actually i need to just pull that up really quick okay the number is area code 301 715-8592 or area code 929-205-6099 and the meeting id is one nine 967-4308-1999 one the passcode is nine one three seven zero six okay so let's stand for the pledge i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all okay we have all of our board members here tonight um so the first item on our agenda is recognition of staff and students the first i have a couple of proclamations that i'd like to read the first one is regarding teacher appreciation week so whereas brookfield teachers open children's mind to the magic of ideas knowledge and dreams and whereas brookfield teachers keep american democracy alive by laying the foundation for good citizenship and whereas brookfield teachers demonstrate a passion for teacher for teaching that inspires enthusiasm for learning and whereas brookfield teachers fill many roles as listeners explorers role models motivators and mentors and whereas brookfield teachers are the key to the quality and success of brookfield schools and whereas brookfield teachers continue to influence our children long after their school days our memories be it resolved that the brookfield board of education supports and endorses may 3rd to may 7th 2021 as teacher and staff appreciation week and that the board extends its wholehearted appreciation to brookfield teachers for their outstanding contribution to the children of our community and urge all of our members of our community to take time to recognize and acknowledge the impact of teachers on our lives so thank you very very much and rosa we have invited mr petrino i'd like to welcome to the meeting if you want to just say a few quick remarks and mr petrino we want to welcome him here this is his first formal board meeting as the new president of the bea so welcome mr petrino a whiskey science teacher the floor is here sir hi john thank you very much thank you for inviting me on behalf of all the teachers and the brookfield education association you guys uh go above and beyond as well as the teachers doing we really appreciate all the support and everything that you do outside of the classroom for us to help support us in the classroom uh as you know everything that you do allows us to do what we do so working together has always been such a great honor with everybody that we have here in brookfield thank you thanks for joining us rosa can i just say a little something or should i wait or no absolutely go ahead um dennis if you could just you know relay the the message to you know to all our teachers that you know we really appreciate how much you've transformed education you know thank you for sticking through it all i hope everyone has embraced this crazy journey that we've all been on and we're proud of your accomplishments in making history really and do doing the things that no educators have ever done had to do before um you know thank you on behalf of the board for creating a safe space and being a sense of strength for our students and most important thank you for being our real superheroes thank you very much i'll make sure to get that message out to everybody from the board thank you great okay and i have another proclamation to make uh regarding nurses day so whereas through their skill and expertise our nation's school nurses help to foster a healthy nurturing community in which our children can learn and grow and whereas most often school nurses are the first and sometimes only line of defense against the illnesses and conditions our students face making their contribution to the education and welfare of the student population invaluable and whereas the nature of their profession calls on their ability to take on roles beyond that of health of a healthcare provider acting as a teacher confidante mentor and friends to the students of connecticut and whereas today's society presents students with an overwhelming number of physical social and mental ills and school nurses have become an essential component of effective health programs both in and out of the classroom and whereas an overwhelming dedication school nurses show their profession and the children they care for stands as a testament to their commitment to the success and wellness of connecticut's future generations now therefore be it resolved that the brookfield board of education supports and endorses tomorrow may 6 as school nurses day and that the board extends its whole-hearted appreciation to brookfield nurses for their outstanding contribution to the children of our community and urge all members of our community to take time to recognize and acknowledge the role of nurses in all of our lives so thank you all to the nurses if any are listening thank you rosa and rosa we have beth o'connor our nursing union president with us and generations at this point of students having come through the brookfield public schools have had beth as the first in families have had beth as the first nurse they get to experience at center school so beth would you like to say a few words please sure thank you so much for acknowledging us tonight on behalf of all the nurses at in the brookfield schools there's nicole and bisa at huckleberry anna and patty and mary at wisconier and casey and roberta at the high school we all thank you for your support the administration the staff and the families we also thank you for all your support especially this year thank you and and it was if i may just you know to directly to dennis and beth and to echo some of what joy said um sometimes in the news and in different uh media forums we hear that they use the term teachers but they describe teachers and more of the staff in a lot of schools and they say they might not be coming to work or um there's challenges and issues that are not being resolved in particular districts or cities or towns or states and um you know i've acknowledged this before but on this very special evening i'd like to make sure that uh you know all of the staff uh beyond our teachers and nurses but specifically having dennis and beth here um to express my absolute heartfelt gratitude and genuine appreciation our staff our teachers our nurses right from the beginning showed up and it wasn't without challenge uh anxiety difficulty concern stress but we made it happen for our students all year long all of us together including the board and the admin team that's always here uh on these meetings uh everybody showed up every day and made it happen and we all we all had a big part in that but i can't take the the the nurses specifically because of the health concerns and all of the stress that's put on and our and our teachers who have been there in the classrooms masks on with all of those students in small quarters indoors that wasn't without a lot of concern at the beginning of the year and now we're in a very different place getting to the other side of this pandemic and also uh with the majority of staff vaccinated and just feeling a lot better about things and moving forward with vaccines for staff and fam uh for students and families as well so thank you all for everything you did sincerely it really is greatly appreciated and believe me in this entire community it does not go unnoticed at all thank you thank you thank you all maureen did you want oh sorry i thought you raised your hand okay on the next item on our agenda is the annual hra or the housatonic resource recovery authority annual poster contest um lisa are you taking the floor here yes i am all right it's all yours good evening everybody my name is lisa grambling and it is my pleasure to introduce to you this evening the winners of our 14th annual housatonic resources recovery authority recycling billboard contest that's a mouthful or as we like to call it the hra um i'm just gonna share my screen real quick with everybody bear with me can you see that everybody can see it okay um so just some facts and overview a little background there are um 12 districts that participate in this contest and um they give us the theme the hra gives us a theme every year this year it was recycle right so the posters have to have a connection with recycle right uh it's about a four month process usually the end of december beginning of january the templates get distributed to the students by the end of february they come back to the buildings uh they're judged on a local level uh first second and third place uh march those posters come back to us we send the first place winners of each grade to the hra to be judged regionally and then they have their judging uh at the middle of march and they honor all of the regional winners at their annual um uh at their annual uh contest awards ceremony which happened i believe on april 21st so the regional winners know that they place but they don't know where they place that until they um until they get there that that evening um a huge thank you that this is not possible without so many people the the building principles the teachers the secretaries the poster contest coordinators it was a little bit of a challenging year for us getting the templates to the students but through school message we were able to do that we set up a pickup and drop-off box at the town hall so that the students could come and get a template and have a place to drop it off um thank you to eric for setting up a special email um that the students could actually email their artwork so that was very helpful um so again a big huge thank you to everybody so i hope that uh all of our artists are watching because we're ready to begin we're gonna start with our uh with kindergarten and this is uh tyler freeman he was kindergarten first place local winner and third place regional winner kindergarten for second place we have noel french let's see here bear with me oh my apologies we only had two entries for kindergarten so we're on to first grade first place and second place regional winner elizabel first grade second place we have kaylee clarkson first grade third place we have lucas french for second grade we have first place and second place regional winner natalie freeman second grade second place is jason yoon second grade third place is isabella fernandez uh let's see so third grade first place we have nikal manowar and second place regional winner third grade second place we have owen clarkson third grade third place we have brianna lim this is fourth grade first place and second place regional winner zion bilal i think we had a lot of siblings this year i noticed uh fourth grade second place is stella frosh fourth grade third place is london brown fifth grade first place is shang dijang and third place regional winner fifth grade second place is ella frank's fifth grade third place is brooke pasco sixth grade first place is sherva kelkar and she was a first place regional winner sixth grade second place we have shalafi ghosh i apologize to any of you whose name i am not pronouncing correctly sixth grade third place is nicholas sullander eighth grade first place we did not have any uh seventh grade entries eighth grade first place we have alvina balal and also first place regional winner eighth grade second place we have quinn pinto and i believe yes that was it for eighth grade we had two ninth grade first place and third place regional winner was paulina sanchez ninth grade second place is alexis meyer ninth grade third place is daya girish kumar 12th grade first place we have lauren daly and lauren was a third place regional winner so that is all of our artwork that we have to present to you this evening we are um so proud of all of you you did such a great job it was a very very challenging year we had you know 43 total participants and 10 regional winners this year so we congratulate all of our winners and we hope to see you all next year thank you lisa congratulations to all the artists i always enjoy this meeting because i love seeing all the kids art it looks great all right the next item on our agenda is public comment i don't see anyone here for that so we can move on to the student representative report is she here tonight nope okay uh moving on to written correspondence then jenna shattino wrote repraising her children's teachers and the district's work in sel kathy lasser wrote regarding an asbestos issue and amy blatt wrote regarding the displaced ball fields at huckleberry hill okay so on to approval of board minutes i'll move that the board approved the minutes from the regular meeting on april 7th second thanks joy all in favor aye thank you uh next is the superintendent's update all right thank you rosa uh good evening all uh just a few things to talk about uh for this meeting a quick update on kovid vaccine clinic for the brookfield high school students are the first shots were available to the students at the clinic at the danbury mall on may 1st at the end of last week we understood that there was 54 students registered at that point we don't have account since then we were asking for that this week they were just waiting to get that information i was hoping to have that to pass on to tonight but at least 54 appointments were made we know that um there's also a very interesting we were just contacted today um if uh in the very near future i think some of us have heard about this in the media if uh 12 to 15 year olds are approved for vaccination through the fda the folks in new milford health department are working with our health department and we're looking to plan a clinic and coordinate efforts there uh as soon as possible so mrs laforge our nurse coordinator is helping coordinate that with uh with me and the folks from the different health departments so we're excited about being able to liaison that opportunity for families another update regarding covet i've shared with the board dr sullivan's update we continue to trend downward with our positivity rate which is very good last week we had our first week with only one case we were hoping for zero but we did have one positive case on friday uh last week but that was the first week since i think it was the first week in october where we had that low of a case number during the week so we really we you know cross your fingers we believe we're really turning the corner here uh in addition to that the schools we continue to wear masks um all the way through um may 20th and likely through the rest of the year uh indoors right now outdoors we've been working with dr sullivan and although um it has been discussed that may first is uh those who are fully vaccinated do not have to wear masks outdoors or if you're not near people um for spectators and so forth at school events dr sullivan has given his strongest recommended recommendation to mr belanda myself the other principals and to mr baldwin that our spectators and athletes continue to wear masks outdoors until further notice which takes us to may 20th uh of course if there's any updates we will continue to keep everyone informed also wanted to share regarding parent engagement parent education just last week we had from our special education department and mrs wygonics team there was a webinar on assessment training and programming for students with special needs specifically participating in the transition process as they reach the age of 18 years that was last week well attended tonight mrs wagoner is actually not with us because our special education department is teaming up with septo the special education parent teacher organization for a family health night and talk with a therapist regarding student health needs and so forth it'd be a really interactive session that's actually going on right now so we're really proud of the work that's going on with parent engagement even in our virtual covered world that we're still in then a quick update on teacher of the year and staff member of the year teacher of the year is well underway the process we have not identified not yet our district teacher of the year that process is still ongoing but i did want to give a shout out to the four teachers of the year uh from each of the schools center school mrs barrero huckleberry hill d pearson wisconsin middle school kayla ryan and at the high school mr buckley so we're very proud of all of our features of the year all the great work they do and certainly the recognition from from their colleagues which is always probably one of the highest honors when your colleagues recognize you as someone uh worthy of that honor and the teacher of the year committee headed up by mrs gordon is continuing to work on things for the district teacher of the year as a reminder for the board annually at the first meeting in june we get together with the teacher of the year staff member of the year recognition also student top 10 at the high school and all those great wonderful recognitions next the esther 3 grant uh that is coming from the federal government worth 815 uh we are still awaiting guidance and direction from the state we anticipate having that probably in the next week to 10 days and then some really great news uh mr post dr ruby myself received an email uh this afternoon regarding the sr2 grant and that has been approved by the state that's a grant for 368 thousand dollars which we talked about in great detail of the probably the i think the second meeting in march um so we're excited about that and uh when we have the opportunity we certainly will put our application in for the sr-3 grant and share with the board uh the plans for that and then finally uh to get us ready uh speaking of the next i think 28 school days left 27 or 28 days left it's amazing we're that close to the end um i want to share a little bit about the governor's executive order number 11.

so there's some email correspondence there that vin i think will run through as well um so vin is going to run the presentation this evening so we'll go through it's going to run us through all the different properties and potential solar installs and then the conversation will go from there hopefully after this what we will come to is a conclusion because there is an application to be submitted if we are going to be moving forward with a project um so with that katherine i just had a really quick procedural question so if we vote in favor of whatever whatever plan it still has to go to the full board correct before you we can submit the application or or does it not the way that i understand it would have to go to the full board right so that would be the meeting at the beginning of june because what's the deadline june 14th june 15th i believe is the is the filing deadline okay all right so i just want to keep that time frame in mind if you have a full board okay thank you point of information tim do we have a vin do you happen to know do any of you know do we happen to have a board meeting in may we have a board meeting june 3rd and we do have a board meeting in may okay let me just check the date it should be may the 27th i believe uh 20th 20th may 20th okay so we have a meeting in two weeks right okay and uh and that's a business meeting may 20th and we also have a business meeting scheduled for june 3rd okay so we have time i mean we have possibilities too yes deal with this okay sorry for the interruption andrew no no absolutely okay vin okay so and i do want to acknowledge that we have mr clavette mr bombaro who um you know have certainly some familiarity with what we've been discussing and you know dan has actually some um more um experience than i do with some of the z-rec filings and other solo projects so these two gentlemen will chime in where it's appropriate what i'm going to start with i'll share my screen here in a second so at our meeting that we held you know back in february on the 4th um our consultant mr islam walked through you know a variety of different solar array options at four schools the high school highland do a little norton and then based on that discussion and the comments that he received from the committee he did go back and and make some adjustments and that's what i'm going to present on screen here in a second so these are adjusted from the first presentation i'm not going to go through the entire 50 slides i'm just going to show you the recommendations he made for each of those schools so um give me one and just the point we do have a meeting immediately following this that starts at 7 30.

[Music] [Applause] [Music] test one two three four [Music] [Applause] [Music] no no no no [Music] hello [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] no [Music] [Applause] [Music] [Applause] [Music] test one two three four [Music] s one s1234 [Music] okay um [Music] [Applause] [Music] my [Music] so [Music] [Applause] so [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] so [Music] do [Music] so [Music] do [Music] so [Music] [Applause] [Music] [Applause] [Music] yes one two three four [Music] school district board of trustees meeting of may 6 2021 is called to order at 3 16 p.m the following members are present anne-marie randall trejo brian o'neal al jabar catherine h smith and myself anna piercy staff has requested the following amendments to the amended agenda starting with page 2 pull close session item 4.5 [Applause] page three item 7.2 we're going to correct the name from nathaniel moreno to natalie moreno page 16 item 11.8 this item should be a roll call vote okay page twenty five yes item 11.18 is roll call vote it left off that roll call all our action items have to be roll call right now okay now page 25 in item 11.33 under budget indication or implications remove per month okay page 34.

um okay good evening everyone it is 5 30 p.m uh welcome back uh to our school uh reorganization uh team meeting i want to start off by showing my appreciation to all of you [Music] over the over the course of this entire process and especially this last week um we had uh folks revise their thinking and submit uh and submit a variation of something they had done prior we had folks uh come up with something completely new um and we even had a withdrawal of of an idea and so i just want to share my appreciation for the work that you are doing um as we all know and i know i stated all the time this is not an easy task uh you're being asked to be objective to come up with ideas that are in the best interest of the district and that's tough again right we started off by saying it's tough because some of us have our our kids at these particular schools uh some of us might work at these particular schools some of some of us might have gone uh to these particular schools and so i appreciate what you have been doing um so far uh for us uh tonight um i'll share with you part one and then when we're done with part one i will share with you part two but tonight we're gonna take a tour of the models uh once again uh we're gonna go in chronological order so we'll begin with 3.1 make our way through to 3.2 i'm sorry 3.10 uh then we'll shift to model four and again in chronological order we'll begin in 4.1 and we'll move on to 4.5 um when we get to your model um you are more than welcome to if if you are one of the people that did not revise your model or didn't change your model uh you're more than welcome to say i didn't change my model um it's the same model again you know i believe x y z and then this is why uh this model is is what it is if you did revise your model it would be important uh to communicate to the team what that revision was and and why why did you make that revision right share your thinking with the team um if it is a brand new model uh that was not here before that you brought that you are bringing to the table uh again uh introduce your model uh introduce how it works and why the decisions that you made are the decisions um that you made um and then once we get through that process again um i will i will i will guide us through part two uh of tonight okay all right so we are going to welcome well first let me share my screen sorry um all of you should have received this um in an email but i'm still going to share my screen uh thumbs up if you can see my screen please okay great all right we are going to begin with miss amber fish miss amberfish has [Music] model 3.1 which is on the screen right now and so miss fish if you would please unmute yourself and walk us through this one i apologize because i don't remember if this is the one that was like miss uh wilkins uh i'm sorry wilson perkins or not so if it is i apologize if she can jump in as well that'd be great all right 3.1 hello so uh i made a slight revision to my original model um my original model only had six schools because i thought we were following a five tk6 through tk through six and then one tk through eight so i actually in this model since we could adjust that added powell back into the mix um and left and took out lee um and then i also [Music] added murray in sorry i have to look at both of my models to make sure i say this right um so it did adjust my numbers a bit to my capacity numbers but i feel like we're still keeping the two the schools um evenly distributed throughout the district keeping two schools in the north one school kind of in the middle and then four schools south of the 210 again uh my keeping dalton as my tk8 because they have that stem program attached to them already i just feel like those tk 7th and 8th graders would benefit from having that type of program already in place for them however with that said as mr ortega said melissa and i have the same model with the exception of our tk8 is moved around we both feel and feel very strongly that this model will work really well no matter where we move the tk8 that that could be something the committee could discuss it could move down to valleydale to support those um ellington students that that's why that school was built as you said however it could also be moved up to paramount to be more central in location um allowing for the students to come from the northern part of azusa and the southern part of azusa to this school that could be made to house different programs or like stem or the arts program so that that's really the only changes that i made but it's again this one is really really good to move that tk8 around thank you miss fish um i'm gonna i'm gonna change the tab here to 3.2 this one belongs to you as well um and so if you can walk us through 3.2 for 3.2 we didn't make i didn't make any adjustments to it um this is the same one that melissa and i also shared last week we just left it as is it keeps two schools north of foothill one in the middle between foothill and first street and three schools south of azusa um sorry not south of the 210 uh changing center into the tk8 and having center absorb magnolia and murray and possibly some of the lee students as well and i will say i i also redid the numbers keeping ellington which puts us at um 80 percent over 80 capacity and um i mean i guess that's kind of a question i have about this whole process is if we vote like for me this model is the the center tk8 model like if we vote for this i would like for people to know that then we can adjust from there and see what capacity we feel you know comfortable with like where we want to move um the sights around to and i guess i'm a little bit confused about that in the process because as you pointed out with amber's um 3.1 it's so similar to my 3.10 that i just feel like if it's possible to um vote for 3.1 and that we know that that tk8 per the recommendations of the team can be moved i would like to withdraw 3.10 because it's just it's can it it's confusing so i i guess i'm also confused about that and the process uh um if we're sort of locked into everything listed or if it's sort of the idea of the model sorry that's a little bit off topic but um what amber said this is the model we presented before thank you um so for right now yes we had an email conversation and so the 310 um which miss wilk miss wilson perkins um is pointing out to um is basically 3.1 except the location of the tk8 has been moved has been shifted um so for all intents and purposes right now this becomes a separate model right a separate idea but thank you for that for that clarification um moving on here we're going to move to model 3.3 and that is mr contreras um i didn't really i didn't necessarily make any changes here for three but i think my two my two biggest points are that one uh if we go to one middle school that we rename it as we did renaming the one high school one middle school and my second point would be really in this configuration all three middles current middle school sites centers lawson and foothill all meet the criteria and the numbers aren't horribly off for that matter we can we can put any one of those school sites that as a as some of the other participants that said it should be flexible at that point i think the main point was that if there's one middle school in high school that we go ahead and rebrand it thank you sir uh we're going to move on to model 3.4 this is uh mr flores good evening fellow team members good evening mr tega as like mr contreras i didn't really make any changes to my model again just reiterating um the idea of foothill becoming a tk8 steam school uh bringing the programs from dalton and powell into foothill again keeping our trained teachers their cohorts together so we can have a robust tk8 steam school and also having slauson as a 7 8 school and again the idea of having an option for parents to on the east side of azusa and the west side of azusa uh for their middle school um to send their students to middle school um and also the location uh to me i guess to me is it's it's accessible to all of our schools in the area it's not too far south it's not too far north you know both schools are are sort of in the center of the of our city um and other than that everything else has remained the same thank you sir thank you moving on to 3.5 um is this meg or um or margie or both actually it's me again all right you never know which one of us is going to turn up okay so as we were looking at a lot of these models we one of the things that we really took away from last week's meeting is that you can reconfigure these in so many different ways but the spirit behind them really kind of identified some really key um key issues that this this committee shares and so one of them is uh protecting programs and also proximity the ability for a child to get to their school pretty easily even if they have to walk which becomes difficult when we're closing half the schools capacity is an issue we certainly want to be able to address that without making it the only priority and whether how many schools are going to be modernized and then we also talked a little bit in our group about whether or not it's fair to impact schools that have already experienced closures in 2019 and so like had their communities altered but that was not a solely governing factor for us and so we did make a few changes um we moved ellington down we had it up there previously and then turned uh like in the previous model turned foothill into the tk8 um we also uh made excuse we made um we made center middle school the new seven eight and then um and that's it thank you appreciate that all right moving on to 3.6 this is miss c so i previously have paramount as a tka but in re looking at the geography and schools i thought of making i like mr flores idea of making a strong magnet school with powell and dalton so i thought of putting that on dalton's campus i know that might take a lot of work with portables and things for the up to eighth grade but i think that might also bring back a lot of parents who take their kids who live on the north end who take their kids to glendora school district if they had a strong if we had a strong magnet school in that area with stem and the the arts that pal pal has and things so combining dalton and powell as a tka on dalton campus was one idea and then closing um obviously powell's campus and lee and then we received an email from a t from one of the teachers was a suggestion which i thought was a good idea no one has discussed what would become a gladstone's campus so i thought it would be a great idea for gladstone high school to become gladstone middle school and excuse me and then azusa remained the azusa high school and then we would close all three middle school campuses let me see uh as you were talking i i changed it live is this correct what you see on the on the board i want to make sure that i got your ideas right so dalton would become the tk8 uh absorb in your mind absorbing pow right right paramount goes back to a tk6 correct and then ellington would also go back would be a tk6 since gladstone middle school would be right next door to them perfect okay that's exactly what i have now on the on the on the board and and um because of this little change at the end i will resend it so you have the latest iteration um and i apologize missy for not capturing that that little piece thank you um okay um moving on to 3.7 i believe this is miss wilson perkins um and again i i was also inspired by what um mr flores has said and what the teachers had said and i tried to create that to their muscles and i would if the if those if their two models are flexible with using um foothill as the tk8 location i i think it would be simpler if i withdraw this model um and that i don't know i don't really i don't really know how this works but i just feel like we're suggesting a like an amazing steam with model 3 at the foothill campus in a tk8 setting in order to really make sure we cater to those junior children um and to make this splitting the vote when i could just as easily go for one of the other two um foothill model so i didn't know that um another one had been um that another one had already been yeah no worries no worries ms wilson perkins just fyi you're coming in a little choppy um i think i think we all got the crux of it um no um okay miss will um did she leave us yeah i think she got booted out um all right let's let her try to read i'm happy to share a couple of her thoughts we actually discussed her model yesterday so i have some of her notes down on my paper okay perfect so until she is able to jump back in um so she was talking about she likes the idea of having foothill as that tk8 to bring in those programs those really strong stem and art programs uh one of her main concerns with moving the foothill the tk8 to the foothill location is that in order to fill such a large campus of 1200 students lee magnolia and powell are the three closest schools to that and all three of those would have to close so that's why to be able to fully fill those campuses um and then uh she said the same thing with like center you would move center would be now be the new middle school but also that it could be either center or slauson because we did discuss that slicing keeps it a little more in the middle of azusa so for so for students that are coming from um like dalton and hodge and paramount wouldn't have to be going all the way down to center now they would go to that middle location um instead of it being foothill like it originally was um what else did she say she's back thank you amber okay i'm sorry that's perfect okay thank you um moving on to model 3.8 this is miss rojas there we go good morning everyone or good evening everyone not morning anymore um this um model was inspired um in collaborative and color collaboration with my resource teacher mrs reed um so really if you take a look at here you'll just see that it's strictly based on capacity of schools and locations um so you can see we just removed the uh two schools with the lease capacity um and then the locations of the schools we have three in the north um three in the south um and i would like to point out if you refer to the dot maps that we received um over the weekend or this earlier this week regarding where the students reside where they live um lee would be the school in the north um where you can see that the concentration of the kids um live so close to the school um that you can you could barely see our name and it is a walker's community so it leaves that option for our families and in the south murray has the same kind of demographics with leaving that school in the south as the walker community um and then also i would like to point out that um then magnolia would be kind of like in the middle um and then we also discussed um since the three middle schools um technically would close um putting them all at the foothill campus but also renaming it and rebranding them just like the new high school since there would only be one thank you miss rojas moving on to 3.9 this is uh mrs rico good afternoon everyone um my model is very similar to miss uh melissa wilson perkins and his amber basically the only change i made was um to make valley dale are tk through eight uh mostly because of the concern that a lot of the students that live in that area leave the district to go to middle school so by taking away that the seventh and eighth grade there you know they probably still leave you know um and they would of course absorb um ellington um another thing is um the middle the middle school foothill i think it's in a perfect place uh a lot of the activities that go on uh you know a lot of concerts a lot of activities of the high school hosts i know that uh the middle schools attend so being next to the new high school would be great for them to you know to just be able to walk over and participate in in some of the great programs that we have um another good uh way reason why you know by shrinking or all of our resources talking about music teachers um art teachers um not being so spread out you know we can offer a lot more programs in all of our schools i don't think that the middle school should be a magnet because that would take away students from the other schools it would create competition so i think that it would be best if we could just expand the programs through the district being smaller right and of course the high school it would only benefit our students to have all of the programs in one site you know i've spoken to some students that want to go through the medical field in their careers but they also want to do the ib program you know so or they want to do the engineering program so i think it would serve our students best if they have all of that in one place um and yeah that's my reason thank you thank you mr rico uh moving on to 3.10 uh we're about to miss wilson perkins yeah so um this is the one that's very similar to amber i i i leave it up to the group you know where the tk8 should go where it would best serve the community we're closing um two middle school campuses we need our tk8 to be a really um viable option not only for parents as these two middle schools close but also we need a we need the class size and those upper grades to be big enough to um really provide good um electives and um programs so i i don't know everything about all the schools i had the tka at paramount i i had the tkad at valleydale and wherever works best for our community thank you for offering uh options i appreciate that all right um we are readjusting here we're moving on to model fours um and we launch with miss uh walker no miss valdez i'm sorry sorry i couldn't unmute um so i didn't change my uh model um i was debating about whether or not possibly taking slauson out because i did read about the um the remodeling that it still needs but i ended up leaving slauson in my model because i thought that it would actually be a great idea that if uh because that school is in a location where i had previously mentioned there's kind of like a gap between schools in that area so that would cover a couple of neighborhoods in that area um so that if people needed to if students or families needed to walk there would be a school there for them but also in the process of remodeling that school if it did stay we could make that the steam school um and remodel it for those purposes specifically so for example i know that um right now at slauson they have the media program so if there were like a a set that was built there sound stage or certain facilities remodeled for those specific purposes it would be like starting a clean slate for those specific programs and it would actually work great because they would have a new facility for those programs for students so it leaves that opportunity um to do that um but that's why i left it i was also looking at capacity and the capacity between the two high schools and the uh tk6s that i chose is on the lower end it's had 77 77.9 um for the 22-23 school year for the high schools at 75.77 but i i was okay with that because i feel like if we are gonna grow our programs and we are hoping that students stay in our district and we hope that students are going to come to our district for these programs that we're going to need room to grow and so if we do get for example one year we do see a a spike in our growth that we'll have the capacity but not only that but for our current programs that we are bringing in um like our counseling services because we do have several counseling services and come out to see students and have counseling sessions we do have mckinley who in our contract needs to have a counseling office or space in each one of our campuses to keep our therapist housed there um we are also starting the western justice peer mediation program and that is probably going to need for example like a peer mediation program room um also i was thinking about clubs and programs that the high schoolers might have or start and um i thought of maybe spaces that they might need to grow their clubs or programs so that's why i didn't change anything i just left it um i just thought that there would be a lot of room for possibilities and change and growth in the future the way it was thank you ms bell james uh 4.2 jen meg meg okay sorry um like i have heard here from previous presenters i i want to point out that the changes that we made were really in response to um things that were shared at the last meeting whereby we went aha um and so for example you know changing the name of the mega middle school or the mega high school to something independent not foothill being the mega middle school and calling it foothill but but changing it and so as we looked we also had another epiphany and that was that where lee is located either lee needs to stay open it needs to be merged with foothill there is no other choice because it is kind of an island unto itself all other schools can move and be shared with with another campus but lee really um is unique and that was pointed out to us too which was something we didn't see and so i i appreciated that and we want to take those things into account having said that in our model we moved foothill up into model 4 and had it be the quote-unquote idea of being a steam school and so we continued to leave dalton lee and powell um you know as the school's foreclosure and um having it be foothill versus center in slauson specifically because of of lee because it lee is kind of a pivotal point um because of where it's located and diana's absolutely right you know really looking at which communities have the highest percentage of walkers and concentration of families that are so close to the schools so we did leave ours very similar to what we have before thank you technically we're supposed to be going to 4.3 uh but 4.3 was the one model that was withdrawn so we're going to jump to 4.4 um it's supposed to be mrs ochoa but she's not in the room is somebody was somebody going to do that for her okay um then i will i will again this is a 4.4 um again pretty self-explanatory um in terms of uh the schools that uh are being offered to stay open and those that are being to are are being uh recommended to uh to to close um and moving on to five uh 4.5 miss wilson perkins um so i i also did this um from what some of the other um model 4 presenters said last time sort of how do we utilize maybe some of these bigger campuses and run them efficiently with neighboring schools so i chose center like i did for model 3 because of its location next to two big elementary schools in between these elementary schools presumably mostly already use center for their middle school so pouring magnolia and murray into center um and then i i did figure out the numbers if we left lee in and i think they still worked the capacity is kind of low i think it's still above the 75 but i apologize i i need to figure um that out again but um similar to the other um i feel like if the model four is it's more manageable because it's you know one percent suggests slauson as uh keeping slauson one person um foothill and one and center and then there's one where there's none um so i'm thinking of this as the if we use center and model four um and then what schools could fill that campus that are nearest to um that location thank you ms wilson perkins so we have had uh 14 uh iterations uh today there's ten model threes and there are four uh model fours i want to reiterate uh that amongst amongst these 14 iterations there is no right or wrong answer these are these are all of us in this room have poured out our ideas and our thoughts um and um that that can't be wrong um but as as we all know uh there can't be uh 14 models unless this team said we throw up our hands we give up this is as much as you're going to get out of us and now we have to take these 14 models and then take over from here which was not the intent of of this team the intent was to try to uh narrow this down in a big way so that when we did get to the board of education uh we were coming with the recommendation we have said all along that at no point in time um does this team is this team going to be forced to come up with one recommendation uh it is okay to be split is it okay it is okay to have uh divergent thinking and different ideas and and that is fine uh again no matter how that happens uh we will we will go with that um uh the the idea was that tonight uh you would be ranking these models and you would be saying okay here's the 10 model threes and i'm gonna rank them from my favorite model three all the way down to my lease model three there's ten of them so obviously that's way more complicated than model four where you're just taking your favorite model four and then you just have to go through four from from you know from your your your your favorite to your least favorite um but uh some members uh through email had expressed that this is a lot to to soak in and to to think about this is not an easy task and we acknowledge that a hundred percent um so earlier today i sent you an email in that email i provided you with three different options of how you are going to submit your rankings uh to me uh option one you are going to open the google doc you are going to fill it out and because and because the way i set it up that google doc becomes yours then you have to reshare it back to me so you open the google doc you fill it out you go to share and you share with me and that's one option if you don't like the google environment you like the office environment i have also attached a word document again you download that word document you you fill out the word document to your likings and your recommendations and then you just email me that word document if you do not like neither the google environment or nor the office environment uh your third option is just to send me an email uh saying this is how i rank the num the threes this is how i rank the fours um we are all going we are all going to have up until monday night to submit to me your rankings have until monday night to submit your rankings i will make it explicit in the email just like i'm making it explicit here um the cutoff is monday night um we we have to we have to have some kind of cutoff right because then we have to prepare everything to be ready for next next wednesday um so next wednesday what we are prepared to do is to bring you the data of this team to bring you the data of how this team ranked the models now because you're ranking them from one through ten one being your favorite this is going to be i think like golf where the lower the score the better um and so we will rank them from the lowest score meaning that's that's the best to the highest score meaning that was the least favorite right and again because we are in this process um we we are all aware again unless this team were to throw in the whitetail today that not all 10 models are we can't move forward with 14 different versions right eventually we're gonna have to get to a model three and a model four and then after that eventually we're gonna have to get to is it model three or is it model four right now we're still in and world right we're still model three and model four but eventually we will get to the or world which is is it three or four uh in terms of recommendations um so next wednesday we will the objective of next wednesday is to look at the data and attempt to um attempt to shorten the list for model 3 and model 4.

good evening ladies and gentlemen welcome to the May 5th is it Sy okay may fth um special board meeting Workshop if you could please join me in the uh pledge of allegiance to the flag thank you okay we have our consent calendar um oh we have announcements Madam Kaiser you must have an announcement so today to uh May 5th is the national day of awareness for missing and murdered indigenous women um the color red is the symbol of that day and um they are the largest group of women who have uh gone missing and since I have uh two grandchildren and four great grandchildren that are all indigenous uh I'm proud to announce this day thank you Dr Kaiser oh Mr Hamond yes announcements please thank you yes I have a a good announcement um the um results of the cuta vote came in um I just want to let the board know that um they voted on a number of things but one of them being the uh memorandum of understanding for full day um for next year and n it passed with a 97.2% approval rate um um so very good news so we are ready to go um based on the board's last decision of the last board meeting yeah we'll be bringing um the tenative agreements um forward to you that's a little different that's the tenative agreements will we come forward to you on May 19th but um this is an moou with um for the startup of school next year thank you yes very good news okay now is uh oh we have another announce M Doby uh thank you madam president um so I have just a two things um I wanted to uh follow up with uh Dr Kaiser's announcement on um today being missing and IM murdered indigenous women's day and um just take a brief moment of silence for those who have who who are still missing thank you and just hope that we can all uh encourage policy and um anything that we can to be change agents to bring those those women home and um I'd also like to recognize this is n national teacher week um and so yes national teacher appreciation week it would not be appropriate to have a a board meeting and not acknowledge our teachers out there so um for all of um my fellow Educators that are listening in or not um thank you so much for all the hard work that you do and for um being our boots on the ground and folks in the trenches and doing all of the good work with the you know the the the leaders of tomorrow so um just happy uh Teachers Appreciation week and thank you for all that you do and we do have a um resolution for that on the agenda so thank you for bringing that up because it's important to recognize throughout the whole meeting Dr Kaiser I call on Erica to announce the fundraiser for the PTA I can help out there uh the district 13 is having their honorary Service Awards in a different manner this year uh this year they are doing a drive-thru dinner um so if you are interested in being able to um participate the funds that they raise are for PTA scholarships so if you're interested in participating please contact either Erica or I and we can get you the form and get you signed up I just want to add to that um that this particular vendor providing the dinner is a personal favorite of our superintendent uh so just in case anybody wants to buy a superintendent daily at dinner that would be a great I already got one I was on it oh 13th District does does great work we've we've participated uh in years when we weren't having restrictions so thank you everyone for bringing those issues forward any other announcements looks like we're done thank you everyone for participating in announcements and now number three the consent calendar um is there an item on the consent calendar that anyone would like to pull for further discussion is is there anyone in the audience that would like to pull an item for further discussion no seeing none uh I would entertain a motion what's the board's pleasure I move to pass the consent calendar I will second that okay I have a motion by Dr Kaiser is second by U Mr landow um we'll start with a Voice vote for our first vote of the evening Doby I Kaiser I tennis I Lando I Robinson I passes five nothing thank you board okay Business Services was the the contracts were part of the consent calendar excuse me I don't need to go there okay our next uh item item number four is the uh main reason we're here tonight and the well yeah the main reason we're here tonight there's been a lot of thought and work put into this Workshop the board just for some history the board chose this topic last year when we gathered to um select our Workshop titles for the following year so it was important to us last year it was important to us five years ago and we finally have it on the agenda to to bring the board up to speed on what the district is up to and where we think we might need to go next so I'm G to turn this over now to um who's the lead on this Mr Marsha yeah I'm going to pass it over real quick but our board Workshop tonight is on addressing issues related to equity and biases in our schools our two board layons on this were Caitlyn Doby and our president Eileen Robinson and our two leads for ed services on this will be Tina Kean and John Shephard so I'm going to pass it off to them all right thank you John and I are really happy to be here tonight sharing information with you about um implementing our Equity based mtss and addressing issues related to equity and bias in our schools John and I are true teachers at heart and we hope we can provide clear information to all of you tonight so tonight's presentation is going to be divided into three sections the first one is understanding the overarching structure structure of the cusd equity based multi-tiered system of support you'll hear me call it mtss for for ease moving forward uh for our students and staff the second piece is to understand the current efforts underway to address our equity and bias in our district and the third step tonight uh to cover is understanding the future plans under development to address equity and bias in our district we were asked by one of our board members to supply a a a definition of equity we we hear a lot about equity and I I think there truthfully I think there are a lot of definitions that people have for it that are different so one definition that came out from the University of Southern California Equity now training is as follows stick with me it's a little cumbersome crafting Solutions meaning best educational or relational practices policymaking system design Etc that meet the needs of different groups based on their history and access to resources outcomes oriented and it's different than equality or sameness Equity deals with specificity that's where I think it does get a little muddy I know for for me it did really really learning more about this the simple version the way the way I like to think about it too is equity is ensuring that each and every student has access to get what he or she needs to move forward in a successful way this this is a graphic representation there are lots of them out there um this is one that just kind of speaks to me personally you can see equality is a little bit different than Equity here and um this this does give you a representation of The Wheels on the ground in one way but the Equitable way would be the wheels on the ground that all students are moving the same direction with what they need he or she needs you know one one thing that struck me too is I was looking at uh graphic representations is just personal examples of equity and and John and I had many discussions about this even I know raising my own kids and we or or family members we can all think about these things when you have a child that is maybe more interested in going into the health field as my daughter as she got older she's looking for things activities that help support her learning about going into the health field so an example is she looked at the hessie program which is a program open to high school kids to to do that to explore Health opportunities in the workforce then my other child a son is interested in outdoors and welding and and you know we go down the road of thinking okay what are some things that he's going to be interested in and needing to acquire so he can achieve what he wants to achieve too so we have those examples that happen I think in all of our lives uh and once I really sat down and thought about it I could see see a lot of those all right it's a big definition stick with me Equity based mtss California's multi-tiered system of support it's a framework and that's the best way to think of it it's a framework that aligns three pieces academic behavioral and social emotional learning and a fully integrated system of support for the benefit of each and every student mtss offers the potential to create needed systematic change through through our intentional design and redesign of services and supports and they quickly identify and align with the needs of each and every student I do want to point out too here we have a lot of gratitude moving forward for the board's decision to look at an mtss coordinator in one of the first pieces of approving funds that we're coming through that was super exciting I know to all of us ined Services uh that you reported that and did that for our mtss coordinator and our point2 toses we'll we'll hear more about that design and where we're going with that in a few minutes toes uh teachers teachers on special assignment yes thank you another acronym a little history about how Equity based mtss came to Chico many years ago bu County Office of Ed was invited to be part of a grant through um orange with Orange County Office of Education Orange County represented the urban piece of mtss implementation and bu County of course represented the rural piece of implementation that partnership still continues today with the two departments and uh many years ago when it when it came in probably six or seven years ago now I was a principal at a school here Elementary School at mcmanis and we were asked to be part of this implementation so that's that was my first foray into what mtss is and um had a lot of really great experience and learned a lot with that so I'm really excited to see it continuing here's a graphic that really I really like this because it does show the three pieces that we talked about how we were going to serve each and every student with academic support behavioral support and social emotional support to make up our whole child pieces it's kind of hard to see on here perhaps from a distance but there are three tiers in each of the circles and those three tiers are best described on the following page the following graphic as universal support being tier one those are the services we give all of our students that is for example reading instruction in a third grade classroom every student gets reading instruction the second tier supplemental support might be when our data shows that we need to to ret we need to pull we need to do do some different things to ensure that the that the gaps are being filled and don't widen if students need that and then the third tier is the intensified support so you can see back to if we flip back John to the concentric circles this applies in all three pieces not just academic but also with our behavioral and our social emotional we do know that tier one I'm sorry John to have you go one one slide forward these work in tandem the universal support is of utmost um importance because that's what we want to make sure all of our students are receiving each and every one of them and there are big efforts to to um make sure that we are consistent with that design and again you'll see kind of moving toward a a districtwide framework with mtss how that works in Matt I have I have a question thank you madam chair president excuse me um so where would a um a student that excelled you know say out there we have our little Beethoven or our um Albert Einstein hanging out here in Chico Unified how would we identify that person cut them out in the context of this I would suggest that that student is actually can be served in all three levels if you look at the different levels here universally they're going to receive similar supports regardless of their academically rigorous pathway if they're in interested in in challenging a more rigorous pathway they may need some supplemental support and obviously the the the 5% of the 5% um they may need may need some intensified support so for example we talked about uh during the summer uh we're fortunate enough to be able to offer an um an AP seminar for students to attend and in my opinion that would be an example of intensified support So AP and I know there's more on AP in the future of this presentation but um do we have a track let's call it track tracked for um people who qualify for it and then move into it or is this something that you know everybody can participate in if they want to everyone is everyone can parti can participate in advanced placement courses and IB so there will not be unique attention given to a student who is you know um or students who are are very well advanced in in the certain category when you say unique attention just um put that in context for me um a class dedicated to you know kids who are the best at this I they're going to be in an AP class which me puts them in a in a whole different category if it's AP Calculus than regular calculus that that's a specialized class if that's and in a unique class compared to a regular Calculus class or AP Chemistry versus a regular chemistry class is there a standard like you have to have a certain you know grade point within that within that field in order to get into that class or no there aren't any need there there are some prerequisites in terms of um preparation um for example most students to move into AP Chemistry or typically your higher advanced math students just because the correlation between the two courses um so those conversations thankfully those conversations come out in in um enrollment registration meetings with counselors and and and parents thanks um the last time that I was aware uh of how AP structure worked and entrance expectations was um mean given by the AP program which is beyond just our school district is and this is I'm this is a question to make sure I'm still understanding correctly that that um that the only real requirement except for maybe the previous course to build on to the knowledge would be the interest to be in that class um not like a standardized test that they have to pass or anything like that and is that this still the case yes and would wouldn't we consider that in the spirit of equity because there aren't hurdles that may have some kind of implicit bias that that we might not yet be aware of if if we're if we're creating a um a track so to speak that has um some requirements it wouldn't that be considered a a potential source of of implicit bias in um keeping certain students out of that track well I would it would be in context it would be in case by case I wouldn't want to assume that there' be implicit bias in every situation and so it's hard to answer that question in totality for every student you know who's interested in AP I think what's important when we look at this multi-tiered system of support is we're not just talking one piece of one system we're talking now about every piece of our whole system supporting each and every student and if that means supporting a student who may not be interested in an AP class but a teacher recognizes that that student should very well be in that AP class regardless um that's where bias might be beneficial right hey we need you to be in this class because you you've worked hard to be in a class like this so sure I think the context too that I was I was thinking it happens Mo most frequently with these types of classes even at the elementary level I mean we can take gate for example you know the Gate entrance requirements for gate um are typically passing a test in you know mid-elementary school not always I know that there's other ways to get in but um a lot of times it's the parents who have a special interest in their student pursuing the gate test and you know doing practice tests and things like that which would cause a a bias towards students who have more at home support to go into those accelerated programs rather than opening it up and and encouraging all students to either try to apply or to get rid of the gate program and just meet each student where they're at to help them accelerate in the way that each student needs to accelerate we're going to come back to gate to that process too that was just an example in context same thing with honors and AP and and all of those things um I was exposed go through the um equity and bias courses that Kelly and and Caitlyn and I have been taking over the last couple of months and a couple of examples that really hit home with me about um uh historically what has happened um is that um there's a bias in looking at a population of students like say our latinx population that that's coming into Elementary School and and that they aren't necessarily um expected to focus on a rigorous academic um placement forward um and that that in and of itself is is a bias toward uh a you know a whole population and there were there were studies and examples of how that historically has happened over the process of um public education um and it it made sense to me having been you know in the in the elementary schools for so many years of where it's not necessarily owned as in we don't talk about it we don't see it in ourselves but it's there and it happens um is what you're you're looking at in the Universal support making sure that that's not happening with any particular part of our student population um it the the examples were also students that um are at the lower ends uh economically and um you know may need uh not only extra support but a different kind support that matches their need are we are we going there to you're jumping ahead and getting right we're so excited that you want us to go there and we're going to get there because that's that is a huge piece of this and we need to make sure we do um yeah to Circle us back to the to the multi-tiered system of support it truly is equity based in its design and and by saying that kind of an example is what you just mentioned is is looking at all students and what what those students need and it may be different as we assist all those kids when we really started to look at the potential of learning loss coming through through this covid pandemic with the addition of a lot of monies coming our way time to connect all the dots together to look at that whole child to look at the academic support to look at the behavioral support as they come back to school to look at the social emotional supports they will need all I call it all of the the Stars just kind of aligned and we have this tremendous support with with the financial piece to help us get there so by starting to build well I'm not that at that slide yet before I get into that though to to support the fact that equity and mtss connect together Equity is again this slide came from the California Schoolboard Association uh presentation as well so there are some pieces to it that do explain a little bit more about equity and the challenges to it and how can we have actions that create it um there's a lot here in this slide it's a lot to think on and chew on I encourage you to do that it um it's it's very clear and very succinct just something um sorry thank you madam president um the the list on the far left um what does equity mean um intentional shifts in mindset policy and practice that prioritize the interruption of systemic inequities um how would th that value put forward there you know compete with um our objective of academic achievement for our students you know this isn't just just the idea or the school of thought that we should be in the business of educating kids and not focusing on you know prioritizing the interruption of systemic inequities I think the the last word is the focus of of that question that the inequities would need to be um addressed and we're going to get further into some some why here in a second from a data perspective and also from an experiential evidence perspective that will demonstrate some of the um possible inequities uh in the district but that key word at the end of that paragraph I would think um enables us to include the prioritization and can help move us forward and in short it's all about education it's about making sure all of our students get the highest level of Education possible and Achieve at the High highest levels regardless of the background that they come from so it is education it is academic achievement so as we as we mentioned we we know that there's there always needs to be a why there has to be a why Behind these conversations and if you look at the at this slide here there's some why built into this but uh we also need to talk locally about our why and so we've invited Tim Caris to uh discuss some data with us some of this has been shared in different formats in the past and there is some new data that's been requested by some by some board members so we're going to turn this over to Tim Carrison Tim just let me know when to move forward all right go go ahead John good evening um so I'm here to present data and throughout the presentation of the data you'll note that um we're presenting all student groups as identified by the state of California within the school dashboard system uh and the reason for that is when we talk Equity we're not just talking race ethnicity we're talking all groups of students each group of students has comes from a a different background um and has specialized needs um so we're talking about all student groups throughout this presentation um another thing to note about our slides is that the uh the wording on the student group the student group name comes directly from the California state dashboard okay so the first slide is our our enrollment in Chico Unified for 2021 uh we can see that our English Learners at 5.9% um we do a significant amount of of work to assist that group um our highest of the of the top five nonr racial and ethnicity uh student groups is socio economically disadvantaged so those are students on pre and reduced lunch or are Foster and homeless or migrant or have parents with without a high school education as we move down into the race and ethnic student groups um we can see um white is by far our highest at over 55% and Hispanic is the next at 27.3% and I'll put this in perspective um comparing it to the city of Chico as of 2019 and our our staff as well on the next slide go ahead John so Tim i' just like to interrupt really quickly I just want to reinforce what he said so we have the the state uh descriptors and what aren't up there are some student populations that we have to always keep in mind for example our lgbtq plus population we need to be sure that we're considering all populations as as each and every student every student every day as we're uh working through our multi-tiered system of supports I just want to keep coming back to every student every day right so when we look at we we've talked a lot about uh Staffing in in Chico UniFi and John and Tina are going to get into that later in the presentation and so uh when we run numbers um based on Staffing as of a couple weeks ago uh student demographics this year and a city of Chico um census numbers from uh 2019 and I provided the link for the source at the bottom of this of this slide uh we wanted to get an idea of how how do our schools mirror our community and what we see with the African-American uh student group we're about uh half of the percentage of both our students in the city of Chico we're a little bit higher than our our students in the city of Chico with our staff at 1.8% were much lower in the Asian group and Filipino um data was not available for the city of Chico um but we are a little bit below the uh percentage of our students hispan in the Hispanic group we our staffing falls behind Fairly significantly very significantly from our students and fairly significantly from our surrounding City moving on Down the Line Native American and other Pacific Islanders were about about very similar to um students and the city and in the white category we are much higher than our students but right about on par with our city two or more races is significantly below both the city and our student counts next slide so when we look at start getting into academic and behavioral data um we can see some uh differences in stud what we're looking at is differences between the student groups below and the all students category which encompasses like the name says all students what you're looking at right now is California state dashboard data from 2018 2019 test scores comparing those scores to the previous year that's the last year we had we have data for at this time so when we look at that um we can see most of our student groups perform lower than the all students category green blue is the highest green is the second highest then yellow then orange then red so it's pretty intuitive with the coloring so overall we were green with all students and like I said all other student groups perform lower than the all students group with the exception of white two or more races Asian and Filipino Mr Caris uhhuh you're going to need to reinterpret for your board president I what exactly does blue GRE does it mean we're we're better than so blue is the best so in the Asian and Filipino student categories we're blue that's the State of California that are both blue for the Filipino category we were blue and then the Asian we were green and the next one is um green and all students are green that's the second but down in the white or two or more races we're also green right and that's you saw the percentage that of our student body that is white so that's reflected in the all students category as well so that lifted up the all students category so our students with disabilities is lower but compared to the state of California we're the same correct okay I get correct and overall compared to the state of California we're at the same level um we as a matter of practice uh over at least the past four years we've really tried to shy away from comparing ourselves to the state and counties and sites that don't share similar uh demographics with us um because it we're not happy that our students with disabilities are orange and the same with the state we want them moving up above the state if the state's going to stay at Orange as an example all right John move on to math yep here's math there we are all right so same idea here again just math reflecting 2018 2019 scores compared to the previous year and we see um all student groups in Chico UniFi performed the same or lower than all students with the exception of the Asian and Filipino groups any questions on Ma is there any research as to why Asians and Filipinos do better in math and English not that I'm aware of thank you I have a theory from a student at Pleasant Valley High School that was in class with an Asian [Music] student he has careful an Asian mother and knew that that mother checked Aries every day before that student got home from school and so that was the student's theory on why the Asian student was just acing it in that class was he didn't dare go home without an A so one one thing that that we also look at um and it's not displayed here but I wanted to point it out is is in when we get state test data we're able to to parse out different race ethnicities um into socioeconomically disadvantaged or nonoo economically disadvantaged th were able to get down to a finer grain level with this and that would typically do with our uh Smarter Balance scores in the fall all right this is a lot of numbers here um so I'll just go over some highlights but the state dashboard College and Career indicator um is meant to be a measure of how many Stu what percentage of our students are deemed College and Career ready upon graduation based on a number of criteria set by the state those so there's different ways that students can qualify as College and Career ready including um AP tests CTE pathway completion a to G pathway completion um State seala biliteracy and there there's more and I I will definitely be presenting that to the board upon the release of the dashboard data next year but um we're we're looking here at the percentage of students that are prepared and approaching prepared by any of the measures I just named okay so all students um last year we were 52.1% and we did see a drop from the previous year and when we look out at the state we see that similar pattern um for 2020 um Tim do you mean Mr tennis 59 small on my page what what percent did you say all students I'm sorry I'm sorry you're looking at the last year 2020 is 52.1 yeah and so we can see by easily by looking at the blue lines as we go down that many of our student groups are below our all students percentage and this is really a key indicator for us as we are here to prepare kids for College and Career yes so how does this compare thank you to the rest of the state and the rest of the country we are above the state average um State overall average I have those right here I'll pull those up so for 201920 uh like I said CH unified was at 52.1% the state was at 45.8% great thank you MH how about National do you have anything for national uh there's no National measure because this is a California specific metric thank you um Foster youth um that's bad that looks really bad um that's I did some math and in 2020 we have 17 Foster youth two of them are prepared for college three of them are approaching preparedness and 12 of them are not in any way prepared for college out of the 17 fost youth M can somebody tell me why that is so I mean we've talked about Foster this category before but but can anybody shed any light on this situation for me what I'd like to do is when we get to current and future efforts keep that question in mind and be sure that what we're um presenting to you um also affects that very significant data point and those are the kinds of questions I think we always always have to have in our mind when we're going through these efforts are we addressing every student every day each and every student including including Foster so I I'm hoping that when we um when we get to that part of the presentation that we can keep those kinds of questions in mind uh because there are so many contextual uh indicators uh C there's so much causality it' be difficult to faret it out for each population um what we're going to try to do is work through work through our efforts and address each and every student but I I do want to say you're asking exactly the right question that we need to be asking when students are not achieving and what is it we need to do in an equity based system to ensure that those students get to the level at least of the all student population so I me you're right on with the question right that is what completely led us down the road to look at the framework of mtss that's consistent across all schools because we did see those numbers tied up with gosh this learning loss tied up with this Federal money coming in now is the time to really create a system that is consistent across all of our schools that looks at the data and determines in a very quick time frame it's ongoing data look research uh to ensure that we can shift if we need to Pivot to um help a student group and I'm going to add one more thing when we saw this data two years ago and Mr suvin and I went to a Foster and homeless um Workshop the the districts that were not were showing better scores than we were we went and talked to them and one of the things that they had was a foster homeless leaz on and that's why we um created that position in our district and we're making um we test that advocate for those families and those students that are in that and we're hoping that's going to help that um but as retes would tell us that every one of those 17 kids has their own story to tell um that that is heartbreaking or you know or and hopefully at the end comes um a good story to tell but again we are trying to address those needs because we see that data um showing that we need to increase our support for those students okay when we when we look at suspension rate um I'm going to ask you to disregard the 2020 21 suspension rate because that's I believe is artificially low due to the limited amount of time our students are in on campus this year um the 1920 is the 20192020 is really closer to an average year but in the interest of space I I wanted to just show that one year in the past so when we see our 3.5% suspension rate for all students we see Foster significantly higher homeless significantly higher um socioeconomically disadvantaged higher we see higher higher higher right on down the road right on down the the column in many of our student groups um and this is another thing that we've we're looking at over the past few years and this presentation will will address the whole idea of MTS s addresses behavioral supports and socioeconomic or I'm sorry social emotional Miss Doby needs thanks I was was hoping that he'd be able to finish what he was saying before I interrupted um I have a question about the suspension rate data is is this broken down or disaggregated in a way that we can see what the suspension reasons were and um if there's any I mean do we have data on Trends in reasons for suspension per each uh student population group we do yes and I would add to that the sites on the site level they have all of that data and they're looking at it in their PBIS teams because that that Wellness team group of people does support things like suspension and the reasons behind it and how on a site they can improve that and help students yeah and where are we at with our suspension policy anymore because it's it's shifted in my experience in the last eight years with the district um when these students are suspended they are still suspended offsite or out of classroom or um what's the what's our policy there just in one sentence so there are both of those options are available uh there can be a two-day suspension uh still on site but out of the class and there could be a range of suspensions from 1 to 5 days five days is the maximum um there has been legislation to reduce the types of suspensions for example recently passed legislation um does not uh prohibit hbits uh schools from suspending students um fourth through 8th grade for just simple Defiance so there's been some steps Tak but if a student in a junior high through High School anywhere between three and five we have an option of sending them over to Academy for change for 3 to five days but like Mr Shephard said usually the one to two days we would try to keep them on campus for a type of M school suspension and when they're suspended over to um AFC um do do they so again in my prior experience and I don't know where we're at with the policies um do do those students just do whatever work is assigned by the teachers over at AFC I know that there's a mix but there was a lot of um inconsistencies in two years ago let's just call it two years ago because it's pre-co um you know where we couldn't communicate with the students um they couldn't they couldn't access their Chromebooks they couldn't get on their Google Classroom I mean they weren't allowed to do anything on electronics while they're suspended so there was really this um it was like a double hit on these kids who were already struggling academically if they got suspended off campus to AFC then then they were playing even greater catchup but they just it was like they were always drowning and they couldn't ever really get their head above water it it is a challenge and that's a cyclic thing you know if they're feeling that way then they're going to act out more and there's going to be more behavioral issues or more absences or you know more treny and it's a challenge we we do what we can um I know over at AFC and Cal the um the suspension let's just say suspension coordinator over there communicates with the sites with multiple sites with multiple kids depending on the season right it can it's a challenge and something we need to we we need to address um in some cases the some of the work that would have normally had been done in a classroom setting can't be done just because of the nature of the course and so in in that situation the instructor either from the school site the the suspending School site or Cal AFC will uh will create some work it'll be great to see sort of through the mtss and our social emotional um approach and behavioral approaches um in the next year where we have more supporting Personnel to try to really address the the academic inequities when students are suspended I I get that they're removed from the classroom for Behavioral reason typically um but that doesn't mean that they should be missing out on their academic growth and you know I'm sure that there's more solutions out there that that we could probably keep working towards just a shout out to Orville unified um they are making uh incredible progress along specifically focusing on suspension and expulsion and they have instituted some procedural and policy that um we're we're closely scrutinizing just to let you you know I absolutely support everything Miss Dolby just said about the the loss being a double whammy for the kids that are already struggling for whatever reason a and then they just get they feel so overwhelmed about even returning to school that it just it doesn't work I you know saw it year after year after year being on the processing side of suspension at the school sites I think this the numbers are a good example just to even look at you know our suspension rate of our foster homeless youth is is way higher than all the other groups and you know we also see that their um their preparedness is very low and I'm sure that there's a lot of of data sourcing that's gone into that so I'm really interested to hear what else um you guys have to share about that today thank you and again it's a perfect tie back to Mr tennis's question about Foster and homeless right and so the question then becomes why are they suspended what's going on there and we're going to try to go there too so again focusing on why we've presented some data Tim's spent a lot of time um making sure that we were able to organize this into presentable uh consumable fashion what we'd like to do now is kind of shift to experiential evidence what are our our kids and our parents and even staff experiencing we really want to focus on the why before we start to talk talk about what we're doing and what we're going to do so I'd like to um John Vincent's going to pull up a couple of videos for us that we've we've um clipped into Dave McCay and his staff and his Equity Alliance which we're going to talk about more um I keep saying that but I will I promise um have been working hard to capture how their students are feeling what they're experiencing what their parents are experiencing what some of their staff are experiencing and so we have a couple of Snippets here just to to draw attention to the why why are we having these conversations so we're going to start here with some students from Bidwell my name is they say I don't believe they don't have that's not can we increase volume like any father could just walk out like I don't know when I tell people oh um my dad's not really in the picture they like why I'm like cuz he passed away they automatically figured that oh he left me or like it's like whoa like where are you getting these assumptions from like last I Che my dad was in my life he just passed away couldn't be there the whole time and it wasn't even his fault like half of the time or majority some of the times you don't even know why that person is not in their life or even if they try to be like it's never like oh um your dad just left you cuz he didn't want you or anything like that it's just assumption that are being made and it's by not just white people not just Mexicans not just black it's by it's made by a lot of people even your own race will assume that you don't have a father because you're this race there was this incident last year with this kid that goes here still and he just kept saying the n word and I felt really uncomfortable not only because he was using the word but because like my best friend and so he was saying it so we just wanted to focus on that one One Clip they start to go into a really rich conversation about the nword and that conversation goes on for about 12 minutes um but it's it's it's worth watching just to to capture what the conversation with those students was about um really there we go was really about again implicit bias and what do people what do they bring to conversations and so to hear students talking about that in middle school we felt was pretty powerful the next clip is a uh couple one the person on the right Adrien Jimerson is a teacher and parent in Chico Unified with her biracial husband and she's going to talk a little bit about her own experiences coming up to the Chico Unified School District from the very beginning yeah I think mine was similar um I'm adopted um I was born in Soul Korea and I was adopted to a white family my dad is Italian and my mom is white but um I most grew up with my dad's Italian family so I grew up with a really big um loving wonderful loud Italian family and I think my earliest experience of racism is in school right when we were home when we were younger we're in our little Bubbles and we didn't really experience that as much well maybe even with some of our family too but um definitely I remember vividly in kindergarten for the first time uh being out at recess and just kids chasing me around and you know going like this and calling me Chinese eyes and flat face and you know they had like these really awful little Rhymes too I remember you know like it was it was terrible like it's not even me worth saying these little rhymes about it as well and so I remember that was my first experience of school and I remember crying and going home and crying every day and it not being a positive experience um out on the playground especially and then I remember yeah looking at my report card and having an in for Behavior which is not like me but um I wonder if that in was due to my you know difficulty with what was going on out on the playground and you know the racist Commons that were being told to me and yelled at me um I wonder if that in had anything to do with that what I was so again just examples of why we're having this conversation and uh trying to keep moving forward and uh we're going to turn I'm going to turn it over to Tina to talk more about our our Chico Unified efforts here I I just want to point out again that that teacher is reporting experiences she had in a Chico Unified kindergarten class not out of the area yeah as we're moving to the next slide I think it's really important to embrace the idea of of director Keane's insistence that uh we keep reinforcing a call in not a call out we're calling people into this conversation we want to be sure we're talking about as much of this as we can in in every conversation um every agenda that we are uh utilizing within our district that we're calling people in not calling them out that doesn't help us but really focusing on things that we know um are important to us again going back to prioritization so the the quantitative data that you saw for the Y combined with the qualitative data which was our experiential video samples here are those examples again that have led us to the equity based mtss idea and system I am a systems person I work I work well in in organization and knowing that that we can connect all of the dots to help us we have had a lot of great things happening we we have a lot of wonderful supports in place and and teachers doing things in their classroom and auxiliary staff and we'll go through that in a minute but we never had a way to tie it all together with a very focused approach and this is really that focused approach and it it's got a lot of research behind it and it does again look at the whole child I say that over and over the academic the social emotional and the behavioral working together to give students what uh they need each and every student what he or she needs this is an example it's not a live uh piece yet I call it the landing page for mtss when when we started to kind of pull all these pieces together we felt we needed to make some kind of concrete connection because uh we wanted to to show this to people and explain it and this is actually a live not here but in reality it's live and under construction because it's fairly new so so uh what you would see on this if we were to have the live piece is each of these backpacks obviously is representative of the three pieces of equity based mtss gives us more information about what those pieces are so we're real clear we have really common language that everybody is speaking that's important and then at the bottom if you were to click on each site has a basically a menue of what they are doing with the funding that we're receiving to move into the the supports on their campuses for social emotional support for kids academic and behavioral I tell you and we've we've said this before everything is just going gang busters with these supports right now as we're starting to prepare with with using the money that we've gotten from the state and federal government I can't tell you how much I appreciate and Ed Services appreciates fiscal and and Ed services are speaking the same language our our um our business services team actually has an Excel spreadsheet labeled with social emotional academic and behavioral I don't know anybody else that's ever seen that so great job to our business services that really is exciting to all of us but again it shows you the commitment to each and every student looking at those numbers how can we continue to have ongoing data to see where our kids are and how we can support them so look I look forward to sharing more of this with you as we get more uh advanced our building of it okay one more piece that we're able to do to help connect these dots is to look at our lcap we know that our local control and accountability plan is what truly guides all of our school districts it guides us with our goals it guides us with our financial pieces that come in and then we look at our actions and services and see if we're hitting the Mark if we're not hitting the Mark we need to adjust and see how we can do it a better way so we we have had typically in our lcap the five goals that are there in yellow we are shifting to three goals that represent our mtss framework now they're not just taking all the yellow out in fact all of the goals that we've had in our in our prior lcap fit into this as I said a moment ago we've been doing some really amazing aming things throughout this time frame and we don't want to lose track of those but we wanted to have a real focused Direction so we don't lose focus our schools don't lose focus and we're all speaking a common language on those three pieces to help our our our kids so uh Tim and I and Ed services are are working on our 2021 to 24 LC cap right now you'll see that coming your way in June two times it's pretty exciting it's a lot of work to put it all in together into into pieces now but uh we welcome that and we see things that are again those those actions and services that we've been doing that fit right into these pieces one other thing to note on that real quickly is while we have a district LC cap our schools have what we call a school plan or a sipsa if you've been around a while you you know that acronym and those will come to you in may they come every year to the board board for um a consent item but all of the schools do their own kind of mini l cap for lack of a better term because of timing they're in a transition I work with all of our schools and our administrators to get those those plans Complete because we haven't shifted completely to an approved 20 2021 elap from the board this makes sense that it's a transition year for our school plans and for the first time they are putting in actions and goals that address Equity that address implicit bias and their goals for what their sites are going to be doing with that and I've I've never seen that in school plans it is truly truly exciting mby thank you um I had a quick question about um the box that says inclusive academic learning um I was just wondering if if you could give us a working definition of that um and also um just maybe um a brief explanation of where those needs are not yet being met what are our growth goals there because I I have heard a lot especially at the elementary level that there's um that there could be some improvements when it comes to inclusive learning but I want to make sure I'm understanding the definition the same we're working on that definition literally as we speak Tim and I had a conversation yesterday afternoon about really digging into what these goals how they will read because we do want to make sure they hit the mark on what we want to say we're actually going to employ Liz mezer our grant writer to make sure that our language makes sense and she will probably add some things to it as she always does to make it more comprehensible and um and professional so we we're looking at what we've what we have done we took Community input from our community U meetings this year and also our targeted parent our targeted student group meetings with our parents we've had a lot of that input coming through um but we you know welcome things that's one of the reasons we bring the lcap as a public Hearing in June 1st because if there are additions and things that uh we need to look at in examine it's a good time to do that it's a big document it's about I don't know 80 pages in length so it's it's beefy and there's a lot to it and obviously funneling through five goals down into three is a little bit daunting uh so it will it will read a little heavy in those Pieces perhaps but we are committed to making sure we have the pieces in there that we need it also is important for you to know with the elap every year obviously we come back and relook did we hit those goals we go back to Tim's data that he shares and that's what drives what we do the next year so it's not a oneandone by any means we continue to use that that data when when could we oh John did you want to add to that sorry yeah just specifically if I can click back to a slide here this is the um College and Career indicator and let's just look at one of our targeted student groups um our students with disabilities so to click forward to inclusive academic learning what we're talking about there could be pushing in more students into General classes so that would be a a concrete example of that falling within um inclusive academic learning yeah it's my it's my broad understanding that there is more of a need of that push in approach um for more inclusive classrooms that I've heard from parents of students with special needs so that'd be really great to see that conversation up in center with our um Equity uh discussion for sure thank you for bringing that up and again that does coincide with the the mtss design as well which is great Mr tennis did you have a question yeah thank you just two quick questions where they I maybe they'll be quick maybe they won't be but um lcap um had a a name change last year in 2020 no oh I know what you're talking about you're talking about the the LCP the learning continuity and attendance plan okay different lcap totally different not my decision but it was the state yes so lcap stands for yeah this LC cap is local control and accountability plan all right and it is Define lcap for me if you would please you might have done it right the outset but but if you could do so again in a focused way our elap really I like to think of it as our business plan it is our it sets the goals that we have in place it puts the actions that we do and and maintain in our district to achieve those goals connected to the money pieces the financial pieces that go toward that we have the data in there as well so it's pretty comprehensive uh in in a piece and then we look at to make sure we're hitting those marks when the data continues the next year so as you said you said it it it truly guides our decisions um so where do the goals on the left come from and where do the goals on the right come from so the goals on the left have been in uh they've been in our l cap for this is going back how many years now yeah since the beginning they're mandated by the state those are the goals that the state gives us that we are required to address so the beginning is the beginning 2013 yeah there are eight State priorities that's kind of to go way back that's where it starts there are eight priorities that the state of California says You must hit I couldn't tell you all of the eight of them off the top of my head right now but but the five goals have to attach to those priorities um so moving forward to this one with the mtss framework those priorities are embedded in here as well uh but again like I said the the pieces that that we've had in the past with our lcap goals are truly able to fit into these three pieces of um the mtss framework again more focused I think it's really important to mention that parent groups are held and they have a direct input into what we're doing are you referring to this this year here I mean uh year year in fact this year the the attendance of our parent groups was better than it's ever been yes um and and part of that was pulling them into the five uh special areas and pulling those parents together um so that they were they were with the group that was their focus the only change we had this year is we went into a zoom format when we had our all Community own format I think um but we were able to hold iners ones when we did our um breakout groups I had a different take um with respect to the two of you I I thought that that our promotion of the elcap conversation if you will was basically non-existent I think that it was um in my research it was basically kind of an invitation only Affair and there was never any general announcement made um to invite people or involve the community in lcap conversations so so the imitations take place predominantly at a school site level and without a doubt this year we had a very big focus on getting our targeted groups together um because that's that's what we're supposed to be doing is making sure that those groups that are not achieving are achieving at the same level as our all student group so that was where our Focus was we met with a foster Youth and homeless as you pointed out that was a a group that did not score very well so we invited from each School site parents um of Foster and homeless students and uh again a very enlightening and successful meeting with that group and it was uh well attended we did the same thing with our English language learner groups and uh with our African-American student groups as well as with our special ed um and all of those I mean without exception all of those had excellent attendance at it reached the capacity that we could reach within the physical building where we were meeting so um from a a large scale you know across the board I I take that we can absolutely do Improvement there from the targeted groups I think there was a lot of Outreach and success with the targeted groups I want to say that when this started I had contact with a lot of different teachers and parents in different districts nobody was doing the level of Outreach that we did we provided food we provided babysitting we provided Transportation uh they were large interactive groups and uh nobody else was doing that that I know up it sounds like you're talking about things that happened in the past not things that happened this year well this year was pandemic you just heard well yeah I mean I don't want to be misunderstood I think it's very valuable to reach out to all the groups that are on the target list absolutely no question at all I support that 100% but I think that you also got to give du to the bulk of the people who were serving in the district and I think that we really owe it to them if this lcap process really is I mean the heart and soul of of the district it's kind of what I'm I'm gathering and this year it's a I mean it's see in the next couple years it's even a bigger deal than normal because we've got all this extra windfall of covid learning loss money that has poured in here I just think it makes sense to have a lot of CommunityWide buyin and um and I I feel that this feedback mechanism was was not available to the general or our constituents and possibly was even curated to bring us back a a specific message that we wanted at the very beginning um so so I will say we do have uh two public hearings that are coming up on the OAB so um we can push that information out as we do every year that those are coming up um and they are also the oap is also posted on our website where anyone uh can provide written comment and in fact um we have to respond if there are questions uh regarding the elcap so uh that is a open invitation for people to review the elcap to give questions either in a electronic format or to come to our board meeting when we have the public hearing on the elcap and just to kind of reiterate it I think in business terms the elap is really our strategic plan for schools so it is an important document I also want to add just one thing too is that the PE County Office of Education oversees our lcap plan and they have to approve our lcap plan and they've been with us on every step of the way every year we do it and especially this year because they're using us as a model um and how we've been outreaching our targeted student group families and she was also Janette Spencer is the lead for that for bu County Office education and she was on the zoom when we did the community um meeting meeting this past time too and uh again we talked to her afterwards about things that we can improve on we're constantly wanting to improve um our methods of doing this and doing the best that we can at this and Mr tennis we will um do uh take your suggestions and we will continue to improve on our lcap nights I appreciate that thank you um now if I I don't I want to know if this is going to relate to the extent to which this is going to relate to any decisions or anything that we're making uh tonight but you know if I look at this this form here um I identify with I mean or I guess I like the column on the left better than the new one on the right will that play into any adoption of this or or anything like that I mean was this given to me for information is this already occurred here in Chico Unified or or it might occur well this Chang you know I mean we're out with the old and with the new so the stuff on the left is gone and theu stuff on the right is is the way it's not gone I once you um I'll be anxious and anytime you want to sit down and look at it when we get to that draft form come on in because it's it's hard to put into context without it here in front of me but all of these pieces again that stem from the eight State priorities will be in here as well kind of like a few years ago the USDA got rid of the pyramid you know the food pyramid of how you should eat you know all the starches and carbs are on the bottom and then you got like vegetables and then proteins and then sweets with a little Capstone on the top and under the Obama Administration they got rid of that way of looking at how you should eat instead they showed a dinner plate and this much ought to be vegetables this much ought to be fruit you know is this is this kind of like that like sort of just a different way of looking at the goals that actually have not changed is it just kind of a different way of looking at them and emphasizing them it's a way of keeping everything into in the mtss framework that's truly in that's the way I see it we again we're all speaking the same language um we all consistently know across the board those pieces that that support that yeah so if you were to go back to your backpack graphic right there's the academic social emotional and the behavioral if you were to unpack those backpacks you would find those things in the yellow on the leftand side in that list you would you would uh not as extensive as the lcap of course because the elap really does look at all the financial pieces that go into that but the idea of that landing page is that yes schools can constantly add in hey we're going to add another um we're g to gosh what's what maybe they extend their Ki which is a social emotional learning program maybe they extend that a little bit then the school will put that in there so it's kind of livetime snapshot of what they're doing that that's a different landing page is kind of what I call it at a glance compared to going into the LC cap yeah I guess my point was just that we will find those things be mentioned underneath the three tiers of the new lcap goals in some you find some four yeah activities and actions that the schools have um definitely more comprehensive in the lcap form yes but but to specifically answer your question the board has to approve our ELC cap and if the board says no we don't want the uh three-goal format we want to go back to the old elcap the board has to approve the LC cap so ultimately the board has that decision thank you I I'm I'm GNA jump in um I think I have an advantage although Kathy may have been at the same advantage that I was when we got the eight State uh mandates and we had to work on um pulling it down into something that we could work with and identify with here in Chico and make it work for us in our lcap because it was so broad-based that we literally couldn't focus on anything and so we we brought it into what you see there in in the yellow and yet didn't lose track of all eight so like you say uh Miss Kean they were all there they they were just tied in a little bit of different wording I'm having the same trouble with going to the blue because I wasn't involved in yet and we will be because we do have to approve it in in describing what the yellow stuff now looks like in the blue and how we're attaching that to the goals and things we're putting money and services behind in order to accomplish the mtss singular student Focus do I am I close you are and I can share the slides from our last community meeting where you can see a visual representation a little bit easier on how those actions fit into the three goals now I I have the same concern that um Mr tennis has in how do you now go back and communicate this to the all student support system which are the parents that that all student group that hasn't been involved to the extent that the um the targeted groups were how how do you go back and explain to them how we got where we are I'm concerned too you know how are they going to know how they feel about what's there if they haven't had that that kind kind of in-depth involvement because this is not easy you know this this and we are changing for good because I I like the mtss all student Focus making sure that every student every day gets what they need I get that I'm just concerned as Mr tennis is that some parents are are not going to be able to follow the trail so please please keep those people in mind as we're moving forward to that first public hearing on the elcap in June of course absolutely one one thing that might help right here too to know is that our school plans are approved by School site councils and the school uh site councils have all done that prior to the May general meeting so that group of of parents has seen the school plans and they have been talking about this shift moving this way so if it helps the the conversation is is out there um I agree change change is um presents its challenges of of moving forward and and one of the biggest pieces is the communication piece of it we do as as uh Kelly mentioned we we will have it uh on our website as a draft form I also like to have it translated into Spanish to put on the draft form as well and through the through the month of June um sorry I to dwell on this I was thought I was done but something you said Miss ke made me want to respond to it and I actually did a lot of research into different sites um with people who I knew at various sites and I can tell you there was a lot of variance between how much this elcap process was um announced or promoted in any way um at the school sites there are some that had basically nil communication to parents about hey there's an lcap thing going on and we really you know want you to know about it and stuff like that um at other times you know you had the School site Council and then the PTO being kind of given a memo about it and that was it you know um and uh and with others they they seem to they put it in their their General announcement like not pH jar because I think that goes to everybody right but so um there was a lot of differences from from school site to School site but I want to remind everybody just as somebody who's kind of in some ways off the street into this world of of Education policy um meeting since you know the beginning of this year or late last year this is boring Arcane stuff just so you guys know this is this is dry stuff here okay people aren't aren't like eating this up you know and waiting for the LC cap to come hot off the press I mean if we want people to know that this is the heart and soul of the school district you know this is what how we're going to spend our more than $170 million a year you know for the next couple of years um we're going to have to do a really good good job letting them know about it and and and how we're thinking and why we're thinking the way that we are sure I totally understand not John and I have ongoing discussions about how exciting this this is I love it yes she does but point point taken yes okay so shifting uh to looking at this large contingency of staff that we are so fortunate enough to have here in our district and I I don't want to start looking at these pieces of Staffing without mentioning our classroom teachers they are as as um was pointed out earlier the boots on the ground supporting each student um every day but we also have in building this framework we also want to make sure we include those folks that are working across the board in in our Behavioral Systems in our social emotional and as well as our academic and you see we've got quite a an extensive list of people the pie in the sky and the plan would be to include all of these folks to for for their expertise in their areas so we can ensure that the the mtss plan going forward does indeed address all needs that each and every student needs and what does that look like how do we we pull data from that so we're in process of of really getting down to the nitty-gritty of how this group of people along with our Point 2 toses I think they're in there yeah the mtss coordinator and the point 2 toses that have uh been added by this board will be pivotal pivotal to move this framework forward so uh we're pretty excited about this group okay so we're going to shift to the next phase of this conversation and talk about some current efforts and uh we just want to highlight some of the um some of the supports to start to drive this mtss um drive it home we've heard from a few of our groups that our hiring practices are are something we need to consider so as you think about um the slide that Tim presented uh the the Staffing ratios for example um and and again we're not just talking race and ethnicity here we're talking about all of our um all of our student groups and we thought it was important to consider how we're reaching out to Future staff and and again we're not just talking about teachers here we're talking about all staff so we've been doing some work to recruit and to start conversations with um with our with our partners here in the area so for example um Ted suvan and I participated in a zoom um culminating uh course a Capstone course at the elementary and secondary um placement or credential program um it was the very last class of the of the year and it gave us an opportunity to have conversations with candidates about this this shift in um in belief that we're hoping to to um to further we asked for some feedback from the candidates we had them complete a survey to really give us some concrete information about their perception of chica unified and why or or why not um they would decide to stay in the area to teach for us or to work for us so we're having those conversations we've been looking at our job descriptions to be sure that equity and bias are included in those um and interview questions reference checks anything that we do as we're trying to to um to elevate this conversation about equity and bias in our district throughout the hiring process is really important so this next step is really critical for us to consider um when we first started and we're going to talk more about Equity Alliance here in a second when we first started talking about um equity and bias and and some things that we wanted to do we started to reflect on how much training our staff has received and we all kind of looked at each other said you know we we've had training in in siloed um environments but we haven't come together and ex and shared our experiences and been LED down a path that will be sustained in relation to bios training and so the challenge was where do we start and as a team we sincerely appreciate superintendent Staley's insistence that it starts with leadership it starts with the administration it starts start with district office staff so fortunately um about a month ago three weeks ago we received our first session in implicit bias training and uh Tina has some Partnerships that she's developed so we appreciate that and that we we'll follow up with the second session in a week our intent and this is a extremely um inclusive conversation is to train all of our staff all three unions CSEA um cut and Kuma and then anyone who's walking on our walk- on coaches um will be trained in implicit bias so it's a huge goal but we're developing a professional development plan to make that happen U sorry thank you um I was curious about um how we can as board members be included in those trainings because if we're you know the rubber stamp on our policy making it it's probably really important that we all also are looking at you know these policies through the same lens as you all are developing them so I did not pay board member Dolby to say that I am so excited that you are interested in that board member Doby because that would be a major goal for us to reach um I can tell you um in Orville High School Unified District their board has been trained and um that would be fantastic we'll make sure that happens i' I'd extend that also to um just because I've had some of the trainings that I know that like trauma informed training would be really helpful for board members to to um see through that lens as well and just you know anytime that we can figure out how to maybe extend an invitation for trainings to board members I think that'd be um really great and especially if we all could you know do our do our due diligence and make sure that we are seeing uh everything through the lens that the that the district is is practicing all right so I'm going to keep clicking through here before we go any further there's one more bullet I would like to just quickly reference the Harvard implicit association test if you have a chance um take that test a few times uh you'll you'll find yourself wanting to beat it you'll find yourself wanting it to represent what you think you you believe um and my suggestion is if you have a chance take that association test multiple times and um reflect on your results because it's definitely um it's definitely enlightening so just some more effort current efforts um we started a conversation earlier about diversifying our enrollment demographics and specifically for our acceleration programs so you can see here we've shifted from just subjective metrics um to objective metrics now there's still our conversations with teachers about students um but we're not just primarily relying upon that teacher recommend recation for placement in in Gator honors so as you can see here the first bullet um and I I know Mr sv's here if anybody has any questions directly about gate but we've been shifting to the an equitable site representation of the students who are placed in Gate um with our honors placements again there is still some teacher recommendation um involved here but we're utilizing object objective metrics like I ready scores esac um grades and local assessments and just to reiterate advanced placement is available to every student and I'm going to have Tina Keane talk about the league of stars before we do that can I go back to the the advanced placement um I don't remember I was as a kid in high school I thought I wasn't qualified to get into AP English which I was so jealous of everybody who was because it was all the super intellectual kids which um I wasn't but was there a requirement like some sort of grade requirement for English or something like that to get into that class or was that just a figment of my imagination this would have been 1990 so I can't speak specific to Chico Unified at that time but I do know that this has morphed overtime and by all means there have been uh very strict U things that you had to do there used to be IQ tests that you had to take to get into gate there used to be um scores that you had to score at a certain level uh to get into certain classes including honors classes and AP classes and that was very common across the state but what it did is it really did show bias and we were seeing that by we were not getting a wide range of students enrolled in those classes so it was kind of self-perpetuating and um the state has taken it on to say that you know we cannot we cannot deny access to any student any course to any student if a student wants to be in that class then we have to allow them uh that opportunity in our AP classes they we have to allow them that opportunity to be in that Gate's a little bit different in that there are limited spaces which is why we are trying to uh put into place Equitable mechanisms by which to um allow students to be into the gate program um a constituent on this topic actually brought to my attention just this afternoon um that the California Department of Education is actually moving toward getting rid of some AP classes do you know anything about that like for for certain levels like calculus possibly for high school there's some talk of getting rid of that altoe um nope not aware of that familiar okay um I think that this kind of thing just so everybody knows and this could come up in in our future decision-making process I I want people to know that I think this is a kind of a dumbing Down of the public school system you know I think that there really should be um you can call them exclusive if you want um I didn't qualify for all of that stuff but I I think that um to create environments where kids are really excelling in a certain subject area I think has value and I think that for us to have transitioned away from that is not a good thing I'm not sure what we've transitioned away from you said that over time we've morphed from the standards that I that that we were talking about no I didn't say we morph the standards I said that we allow all students access so um you know it's not just students that score at a certain level on a test if there is a student that um this would have been me you know I am not super bright but I am really hardworking if I want to work hard and do the work and put in extra time to be successful in an AP class then I should have the opportunity to do that and at the end of that I may very well score just as well as somebody that technically you know is much brighter on a uh some test that they took so so the standards have not been um dumbed down for any of our AP classes and I think if you talk to any of our AP students or AP teachers they will tell you they are very rigorous but we do want to allow anyone that wants to have access to them to have access and you feel that the the academic integrity of those classes has not been compromised by by those people coming in I absolutely believe that well I'm open to that if I can just add to um when I was principal of Chico High School I would strongly encourage um anyone and and everyone that was interested in an AP course to to enroll we don't set the standards for the the test the AP test those are national standards so we didn't look at we we were more interested in the pass rate so we tried to get the pass rate up as high as we could um at the same time allowing as many students as possible into those classes that that wanted to so so even if they didn't pass the the test they were exposed to some very rigorous um academic work in order to get um prepared for that test so so um I felt at the time and I still feel that way is that they um had the opportunity to experience those classes that were as probably as close to a college type class as they could get in high school because of the level of the test that they were going to take at the end of the year so um so we didn't the test is remains constant no matter what and we continue to look at the the Pass rates and and our goal was to raise those Pass rates every year Dr Kaiser so I uh was head of GE for the CSU um and the community colleges participate in our committee um and then we would several of us would then participate with the uc's uh approach so the test are nationally constructed tests by selected faculty at universities across the United States they are not premedicated by what kind of a grade the student gets in the class um a student could potentially get a c and still score a passing grade and then they would get college credit and they would be recognized as AP a student could get an A in their class not score high enough on the test and they would not be recognized as AP so uh and IB has similar contexts with some different participation aspects to it but um I think you have to back up um the first time our country really uh whipped a foam up about this was when the Russians beat us into space and Eisenhower flipped out and eisenh Howard then said no matter what they look like at that point I think gender was the main issue if they're smart we have to have them in science and math and that program was funded for over 20 years now Florida was segregated as were most schools in the south at that point but the context was it didn't matter if you were male or female if you scored you were in it and the faulty piece to this program was besides of course segregation was that they thought if they funded the summer extracurricular so they were sending me to college between my uh sophomore in my junior year between my junior and my senior year they thought the high school would change its courses that I would come back with quote unquote an accelerated course that didn't happen but still you had that background that preparation so we have done different kinds of things trying to get students with talent to have exposure so they could go on and Excel um I was dyslexic nobody knew what that was and nobody gave a freaking ass about it um there were no services and so you know it's like I could get an A and everything else but not in English um just how it was I mean those are the contexts so I think that in each of these cases we're trying to make sure that we don't lose students we don't lose them out of things they might be interested in they might excel in and sometimes that's changing how we represent it to them you know um if you're going to be a female in high school school and kick the ball out of the park with math the guys aren't going to be particularly excited about it but if you have support you can do that and so I would like to point out that uh pey has a female kicker that kicks it like insane and that's football I think that's a good segue to M director Keane talking about the mentoring program that would have been helpful so about two years ago a year ago uh a mentoring program began I think uh John has shared this with you before the men of Chico a mentoring program that that connected Chico State bu college and Chico Unified together this year I was honored as was Kelly and some other women in Chico Unified to be part of the the league of stars the women of Excellence program which is a mentoring program for young women in Chico State bu colle college and Chico Unified even with Co we we made it happen it was truly a highlight of my week every time that we met in this I could be heard laughing one minute and uh they didn't know tear tearing up the next minute behind my closed door we had our last group meeting of our mentees with the other captains in my in my um Team yesterday and I asked them for some feedback to to share with you tonight because I knew this is on the agenda that and the young ladies said this league of stars um helped them to connect the the league of stars encouraged them to to create goals and to complete tasks they may not have done that before we talked a lot about goals they talked about motivation and they wanted to make sure next year with the group that we had to include not only academic goals but selfcare goals I celebrated that I loved that that was one of the times that I cried they expressed that it wasn't just a teacher student type situation it was a family it was a safe place we talked a lot about educational goals we talked a lot about experiences things that they can do and I look forward to connecting with the program every year U truly truly loved it I think it's got a lot of potential for growth and I know Kelly was involved as well if she wants to add anything Yeah we actually did we started Ed off um with some personal care goals right off the bat that's where we started to kind of ease into it um and it was a great way to build rapport because I certainly had my own Fitness goal that I was trying to achieve as well so it gave us that common ground and things to talk about but as we went on they became more academic and career um in orientation and to the end that we were getting two students ready for a physics exam which certainly was not my area of expertise but helping them work through how they were going to set up their goals and the same thing um you you you build that Bond um I have a feeling we will stay in contact after but there are just some amazing young women that are going to be coming up and out into our world in the careers very shortly so again thank you to John for putting this program together and expanding it to include the women of Excellence it was very rewarding yeah I'm listening to these testimonials and and I have to say it was a little more challenging for the boys because boys just are quiet on Zoom I don't know what the deal is there maybe that's my implicit bias coming out there but I can tell you we are so excited to get these kids back on campuses and be able to invite them to pizza and sit down with them and have this cascading mentoring happening from Chico State to BU College to the high school kids and then eventually moving down to middle school and there's so much opportunity for connections and growth there um and our our money is where our mouth is I'll be I'll send out an invitation to anyone who's interested from the board in joining us and you I think it's May 18th we're going to get together with some kids and eat some pizza socially distance of course and talk about next year so it's going to keep going it's going to keep happening okay so I want to focus a little more on um how we are pushing forward and utilizing site experiential evidence uh District level um evidence to try to coordinate our conversations um about two years ago we started we had some grant writers Liz Medgar and Kristen La were involved with Chico St state in applying for a grant to address a problem of practice and so Chico Unified gathered 14 I think it's about 14 uh district and sight level staff to address an immediate purpose to identify and deconstruct polic policies and practices that contribute to in Equitable student outcomes resulting in the empowerment of students and staff to address equity and bias in the Chico Unified School District system I don't normally read slides to you but that one is extremely important as we move forward and most importantly to us is inequitable student outcomes as we've seen from our data so what that looks like I'm going to ask John Vincent to pull up a couple of graphics and I can't thank rcio French and and Erica Smith enough for helping us with the graphics so we tried to capture the structure of the district level Equity Alliance and you'll see the immediate purpose captured here at the top and then as we scroll down you'll start to see some gaps that as you've already seen in our data we see the evidence there and some possible factors I want to reinforce that the initial problem of practice for the NorCal ELC from a Chico Unified District perspective was on um that idea of race and ethnicity what is starting to happen now and if John will scroll down a little further is these conversations are developing at the site level so this first yellow gold box is the um District level Equity Alliance the 14 member team I ref referenced earlier so out of that conversation developed an understanding that we needed to have these kind of equity Alliance cohorts on every site so as you can see in this graphic there's a there'll be a team of students parents and staff joining together to facilitate the work of that initial problem of practice deconstructing policies and procedures now what that looks like for students might be what might be different than what that looks like for parents right but having those conversations at the site level is critically important so the next step for us and I want I want to I want to pause here and just uh make sure everyone understands this is in process under construction um it's really important that people understand the funding for some of these um efforts were just approved in the last two board meetings so it is under construction but the backbone is is here so for example if uh John if you could click on Hooker Oak Okay so we have the principal here Emily Mullins from Hooker Oak she's going to come up here in just a second and talk more about this but I want you to see that this template will be available to the public as soon as we're able to um to uh to I don't know further some of these actions and and list them this template will be available so for example if a if a hooker Oak parent wanted to be had interest in becoming part of the Hooker Oak Elementary Equity Alliance he or she could contact either Emily Mullins through email or Stacy C Calderon or Megan groody really quickly and say hey I'm interested in this tell me more about it so the goal is to have a common template um we're going to work with Erica Smith to um to make sure there's access to the public through our website so I'm gonna have um oh I'm sorry I was remiss actually we're gonna have Miss Mullins walk us through this Tina do you want to introduce Miss mulls sure thank you Emily millins for being here tonight she is our principal at Hooker and we wanted to invite her to share a little bit about what her Equity Alliance is uh has started and is the direction they are moving so it's all yours Emily awesome thank you good evening so um you know I was a little nervous when Tina asked me to present because I you know as John mentioned we're really in the beginning stages of this and I felt like well gosh we really haven't done much but just sitting through this and listening to all of the uh this presentation I'm I'm actually really excited because we actually have come quite a long way already in such a short amount of time and I'm really pleased to see how hooker Oaks how what we've been doing is really in alignment with um Chic Unified School District and I think that's kind of the goal of all of this is that we really are connecting the dots and when we have this Equity based mtss it makes it a lot easier for all of us to connect the dots and all of us as individual School sites to really work under this common framework um and you know kind of put all of our systems and supports in place so at Hooker Oak we started this process um with just a a very open conversation in a staff room uh we talked specifically about Equity because I think it's it's absolutely important to start with the definition of equity what does that mean what does that look like and um so on our School site you know I think that we uh you know of course right off the bat identified that as um you know ensuring academic Excellence for all of our students for all students and then it kind of goes back to you know when you talk about all students what does that really mean and um going back to Tim's graphic or his uh looking at the state dashboard reports you know we always have all students to compare to and I think a lot of times we get comfortable when all students are doing well if we see that all students are in green but um you know in my opinion we shouldn't be content until truly every single subgroup is doing well too so even if all students are doing well you know I believe we can continuously improve in making sure that all of our subgroups are reached and then even going beyond the dashboard I think it's important that we're really looking at who are all of the students at our school and they're not all represented on the California state dashboard as uh I think Mr Shepard pointed out so an example of that um is and I'm kind of skipping ahead here but um you know one of the things I think that we do in classrooms a lot as especially in primary classrooms is we do projects that involve family structures um we do student of the week we do um Mother's Day teas or Mother's Day projects or um timelines of um your your life and we do biographies about your life you know all of these types of things that are really um geared towards a traditional family structure and so that was one of the first things that we kind of started talking about was how can we s how can we make sure that all of our students regardless of their family structure um feel supported by these assignments and or supported by these projects and are able to have Equitable access um you know specifically speaking of foster students or students you know who were adopted if we're asking them to do to bring in a baby picture for example for student of the week and uh you know maybe they don't have any baby pictures because maybe they weren't adopted until they were three and so that right there could be something that could be alienating to those particular students and so that was kind of you know I said a a starting point that I think all of our teachers could really wrap their heads around because we all do those types of things and it's one of those things that I think you don't even think about until you are forced to think about um so we uh if you want to scroll back up for a sec I think I like I said I skipped ahead to there but uh another First Step that was kind of easy for us to look at was our classroom libraries how diverse are our classroom libraries and so we had um quite a bit of el cut money that we had allotted two um books which was great so we used that money to to Really diversify not only our school library but our classroom libraries as well and I had than thankfully just um teachers who had already created wish lists of just diverse titles that they wanted to include and so now we finally had the funding to be able to fulfill those wish lists so that was a first step and then we have these uh display cases in our hallway so once all these books started coming in um in February which happened to be african- American History Month we displayed a lot of those books in those display cases in the hallways and um and then the next month we displayed a lot of books um with for women's history and so that was kind of another step too is as we've got the books we're displaying them teachers are reading them we're encouraging um students to check them out and read them and just really you know paying attention to our specific to the literature that we're using to to to teach whoops Miss do that's okay um so I just want to um commend you for those efforts and um point out maybe for anybody who's listening in or the audience that um a Next Step would be to put those on display all the time not just during a specific month you know we want to make sure we're weaving this through every single thing that we do we what we are doing here is putting the new lens on the way we do our operations the way we present our ourselves in our in our work um and I think that the quote that you just had the things that we don't even think about until we are forced to think about them those are the biases and the inequities and those of us who have grown up in the in that uh majority you know category we haven't been forced to think about those things so we don't even think about them as inequities or biases because we don't even realize that they exist and and just using you know even um Black History Month as an example we we while Black History Month is very important it's important to celebrate um black history and the black community all the time for example so I really appreciate you bringing those up and I'm sorry for interrupting your your no not at all that was actually I mean perfect segue because we had that conversation that that came up during Black History Month why are we just focusing on this for a month and that was you know we we of course displayed the books during that month but again the goal being that those books live in those teachers libraries now they always are there they're not just pulled out in February um and I think that's really important you know and I always say that during teacher appreciation week we shouldn't just have one week that we appreciate teachers it's it's all the time and that's the case for you know I appreciate that we have specific months that are dedicated to you know really um recognizing certain groups but I completely agree with you that that should be and that's I think what the whole point of this is is that we are constantly examining how we can be better for all students and you know kind of going back to Hooker Oak again we we look at who are our students and that's why this will look different at each School site um for those of you who are familiar with our demographics we are not one of the more diverse schools in the district so that was kind of another starting point for us is how might we get there what are the barriers for some of our parents that make our school of choice not as diverse as it could be or as we might like it to be um and so you know we we kind of started that conversation too which will continue to be ongoing um and talking about how might we be able to recruit families to be able to come to our school who are um you know to represent a more diverse student population um I think I heard this talked about earlier but um it's really important also you know if we're if if this effort is to be successful all staff all students all of our stakeholders need to be part of the process and so one of the things that we just started was um this month I'm doing an aid Academy after school on Mondays for classified staff and this conversation is is going to be is part of that Aid Academy as well too so we've been having these meeting having these conversations during our staff meetings with our teachers but if we're not bringing our classified into that conversation as well who often get left out of those conversations because they're not part of our teacher staff meetings then you know again it's going to be hard for us to meet this goal so that's another thing at you know hookero we're really trying to figure out how do we make sure how do we create conditions so that all staff can be part of this conversation and then the next step for us right now you know we've pretty much held this conversation at the the staff level um but you know obviously the goal next year will be able to include students and parents in these conversations and into our site Equity Alliance uh my when we were working on the sipsa I had the opportunity to sit down with Tina in the very beginning of the process and I was very excited to work with her to really look at how we could uh rev revise our sipsa to reflect some of these new priorities and focuses on equity and so specifically speaking in in uh goal one the old goal one the yellow goals uh we added language that ensured that any new teachers or staff members that came to Hooker o that we train them in these initiatives are important such as PBIS implicit bias and other uh site initiatives because I think that's often a missing piece as Staffing changes and we assume that everybody uh has received that training and um especially this year we're bringing on a lot of new staff members so that's something that we need to be mindful of and uh then making sure that we are developing and refining a consistent practice and how we teach about social justice and equity in each grade level an example of that um Miss Doby as you were just speaking about is um black history month so right now I think it's kind of just been you know just just it varies so much amongst teacher amongst grade level about how that may or may not even be taught in their classroom so we want to get very specific about what that looks like at each grade level um you know what literature might be utilized what themes might be discussed at each grade level so that we are you know being a little bit more implicit as far as like how our students are receiving that education and those experiences and do you want to can you would you mind scrolling down a little bit thank you the other big big thing is is really making sure that we're including representation from all of our subgroups on our parent teacher organization and our School site Council and any other parent committees we might have a hook roke that is definitely an area of growth for us right now our um our PTO and our School site Council currently do not have members from our students with disability subgroup um Or Hispanic population so that's definitely going to be a goal is recruiting and retaining those um you know a div a diverse student po student group student representative group on those committees and then we will be an active participant in of course of the cusd equity Alliance um our our Equity Alliance at Hooker o leads and facilitates conversations around Equity during our monthly staff meeting time uh our instructional practices and curricular decisions are viewed through an equity lens and modified as necessary to Foster diversity inclusion and equity for all students so again we wrote that directly into our cpsa um I'm definitely a principal who brings out those goals and brings out those strategies and actions frequently and share them with parents uh share them with all of our different subgroups share them with the staff and so you know I'm very excited that we have this language and these the specific strategies written in to reflect the work that we're doing with the equity Alliance and then as I already spoke about just you know an ongoing conversation is going to be identifying uh barriers to enrollment at our alternative school and we've already just talked about you know um one of them being Transportation uh parents are uh need to to provide transportation and so that of course right there is a barrier so how might we be able to uh get around that and then recruitment what can we do to go out there of course you know as you know um hooko and Rosedale we hold our lotteries in January so if you weren't on the ball and um had your application in you might end up on the waiting list and so how might we be able to go out into the community in December and make sure that anybody who wants to apply to one of our alternative schools of choice is able to do so and then I already spoke about the last point and that was just looking at our projects renaming them and um making sure that they are inclusive to all students I'm going to chime in once more on behalf of some of the things that were mentioned that there there is another group The LGB btq group that you know don't ever lose sight of the importance of of that group because it isn't listed as one of the subgroups by the state but it should never be forgotten here I I couldn't agree more and that was kind of the example that we were talking about with the baby pictures uh you know even as early as Elementary School we have students um who are identifying as trans and so that's that's something that if you are asked to bring in a baby picture and you're represented in that baby picture as a gender that you are no longer identifying with then that can be very alienating for those students too so I completely agree with you absolutely okay okay um we've been two hours we'd like to take a 10-minute break and then move into our next section okay we have two slides left uh could we take the 10-minute break and then do the two slides please for interrupting but no I'm not sorry for interrupting we needed to take a break and I do appreciate your uh willingness to disrupt and and start again yes I I have mine on on purpose um uh no I I'll save my question but go ahead continue please okay thank you so just to move let's see John can there we go uh again we were focusing on current efforts and now we'd like to shift to Future efforts and some things we've been we've been talking about recently and I think this came directly out of a conversation stemming from attendance at the Saturday um casbo um csba conference a conversation about an equity statement and would we want that statement to be strategic and measurable attainable realistic and time bound so that's a conversation that's started and we'll continue that conversation uh we've been talking about diversifying curriculum and I want to reiterate here that again we're not just talking about race we're talking about uh all of our student groups ensuring that as we look through our curriculum that our students can relate to our curriculum that our teachers um are excited about where the curriculum is placed where it's levelized so I think that's a really important conver ation and um we just Tim Caris and I were involved in a conversation today with the district lead Leadership Council for the secondary English teachers and having conversations about possibly moving some books around and adding some some novels to our department libraries and what that could look like so those conversations are happening and we're interested to see where they're where they're going to go we talked a little bit about further developing oh sorry Mr has question um I want to talk about that because literature is a serious serious passion for me um I mean books have changed my life so profoundly for what it's worth to anybody in this room but uh you know there's certain books that I think kids ought to read um 1984 by George Orwell you know I mean that's a really really important book to me and uh I mean a lot of Classics I love the Classics are we going to be getting rid of Classics in order to make room for books that um I mean I'm not saying they're not future Classics but you know maybe they're not the best um so what's your thought on that do you have any are we are we making room for you know diverse books by getting rid of stuff that kids really do need to read because they're the best I think the key word Mr tennis is Choice it's choice and ensuring that we have choices available to our students um the phrase getting rid of I think that's a a really loaded phrase for us and I understand why you'd use it because we want to be sure we're careful about that um what's going to be important as we have these conversations is do we have choices available to our students um that that represent the diversity in our district and again that that's every student every day each and every student so that would include you as a young man it would include me it would be every student uh in our district so I want to uh I want to ensure that we're focusing on on Choice why would the student choose the book that they want to read rather than the teacher no I think uh you're misinterpreting my use of choice I what I mean is we would um have conversations with adults with teacher with teachers with um with leadership about what what um representation we'd want to be sure is in our in our literature not having students just walk in and say I want that book for this reason but having thoughtful conversations about how we're representing all of our students I think I hear what you're saying and I think it sounds like you're saying that we might not have the classic of literature going forward to the same degree I we need to have conversations about the wise behind all of our literature and I'm not saying sitting here right now on May 5th that we're going to get rid of anything I'm not saying that we're going to add anything we need to have the conversations and it's been my understanding for for a long time that some of the conversations have happened but they've happened in isolated pockets and we need to coordinate those conversations and what I mean by coordination and I apologize member Doby be brief we want to be sure that we are um having conversations at on sites and also at the district level for example the district um Equity Alliance is having that conversation and some of the the two-way communication between the district Equity Alliance and the site Equity Alliance and then adding into that mix the district Leadership Council team members and then adding in on from from this angle our School site Council which is made up you know of community members and students so all of those participants in that conversation are important and one of the other and I mby just real quick we've had many conversations in the last few months with our district um Leadership Council with our English um department on this and so we we talked to the junior high and high High School um English um DLC members they go back to their site English departments and have these conversations as Mr Shepard right has said we have not made any changes of any of the model uh novels that they will be teaching but there is discussions of ones that we could add um to diverse our um books or novels that we are teaching in our classroom um so again we don't make these decisions um myself or John don't make these decisions or or Miss sty what we go through a long process when we want to develop or bring in a new novel into one of our classrooms I think the challenge Mr Ten is to be just real direct for us is the is the term the classics and just what is what is the classics right and what that looks like for everyone and so having a conversation about that right what maybe the Classics for you might be different from Miss Keane or different for me and so we we need to have that conversation for our students not for the not for the parents interpretation of the class EXP but what is representative of our students and that's got to be the focus for us every student every day I was gonna say something similar and just that again we when we're talking about Equity what we really need to be focused on is learning how to see the the dynamic of the system through a lens that is different and acknowledge that there are lenses that are different from our own so what's the classics to you or what may have inspired you as a student growing up might be different from me for my experiences you know we all have different lived experiences so different books are going to speak to us in different ways and to be able to express to our students that we want them to have the choice to to deliberately choose what they read so that they can be inspired by the things that they are passionate about and helps them grow in the way that that they see um that themselves identifying with um so I think it's it's important to to just reiterate or Echo that we're not talking about or we're not you know considering saying oh we're not going to deal with these books anymore those books are still important but you know those books were chosen by certain groups and classes of people uh historically in a system that was Ran by A very specific group and class of people being we were told these are important books rather than here are many books from many different backgrounds many different cultures and authors um and here's why all of them have a a good um uh lesson to be learned or a great structure of reading to learn how to diversify your your knowledge base whatever it might be student Choice should be based on what what is the full range and full spectrum of what's available and what speaks to them to inspire them to read Because if it's not going to be inspirational for them they're not going to want to read and they're not going to develop those skills um as uh efficiently um if they were told what to read thank you so just continuing with future efforts we talked a little bit about further development of the league of stars mentoring program and and what's exciting to us is hearing that Chico State and bu College will most of their classes will be in in person next year so we'll be able to continue that mentoring um in person U make those connections we hope as I said before for it to Cascade all the way down through Middle School would be would be ideal um we are going to continue to improve our Recruitment and hiring practices I neglected to to mention earlier our Outreach to other universities and other um teaching credential programs in the state so far I've attended six of the hiring Fair all virtual hiring fairs from six different um communities for example San Jose State University of San Francisco I've just been attending their their hiring opportunities or their hiring fairs to um to engage with their candidates we've been talking a lot about our Equity Alliance cohorts on each site and I do want to to emphasize um reaching out encouraging our our our um various student groups participation in CTE our Career and Technical education programs um it's a it's not a metric that we've discussed so far tonight but it's important that we understand that um these program these these CTE opportunities are available to all of our students and it's it's a major emphasis for our for us and it is a part of the career Readiness so it will help us in that regard as well thanks yeah I was trying to understand how that related this particular Bullet to the conversation about equity and bias well I'll give you an example so uh okay we just going back to Dr Kaiser's um mentioning the the Russian Challenge and opening our eyes to ensuring that all all students regardless of gender had an opportunity to further um in I guess not just further dominate in Aerospace and there is a recognition then that we needed women so that's the same conversation that are happening right now that we're having right now with Career and Technical education that we need all of our students to understand that this is an opportunity for them um and to continue to emphasize that those doors are open and will continue to keep them open for all of our students I can add that through communication with our bipo parents a year ago at our first meeting with that student group right before covid hit they didn't know the parents expressed they had no idea what the CTE program was they didn't know the pathways they didn't know about the classes and coursework that kids could take and um this year we were able to Pilot in the junior high a an exploratory program so kids could start to learn about careers could start to learn about the classes that we offer in Chico Unified CTE program so we hope to continue to see that grow we're actually going to get some feedback from the teacher that taught that and um heard loud and clear that that that just was wasn't um that wasn't as obvious as we thought it was so we needed to make that better all right so we're see we're missing a slide here I don't know what happened um in your paperwork there should be a slide about the ethnic studies did it go no okay so just for the public you're unable to see it here on our on our viewboard but included in the packet is a conversation about a California state board adopted uh ethnic studies model curriculum guideline yeah it's just not coming up here okay well we I'll just keep describing it it's just not coming up on our viewboard for some reason maybe it's it was made now we'll see if John can find it here it may have um there we go okay so yeah it must have got moved around maybe during break I must have messed with it so the California State School Board in January adopted the ethnic studies model curriculum guidelines and I want to reinforce guidelines these guidelines have been prepared to assist um local educational agencies such as ours to develop um ethnic studies courses so for for Chico Unified we could design new courses or we could modify existing courses uh these these These are these guidelines have not resulted in a graduation requirement um or in a specific course they are simply guidelines to um help any Lea any local educational agency such as Chico ifed to design new courses or modify existing courses it's kind of interesting because it is uh a mandate uh for the universities required course uh only four areas and it has to be a United States based uh curriculum so um it's interesting in that context yes we'll be closely watching it to see if it evolves all right and we'd like to close with I know it's on here because I saw it a quote from Linda darling Hammond the president of the California state board of education and it's a long quote uh what's most important to me embedded in that quote is keeping open the right to learn uh keeping doors open keeping Minds open keeping conversations going and moving us forward so that's our presentation yes thank you um something that Mr tennis brought up earlier has been sitting here swirling around and what's left of my brain at this time of the evening and I am and it's the issue of bringing everyone that hasn't been intimately involved with this process and the elcap approval so that they understand what's there what's going on what it means um um because I was involved at the ground level in in 2013 with you know the change to lcap and and all of that consolidation of stuff I I understand what's going on but for the general public um whether they were involved this year as one of the subgroups or not that's not where they are so here's my challenge to you when we begin to take a look at at preparing involvement of people that haven't already been intimately involved I think the first question should be what do you feel you need and want in the district what's your interest and then translate that to where in the elcp that group or that person's interest is already highlighted because my experience with our elaps is we don't miss much it's pretty much if you want it if you think it's important if you think it needs to be delivered to our students it's in there it's just that it's hard to see if you're not already intimately involved in the creation of the elcap so please be mindful of how to bring along people that are interested enough to raise their hand and say hey I want to know how this 80 million 150 million you know lots of money is going to be spent on your mtss the lcap the all of these things that are being thrown out to them and be able to point to the areas where those things are high highlighted and documented and also show if you if we can get to that intimate kind of discussion the other thing that's very important at least it has been for me with the elaps is showing the the other half of the page next year or or in the ones that we've been able to show what we did and how we evaluated how well we did what we said we were going to do I think it's important for our our public our parents our people to understand that we get down to that close a scrutiny of whether or not what we said we were G to do was successful and if not what are we going to do about it and we do do that we break it down to that level every year and and so I think just being able to let people know how close to every single issue we we are involved in massaging this approval of how to move forward this next year is there's there's a lot there and the site the site based accountability single you want to talk about that t the school plan for student achievement yes the Sip up yeah those are amazing too they they you know there are a lot of reading but I have good glasses so I spend a lot of time with my nose buried in those things and they're amazing the specificity and detail that are presented in those school plans are um noteworthy we're chuckling because she keeps emphasizing with our with our leadership team with our principles that it's an organic document it's fluid we can add to it we can change things as long as they' been approved by the school site you know we can have those conversations because that that that is where the work happens yeah and it's evident you know I've I've I've been here a long time and I I keep reading their stuff as a couple of schools found out last year when they left some stuff out and I noticed so to your point um and this is kudos to our ed services team for recognizing that as Mr tennis pointed out it gets very very dry and uh in the elcap meetings this year the question started with when we looked at the different areas what are we doing well what do you like about what's happening at your school where are we lacking where do we need to have Improvement and kept it that simple so that it truly was in a parent and student friendly language and we did the same thing with our students um and and their language is very real uh we have to adapt it into metrics that are acceptable by the state but it it is refreshing to hear it on that level president president Robinson there is one parent um yes no that's I was just uh letting you know that we are to that point where I'd like to reach out to our our one speaker that uh asked to be contacted okay I'm calling terce Lee I am calling in today to strongly oppose the implementation of the equity based mtss program in our school district our children have been out of school for over a year missing pivotal educational times that they will not be able to make up however instead of focusing on critically needed issues such as returning our students to school full-time developing comprehensive summer school programs tutoring options or curriculum to bridge the ever growing Gap in their education this board has continuously disregarded the needs and wants of the stud students and parents they are to represent in order to promote their own radical agendas you have voted to keep our children out of schools while trying to offer those same sites to house the homeless you've espoused on the mental health needs of our children while trying to implement a thinly veiled critical race theory that will teach them to distrust each other and view themselves as victims or oppressors even though you tried to very quickly gloss over your equity and education Slide the mtss program shown in your presentation promotes a racist ideology which characterizes and encourages a person to identify as victim or oppressor based solely on the color of their skin it promotes the division and segregation of our students based on their race and teaches them that racial identities are more important than any commonality or unifying status you spoke of diversifying and changing our curriculum and the ethnic studies model curriculum from the California Department of Ed which you referenced has been widely and publicly denounced as anti-semitic and encouraging of anti-jewish behaviors it has been found to be actually and historically inaccurate in its representation of our country's history and include dubious framework for the training of our children to become social justice Champions our children are not born with nor do they have inherent biases or racist views but this program and the curriculum you are wanting to implement will teach them to judge themselves and others not based on their actions or beliefs but solely on the color of their skin as you talked of equity it was not an equity of opportunity that you are seeking but an equity of outcomes as you stated in your slide Liv in fact many of the programs and opportunities that you have placed an emphasis on for creating Equity already are utilized in cusd early intervention behavioral and educational support counselors special education Specialists Etc are all a part of the existing cusd model but the Marxist belief that everyone should be provided the same outcome regardless of effort and skill is harmful and creates a false narrative that our children cannot and will not succeed in life they have perfect example Was the removal and opening up of the AP classes for all regardless of if their skill and development is there this MPS program does not encourage or promote diversity or equity in education rather it promotes discriminatory thinking which blames divides and promotes racial biases as a parent I firmly oppose the implementation of this program and the corresponding ethnic studies model curriculum thank you thank you okay board um we are finished with our presentation and we'd like to kind of think about do we have anything that we need to put in the way of a motion for action or do we um uh accept this uh Workshop information as informational only Kaitlyn I have a question first this came up in my notes earlier during the presentation so it would have been a better time to ask then but do we have a timeline for developing that Equity statement or do we want to set one and that's an excellent question um when we were going through our uh Equity workshops on Saturday there was the csba belief that that's the first thing that we should do is have an equity statement in talking with ed services the uh concern came up that if we come up with an equity statement that is developed by five people eight people then we're not really getting input from our full community and especially our targeted groups so um I really appreciated them you know saying okay that's that's one belief but maybe in the development of this we need more input so we're looking to direction from the board in uh moving in that direction do you want one that is reflects just the beliefs of the board or do you want us to go out and get more input and if so what is that timeline in which you'd like us to do that Dr Kaiser I think that was an excellent um question and it would seem to me that um if we stay true to the process that the state started back in 2013 and been evolving ever since is really I would think that we would like to in the lcap process get solicit comments from our school sites about how the school sites perceive that statement to reflect where we're going with our lcap and so I uh I don't feel a need to make a statement now today I think we we ought to let this um I don't know what you said birthing process or development process uh go on a little bit longer one of the things that I got out of the um direction that was being set by the presenters of the school boards Association uh was that um we are all meaning the districts that they are serving in this North section that's that's in this um process we're all at such different levels of development of this process that it was a way of I I believe having them direct us to focus on where we are as a district each one of us and one of the things in our discussion you know Caitlyn and Kelly and and Tina and I in in what we is that we we're much further along than it sounded like most districts were because there were many districts on those Zoom calls that you know they're they just were now beginning where we were able to show we've been doing a lot of this work for the last seven or eight years we just hadn't pulled it all together it like Tina said she likes um systems well we didn't have a system we had lots of little silos of this good work going on so I agree with Dr Kaiser that it's we need to wait and watch this process develop and um just begin to to draw some ideas together and and we'll know when we get it I mean it's it's like uh I think as we we've gone through these seminars you know when the right statement is in front of you for what you're doing it'll be I would agree with that except for maybe not so passively and I know that ed services is working on this and will be soliciting input from stakeholders um I just I think if if our lcap and our mtss is essentially our strategic plan that the the equity statement is is is a part of what would be our mission statement that deres that strategic plan and we can't really have that overarching theme or that lens through which we look at every piece of our our um lcap in our um mtss plan without having that Equity statement I agree that it should be massaged out throughout the district and our stakeholders from our different schools but there shouldn't be a different one for each School we're I I I I know I'm just I just want to say it you know we we we want that input you know from each community and and each um subgroup but we want to make sure that that we have that set and you know that's our launching place and not not an end point Mr land off um thank you so on that note and I I do agree it's kind of a chicken in the egg thing right we want this statement to guide the lcap but we want the input from the elcap um how quickly I recognize that most sites are still building their EA cohorts um how quickly can we get some feedback from those organizations well I can speak to that so we thankfully uh many of those positions we referenced earlier have been approved um School sites are working to identify their point2 mtss coordinator on their sites in addition to that you approved the equity lead on each site so those teams are being built for the most part those folks have been identified and I would say by the end of the school year they will be knowing that we want to have those cohorts um staffed to start the school year I think June 1st is the is the actual goal for the district level Equity Alliance to have those have those identified so I don't know um how aggressive you want to be with um getting input but I do know those cohorts on the sites would in my mind would be the natural mechanism for those conversations about that statement so if initial statements were were um presented to to th that group right those Equity Alliance groups and had and those folks who are invested in that and again I want to reiterate that we're talking um students parents and staff that that that would be a natural mechanism for that conversation to occur I agree with that and I to follow up I've heard a couple of things about um not and not just today about uh how we do our Outreach to get student input and get parent input um and I'm not sure what the answer is but I think it's something that we need to be kind of taking a really solid look at because it does seem like a lot of times we're kind of passive and if you know about an event then you know and if you don't then maybe it popped up in your are's email once and and that's it so I'm not sure what the answer is but I really want to find a way to empower these uh Equity cohorts to really have all the tools they need to to be really active in engaging with the community and their uh schools like communities and neighborhoods right away and getting feedback from them thank you so I'm if I'm interpreting consensus um correctly we're we're looking at down the road approving um an equity statement I yeah my my first answer still hasn't been or question still hasn't been answered which was what kind of timeline are we currently looking at getting getting that Equity statement done again it comes back to how much input you want uh I know for sure that those Equity Alliance cohorts which again I think would be the natural mechanism for the conversations um we're hoping to identifi we should have those identified by the end of the school year um but if we want to expedite that we can again the end of the school year is not very far away um if we wanted to come back if you wanted to wait until August could wait that long um by we would you know we have those conversations I I do think I like it as a organizing foundational conversation for all of those groups to be a part of right it draws them again a Callin um so I think that would be a a good start yeah I I am just concerned that if we really want to have the amount of input that we're talking about as we are now earing you know getting close to the end of the year um September you know getting and and knowing that our Equity leads really won't be in place yet so I this is a question of the board do we want to start with um some of the draft sample ones that we've had and just recognize that they are a draft and a work in process and know like everything else we will have to develop it over time and it may Morphin change as we get more input and I think it depends on do you want that you know Wonderful perfect one right off the bat um if so that's going to take a lot more time and a lot more input or do we want to start with something that states our intent this is what we believe this is what we want to do but knowing that we may not have the wording exactly right right off the bat so um I I think the timeline really dictates which of those that we're going to have Dr geyser I feel like this is uh as a former college coach this is a great team practice to pull the team together and that uh these uh groups that we are establishing um they really don't know each other yet and they're their leader and their so you could let them chew on that and come back to us you know with their response to just sort of the bare bone statement that we have as a as a a sought after goal that doesn't mean that it will come back the way that got initially presented but I do think it's some it would help them get started on sort of the bigger picture of what we're hoping happens and so I'm willing to wait because I'm afraid if we adopt something put it out there then they'll all go remember most of them are brand new oh my God this is what we have to do and they won't mature themselves over that directive you know another way to look at that too though is that this is a um it's really a broad Mission Vision type statement it doesn't get down into the specifics the inequity statement the ones I've read anyway do not so if the board adopts an equity statement that is very Broad in the beliefs that the board has then our Equity leads then our tasked with developing how do we get there um and the more specific goals that fall underneath that um but that's just one way of doing it um the equity statement could be much more detailed in um smart goal oriented as well we have um let's see June is is uh our two lcap meetings um July we spend a a lot of work on looking forward uh for naming our Workshop topics and some other issues um and and we'll pull together our EA folks um you know with the beginning of school why don't we look at um putting something forward to the board uh in July so that that broad Equity statement is there as as we move forward through July into August and bringing our EA groups together does that time frame so I will say the board has a lot on their plate for the one July meeting and um this certainly needs to be you know equity in my opinion needs to be an ongoing Workshop that we continue to have and continue to review um but again if we are looking at July to bring this forward and we want our Equity leads to do that that um is going to be very difficult for them to get out to all the contacts that they have yet to make since they've just been appointed to the position so it would be a more generic which is fine um but just asking for that direction from the board if we want something that has a lot of input will need to have them in place and get that that time to do that if we want something more generic um at least as a starting point then we can definitely have that by to life a generic starting point works for me Caitlyn uh I was just going to say I think that I would prefer to see a generic starting point more uh upfront with our lcap hearings um just so that we can keep that direction that we're going with as far as equity and bias goes um in mind as we're reviewing the lcap and having those hearings in June right those are in June June yeah the last last two weeks in June two Wednesdays and so perhaps we have a broad um working statement that is not our final statement it's our it's our starting point um for the June hearings um and then uh maybe have the full statement worked out with our stakeholder input by the September meeting I don't I mean is that that timeline a little bit more I'm looking at John but yeah I think that is a much more workable timeline ab and there is a mechanism for that as well we we just hired mtss full-time coordinator we have um we have a meeting scheduled for Monday so we'll make sure that it's on the agenda um as part of that conversation and we have Equity Alliance uh meetings bi-weekly so that can happen I would support that too and I would ask for uh two members of the board it may be the same two that were on the developing this Equity um board Workshop or it could be two different ones to uh help us take a look at that in the development stage somebody that we can continue to run that pass before we bring it forward to the June uh elcap meeting I really feel like Eileen and Caitlyn should stay on track with this they've been putting a lot of time in yeah we still have a couple more um csba presentations to go through before the June meetings I I would be willing to accept that appointment if the rest of the board concurs that Caitlyn and I continue to work with the superintendent and Dina on uh Angel do we need a motion for this decision or okay yeah go ahead a motion is appropriate okay um well I move that we put together a broad Equity statement uh for our June lcap hearings and set um on the agenda for September and Adoption of a full um Equity statement after getting stakeholder input second I have a motion in a second um board you under understand the direction in the motion yeah but I've got a little debate about it when you got a second yes Mr Lando and not so much debate it's just a point of clarification um well I understand where we're going and am generally in favor of it the idea of putting any statement out there uh is a little risky to me in that people inherently will compare anything they come up with with whatever broad we've got out there so as we do this we can make it really clear I mean really clear to our lcap stakeholders and our EA groups that this will be replaced with something else um I just don't want this to be something really overly Broad and kind of boiler plate to end up there because nobody wants to interrupt it later on interpreting it as a fluid statement is always the best way to go as we have demonstrated with our five goals that we've had they've been fluid every year too with connected with the LC cap so I hear what you saying um uh everyone is here that will be working on it we all understand Mr land's Point uh any disagreement there with making sure that it's a fluid document and that people understand where it's a starting point are you comfortable Mr Lando okay okay Mr Dennis to a different point from Mr L um I don't feel there's a basis for moving forward right now I don't feel there's been adequate Community input for us to even produce a draft statement um I would point to the lcap process in my earlier comments and how I was dissatisfied with the the public engagement that we had um I think that uh I'm not thrilled with a lot of what I heard tonight um I don't like how this new lens as I've heard some people refer to it as seems to devalue um excellence in education um instead you know it's focusing on wanting to bring every child along and I I understand that value and I think it's important and I can understand how um there might be problems that need to be overcome in order to address that that important need um kids need to feel safe they need to feel valuable they need to feel um like they have opportuni to learn and grow and uh but at the same time I think that we need to keep the main thing and focus personally and um for me that is having an awesome School District that does a great job educating um all of our kids um but also celebrating Excellence uh through things like um AP classes and um and I I just really think that's very important to just uh take the best of what um academics has to offer and all the major categories and and esteem those is very very important and I guess I see here uh sort of a a changing Focus that that doesn't include that and that concerns me um literature I would point to is kind of a case and point I don't like the idea of bringing a lot of um um new material let's say in in the teaching of English I like uh to look at things that we already know are uh excellent and and are are time tested and have tremendous value for generations of people and I think that we need to continue to bring our community together around those works of art and literature um and um so I'm will probably be voting I will be voting nay on this Mr tennis if I might inquire um what would you suggest we do in our process of proceeding meeting that might solve your concerns what what else would you like to see I appreciate the opportunity to to answer that and provide an answer there um I think there should be I mean there there's a lot of literature and uh background materials specifically on the development of a an equity statement is so so this is coming to us from Sacramento I mean that's how I I perceive this I I think this is you know um Sacramento has has put this body of work out there to guide us and we're responding to them we're not responding to what our community has said that they want um so I feel like we're we're following the lead of you know people who who are not involved invested in this community are not a part of this community and honestly if I look at the lcap goals the previous cap goals with the ones that we're that we're moving towards um I I like them better I think they're more specific I I think they give more more information to the um to the reader um as I said earlier I think that this stuff is not going to be deeply investigated by by most if not basically all the people in our community they're not going to engage with our LC cap on a deep personal level they're going to go to the the page that has the three backpacks on it and and they might not get much farther than that most people won't even get there these will be be things that will be used internally to guide how we present our program and the services that we provide for the most part um there will not be a lot of community engagement with this stuff it will just be the basis upon which we hire people the basis upon which we choose books for English classes and so forth um and and I I see it coming from somewhere else I I don't see it coming from from here and so so I'm kind of concerned with this this new Direction Kelly so I think maybe we have not done a good job of explaining because when you say you want excellence in academics that's exactly what we want here and we want it for not just our all student category that is in the green but we want it for our English learner students we want it for our foster students our homeless students our socio disadvantaged students our students with disabilities we want to see all of those come up into the green category and to do that requires all these different supports that we are talking about putting in place mtss I need to clarify is not a curriculum uh mtss is a support mechanism and I know we heard earlier referred to that it is curriculum or it's critical race Theory never has any of that come up in this discussion that is not ntss mtss is support for our kids for academic social and behavioral growth and all of our kids need those in varying amounts in regards to the lcap I could not agree more I struggle getting through the entire lcap but what that lcap does is Drive what our schools do and that's what our parents and our students should see I don't expect anybody to sit down well maybe those of us here present and read through that whole lcap but what is in that LC cap should transform itself into AC at our school sites kids should feel it parents should feel it staff should feel it so um maybe we're focused too much on the actual document itself as opposed to what we will see on the school sites and maybe we need to frame it more in that way but um I I it hurts me to hear you say you don't think we have the um the goal of high academic excellence in place I want that for every kid our entire District I would be thrilled if you look across the state and people say hey Chico Unified for all of their students has high academic standards so I maybe it's a communication I mean it worries me that maybe we're just not communicating this well in terms of what we're trying to do okay uh we're to a point where I'm going to call for a vote um and Mr tennis encourage you as the uh the document comes before us if it's approved tonight to move forward as as the motion is indicating to continue to weigh it against your feelings and thoughts and give us continuing feedback thank you you know one question of clarification I don't know what sort of point that would be but who are the the the members of on the board for the lcap we all are we we all are there's not a committee and sub thank you okay yeah okay it's all of us okay I'm going to call for the vote um and we're clear that this is a a timeline to bring the uh statement to us uh at our first lcap hearing meeting on the third Wednesday in June with a followup to have it ready for approval in September correct Erica 2 okay okay okay um I'm going to call uh for uh individual votes Miss Doby the Doby I Kaiser I tennis nay Lando I Robinson I thank you board okay our next item anybody want to stand up and stretch or are we good okay we can do this oh Caitlyn you can stand up and stretch in place yep okay uh thank you uh the State Testing uh Mr Caris are oh there you are um the uh State Testing and uh Chico Unified for 2021 go ahead Mr Caris all right thank you there we go so so I was asked to give a report out on the status of State Testing in Chico Unified for this school year and I'm here to do that tonight as you're aware uh Chico you can find how it's modified our state testing plan for this school year only uh based on guidance by California Department of Education which received guidance from the US Department of Education next slide I ask a question yes it seems seems really early right um could do you have um on hand just clarification of when the dates of those the of that guidance came down for us uh I have some rough dates on here I'll show you okay I think that it'll be good for us all to hear like exactly when that guidance came out for us yep thank you and so first of all in during normal years uh State Testing uh when when State Testing is operating as uh as originally planned out the bulk of the testing is done through the California assessment of student performance and progress you'll hear me referred to it as Casp and that umbrella that Casp umbrella encompasses the following assessments the smarter balance Assessments in English and math those are given grades 3 through 8 and 11 or esack testing the California science test G given in grades five eight and once in high school um also known as the CST the California alternate assessment in English and math um otherwise known as the C for our more severely cognitively uh disabled students that's given also in grades three 8 and 11 same as as smarter balanced the California Spanish assessment currently we administer that at rosale and we've had a handful of high school folks uh choose to give that over the last couple years that's offered in grades three through eight and once in high school so the RO rosale in the past couple years has given that as well as as well select uh High School classes next Slide the English language proficiency assessment of California or elpac uh there's two tests under that umbrella and that is the initial lpac which is given to all students uh with a language other than English spoken in their home upon an initial enrollment in a California school so the bulk of those are or transitional kindergarteners and kindergarteners the summit of elpac has to be given every year to all English Learners and then the physical fitness test is administered to grades five seven and nine next slide so this year due to the pandemic and the conditions that the pandemic brought about the California uh Department of Ed or CDE under the direction of the California school board applied for a series of waivers related to State Testing from the US Department of Education this was this was following a letter from the US Department of Education in February signaling that they'd be willing to um accept certain waivers meeting certain conditions uh amongst these waivers included the suspension of state and federal account accountability measures tied to state test results so what this in effect did was freeze everybody where they were as of the last round of State Testing so if you were fa a district or a site facing uh federal or state accountability measures you would effectively be frozen there until the next round of State Testing so it didn't wave any accountability it just relieved it from this from this school year it also um uh suspended the 70 the 95% participation rate requirement during normal years we are penalized on our state test scores if we fall below 95% for any given student group Next slide in response um the US Department of Education determined that we could have um flexibility regarding uh testing based on the conditions within each individual School District based on the viability of giving the test under the current conditions Uh current conditions listed by the C CD did include um instructional time reductions amongst other things so if in effect if districts are a are if districts judge that state tests are not a viable option they can forego administering um smarter balance and cast and in their place administer local assessments to measure student progress and still report those results to parents and the public as we do every year with our Smarter Balance tests or all our state testing for that matter um so so in effect the local assessments are our state tests this year okay additional information about these waivers is in um in November the state board approved the shortening of the small Smarter Balance tests making them different from any previous year or future year and granted the ability for students to take the test remotely which is has never been done before and will likely never never be done again unless we find ourselves in a similar situation next slide okay decision-making factors that went in to thought processes and discussions um around this issue with various groups that I'll I'll show you in a moment due to the shortening of the tests the suspension of the 95% participation rate and the fact that a number of students would take the test remotely test results could not be compared compared to previous or future years which we rely on them yearly to do um we would also be unable to compare results to other leas across our state okay in effect I'm not saying any District would do this but we could look back at our our Smarter Balance scores and two years ago and test the kids that got fours I mean that's there's no penalty for participation rate and on top of that the tests are are different okay next slide so Ed Services um and the district leadership as a whole um met primarily with our our leadership team various leadership teams uh educ Elementary and secondary principles and all the different bodies of DLC we also heard feedback at the targeted student group meetings that parents at those meetings which is a very small sample size acknowledge that W wish to foro testing this year um in addition we talked to our Monday teacher leaders leadership or teacher Advisory Group and then individual site students via elcap feedback meeting so when we went out to talk to the students the overwhelming was desire was to not test next slide also we do have access to local high quality local Assessments in place for grades three through eight that will allow us to measure learning loss and report to parents and the public as I mentioned before uh these assessments are star reading which we've given for years and I ready math um these local assessments take significantly less time to administer allowing for more instructional time which is at a premium this year if we were like for I'll throw out an example for um a elementary school like a a third grader might come to school five days in a week and probably a minimum of three days this year would have been testing if they tested from the beginning of the school day to the end um just for English and then the same for math um so I already in I math and star reading will take significantly less instructional time um and also the local assessments are what the teachers are are used to looking at to inform instruction um throughout a school year they're already beginning to scheme on grouping kids for summer t for tutoring and summer programs um state test data is not that kind of data it's summative data it's not a formative diagnos cannot be used in a formative diagnostic way the turnaround for the results are are too long and the reporting that we get out of it could not drive instruction in the way that we need it to anyway for our summer and tutoring programs next slide on on the other hand um 11th grade esack results play aug huge role in um early Assessment program which drives initial College course placements in English and math as well as as a criteria for the state seal of by Literacy for the class of 2022 so we could not take those um opportunities away from those 11th graders um and be because of those implications we have kids that have worked basically their entire School career for that state seal of biliteracy we have a number of kids um well a large number of kids needing that score to be placed into an initial College course okay so we could not take that away from 11th grade and so that's why we're are still administering that we do not have a suitable alternative for the uh C test um so that's why we will still be administering that next SL Slide the timeline um starts off rough and then gets pretty specific uh November the state board approved the shortening of the tests and the ability to test remotely February is when CDE or the state of California received the letter from US Department of Ed regarding waving waivers for State testing requirements February and March the state uh both meetings um the State Board directed CD to P pursue a VI variety of waivers that already mentioned next slide on April 5th was the opening of the previously planned Chico Unified assessment window okay so typically we have a a site or two that will start that early most people start mid April but we like to give sites flexibility on what works best with their schedule schedule they have a lot of moving factors to play in because the administering the state test is a huge huge disruption to schedules he Chico High's gone to block schedules in the past um it's a huge disruption so we like to give them as much time as possible to schedule on April 7th um the CDE announces that the waivers have been approved approved um they literally announced that the waivers had been approved and didn't give us any details on what those waivers meant okay nuts Sy bolts of what we could and what we we could not do over the next week um on many meetings uh with the CDE and other bodies that I'm a part of down in the Sacramento area we did get clarification from the CDE that the FI the what I presented you today was in place and it was a go shortly following that and we had all been talking about this um in in leadership and DLC Etc leading up to this and we saw the writing on the wall so soon after the CD announce made the announcement we were good to go we made the call to switch to the plan I'm about to show you and notified parents and staff of the plan April 15th after that uh or right after we announced it to the parents CD released frequently asked questions regarding waivers so there was a ton of of confusion around the district uh many districts are going in a similar or exactly the same route as we are um my sense is due to the amount of confusion at a lot of the smaller districts that uh a lot of folks were under the impression and I I got phone calls to this effect from some smaller districts of they they thought there was no possibility of not administering um smarter balanced so they they went ahead with that plan and um I can see why because the tight timelines uh everybody was everybody's going to start testing around April in general so they they kind of that's my suspicion on why some districts that are testing are testing uh next next slide so what was announced on that day in early um April was that U we would be administering the smarter balanced assessments to grade grade 11 and we'd administer I ready math and star reading to grades 3 through eight we would continue to admin the California science test um we're able to forego um which is especially crucial at the high school due to limitations on endof thee activities including AP testing um the California alt alternate assessment because we didn't have a suitable alternative We are continuing on with that next California Spanish test uh was off as well elpac were still required by law to administer all initials and summatives um and then the physical fitness test was actually cancelled in September so that's kind of old news okay any questions thank you Tim uh I know the the questions that I asked got this started and I do appreciate you putting it together because it was um it was critical to understand why we ended up where we did thank you for sure the explanation Caitlyn I think more of a comment than a question or just a I don't know anyway um uh thanks for the explanation um it was really thorough um I know we saw some explanation come through in an email but I just think that it's really important for us to make sure that that's just being conveyed to um the public and our stakeholders about why these decisions were made um and also just that um you know this is the type of thing that is handled in house and doesn't require board Direction necessarily um and so um that's you know as a board we make sure that there's great staff because those are the kinds of things that the great staff handles it's not our job to to give directive necessarily when it comes to that kind of thing so um just clarifying once again that this wasn't a board decision and if it had been and you would have presented this to us perhaps we would have been totally on board and agreed to it and perhaps not but that's that's not the way it goes so um thanks for clarifying all of that again and then um I guess I do have just like a minor question and this is just for my own knowledge looking forward but um next year as we talk about progress and student learning loss and and mitigating that these are the numbers that we're going to be looking at that that are continuous is that is that the anticipation Okay cool so we'll be able to look at like preo and during distance learning and um pretty much all the way through um the next uh distance learning the local assessments were disrupted and altered that's right um it's a blur for me yeah so especially at the end of last last school year we do have try to data Dr Kaiser for the 11th graders this year when what is the date when they their esack will be administered uh it varies from site to site and even from classroom to classroom but they're okay uh I think pb's a little farther on than Chico high right now it seems like from the email traffic but they're both in the thick of things but the students and parents will get clear notification of they will the the notification is the state uh indicated last week that they're going to hold off on the releasing the results longer due to the need to check the V uh validity on the new change tests I just think the sooner the more help we can give to the 11th graders and their parents about this because right as you pointed out it was an incredibly confusing swirl and right it was a very significant decision component in all of this was they realized they couldn't they couldn't police remote test so um oh yeah sorry go ahead okay um and also just timeline wise you you ended up answering my question for the most part in that in that slide is that um all of our discussions about you know learning models and amm and all of that all of that took place and those decisions were made before we knew anything about this the the testing changes okay thank you okay thank you Mr Carris sure okay we are now on to business services um oh no a tree removal who's is John here or so we have Dusty copper one of our managers of M operations to answer any questions but we I wondered who'd been sitting out there all evening hi Dusty how how we doing we're good yeah so uh I I don't know if we have any slides on on this tree yes we do okay perfect so so this is a tree at inem the Wilson school it's it's a I would say a juvenile tree it's probably seven eight years old but it uh suffered some uh pretty dramatic damage uh you can see on the side of the tree the cambium layer is pretty much uh destroyed and the long-term out out for this tree is not not good so we're going to recommend that we take it out um it'll be replaced immediately you said replaced immediately yes okay that that's always better board Mr tennis is this a health safety issue it it absolutely is it it's if you look at towards the bottom of the tree it's starting to rot um yeah you know I want to get it out ASAP it's a a good win might take it down so moved yes second get it out off with his head I have a question first Miss Doby you had a question um what what happened to this tree why is there such substantial damage well uh to me it looks like it could have possibly got hit by a piece of equipment um I really couldn't tell you for sure that would be my unofficial uh assumption also yeah um just my knowledge of tree growth uh yeah just for all of everybody out there don't don't weed whack near your trees cuz that's what happens to them be nice and gentle with them yes luckily it's a small tree so we'll put one in and it it'll catch up to it real quick so okay okay I have a motion in a second um we have no one out there who wants to talk about it so I'll take uh we need to I just have one more comment and let's I'm this is just for wasting time um we're definitely not going to replace it with one of those ash trees that we just took out from Chico high right okay no so so so that tree is it's a October Glory Red Maple and which is a a very good tree and we will replace it with an October Glory great thank you okay okay because the last vote was not unanimous we will again um take this vote by um I think Dolby I tennis I Lando I Robinson I was that John Carver talking to us hello board I am here I was just watching my U buddy there Mr Dusty copper present this tree uh issue to you and I appreciate everybody's input thanks John it was a great presentation thanks Dusty okay thank you sorry you had to wait so long um thank you board we are on to Appreciation Week for certificated staff um let's see who's presenting that would be me that would be you thankk you Mr hanman so each year we bring um this resol resolution to the school board um the state of California designates the first week of May as um teacher and certificated staff Appreciation Week um we have um recognized our staff this week in Vince Ando and the nutrition services and made some goodies for for for our staff out at the school sites and and celebration um and um our board meeting happens to fall right in the middle middle of um of appreciation week so we're bringing you to you resolution D21 and typically we do read that into the record um and then the and then the um board will vote on it at that point to adopt it or not so Mr hanman would you like to do the honors of reading it absolutely record so whereas a strong effective system of free public school education for All Children and Youth is essential to our democratic system of government and whereas the United States has made considerable progress in the social technological and scientific Fields due to our system of free and Universal public education and whereas much of this progress can be attributed to the qualified and dedicated teachers and certificated staff entrusted with the educational development of our children to their full potential and whereas teachers and certificated sta staff should be accorded high public esteem reflecting the values the community places on public education and whereas the Chico Unified School District is keenly aware of the importance and impact teachers and all certificated staff on children and whereas it is appropriate that teachers and certificated staff be recognized for this dedication and commitment to educating students therefore be it resolved that May 2nd through 8th 2021 be proclaimed teacher and certificated staff Appreciation Week in the Chico Unified School District and urge all citizens to pay tribute to our Public School teachers and staff furthermore the teachers and staff in the Chico Unified School District should be thanked every day for their dedication professionalism and for the services they provide to our students that's it thank you Mr Hamond board your pleasure we have a a resolution before you I move resolution 1535-1545 sitting here in this room tonight thank you all of you I know youve most to yeah all of you and just to clarify we are not leaving our classified staff out we will celebrate classified staff uh in two weeks yes okay we have we should have a board um policies on our we do hit the right buttons here yeah okay we have one which we did discuss um briefly at the first reading and I'm stalling because I'm having trouble getting it to pull up thank you okay um do we have any additional questions or um discussion from the board on this policy my my initial feelings are that it doesn't feel good um there's something that doesn't sit well with me with this policy change and I think I maybe need to explain to me a little bit better do you have any suggestion for wording changes or want to express what your concern is I think I can I can give you a little background on it if you'd like yeah um you know we uh recently had the really devastating experience of losing a student our second student at Chico high school and in a meeting with the students talking about their feelings it they asked the question Point Blank do we have a memorialization uh policy and um it was really buried within the naming of the facility policy and so we wanted to pull that out and be very clear that we did have one but also through that process we learned from um our expert Stan that was there that you really don't want to um be in the habit of turning your schools into cemeteries by having permanent physical um memorials on the campus that you really want to be doing things that are more living Memorial so that if you had a student for example this example he gave that um really loved to love the mountains and love to hike that you do a memorial that was a day dedicated to cleaning Trails for that student or that if you had a student that was very active um in Animal Health and Wellness that you do a fundraiser for the uh local shelter but that they not be um you don't want to go back to a school and see the whole school circled with benches is that are dedicated to people that those students that are there now do not even know so um really putting into place a policy that states that clearly and that was the intent here board um we do need to um approve or change this recommendation to uh the uh board policy and the number is 7 310 Dr Kaiser I'd like to move uh 7310 if I get a second then I can speak to it I I will second the motion okay um the university um used to do this for typically faculty and they've stopped the process they had Ventures and stuff and it sort of the same kind of thing you start you know re recognizing that aspect right now Chico high is in the process of doing their uh Veteran Memorial and it's still being developed but that's that's for an entire classification of people it's not individuals and I think that you know when you think about it you want uh education institutions to be celebratory and not um dealing with things that um might be causing ongoing grief to people that knew them but also confusion to people that never knew them so um anyway the university has stopped this and U I think that um recognizing the loss of a student or staff member in a different way rather than setting up something in concrete is very much appropriate any additional discussion then I think we're ready for a vote we have a motion and a second to accept um 7310 as presented tonight all those in favor I I I I Dr Kaiser did I hear you vote thank you it's unanimous thank you Erica okay I believe we're now on to discussion of uh agendize items on uh upcoming times dates months anything that anyone needs to suggest okay see Caitlyn yes Miss Alby I I still haven't really figured out this process because it it it's feels clunky and kind of uncomfortable for me because I never know how to word things properly without being able to like explain what I'm trying to say so please bear with me um so before tonight I I've I've had a convers ation um with one of our staff about um data collection and particular surveying um our families and how um we our passive surveying methods um might not be reflective of the whole of the body statistically speaking um so if we want significant results we're not necessarily surveying in a way that might be statistically significant um Mr Lando also brought up tonight something similar similar um about Outreach to families and making sure and and actually this was a concern for you and Mr tennis as well just um that we know that the Outreach to our families is going to elicit a response that is representative of the population and representative in an equitable way as well so we we have been doing great Outreach to our targeted groups um and if we wanted to do Outreach also to our all groups um that we have a way that isn't just going to elicit responses from people who have very strong feelings but but people who have the range of of um opinions or or buyin or feelings about it um so what I what I would like to ask is if it needs to be this this is where the gray area is for me I don't know if it needs to be a board motion that like I would like to say we need to research and develop a a an a targeted service surveying method and Outreach method for our families rather than the passive send it out on Aries and hope for a good response method essentially um I don't know if that's something that can just happen or if if we really need to like set it into motion as a board and say this is a policy that we need to actually put into place and and develop over the next few months as we're doing really important Outreach work not only with the equity piece but also with our our reopening plans and and our um and are um you know uh recovering from covid essentially okay I yeah I was just going to turn to you um Miss Dy because I think I understand kon's concerns if if you could give us some direction on how to accomplish this for all of us so I think this is a much bigger conversation than just surveying it is you know the Outreach how do we hear the voice as Mr Lando mentioned earlier from our students how do we ensure that that we're getting the voice of our targeted students how do we ensure that we're getting the voice of parents that maybe um want to be involved but didn't you know for whatever reason did not know um so I think that I will say I need help in understanding other ways that we can do Outreach I'm very familiar obviously with our current Aries with our School site methods of getting information of sending out surveys um Erica does a fabulous job with getting information out on social media but um I think I would like to see this with board um agreement that this be something that we put in as a board workshop and really spend some time looking at what is a comprehensive communication plan that can Target all of those moving parts and I don't think it's something that we can do um you know in the next two weeks I I I really think it's going to take a lot of uh I didn't think it was going to be for next Bo meeting but yeah for and I'm going to need a lot of Education too I think this is going to be something we all need to do some research on so if we could um bring bring this up as a workshop topic and certainly get some board member participation to help steers Us in the right direction and I think we have some people that have some expertise in that area so that would be great and we we set our board Workshop talk for next year in August or July July in July um so uh put this down in your little note paper that we already have a topic and we'll we'll select the month and the Liaisons at our July meeting Caitlyn does that meet your need yeah I think my only concern is that um in the next few months we're going to be doing some of that Outreach like for our lcap and that Equity statement and I just want to make sure that we're we're ensuring that all groups are being equitably represented um I don't want anybody to feel like anybody's being unheard you know whether it be from one end of the spect to the other so that's just my only concern about that timeline I mean that yes that would be great to to do that I just I'm a little bit concerned about sooner than later there isn't a statistical significant way to do it without quite a bit of planning I know I get that I just wanted to put the issue on the table Yeah so the lcap is already in its draft form coming forward so there um the changes that would take place at that now would be at the board meetings coming forward um so I don't know that it would play a big part there it certainly will play a part in um getting the equity statement developed so if any of the board members have some suggestions and expertise they want to shoot my way um shoot Jay's way we certainly are happy I mean Eric is really our communication expert as well but we um communicate with her so always open to ideas communication is one of those things that you can never do too much of um and it's never completely done and this is just a definitely well not just it's part of this is has come out of all the surveys that we've we've seen this year so it's that that quantitative data collection piece as well and I do know through some uh prior research that a district such as Oceanside for example does have a person who uh works on their team that is specifically working for parent engagement I don't know on on what level but it's worth looking back at that and seeing okay thank you okay any other suggestions are we to the um motion to adjourn yes will be adjourning to close session so moved uh I'll second the uh motion to adjourn all those in favor we're headed to close session we will announce any actions uh when we return and I'm going to throw something out there to the board um in checking with Jim there's really uh nothing new on the negotiations side so um that is not something that's urgent the next meeting there will be Theus that are coming forward so the negotiations part is wrapping up and then on the superintendent evaluation I still need to meet with Eileen and Tom uh to set a timeline and some goals for that so unless the board has a need to meet on their own I don't I do not have anything that we need to have close session for it looks like Kathy's you do okay Kathy let's we we want a a few minutes enclosed huh you were joking my my granddaughter says I am one of the most gullible people she has ever met you have just confirmed [Laughter] that

today the doll softball softball organization serves girls from kindergarten through high school and currently consists of 7 67 teams with about 800 girls the doll scholarship is not based on softball ability or talent rather selection criteria are based on academics community involvement school extracurricular activities volunteerism and character ellie finley chicks all of these boxes ellie is an exceptional student with her list of activities and accomplishments is long and impressive some which have include national honor society french national honor honor society dgn dive team captain dgn gymnastics competitor and dgn track participant the dolls organization is extremely proud of ellie and knows that she will continue to be an exceptional ambassador ambassador for her family school and community congratulations ellie will jill kartsunis and sean lifka please come to the stage jill and sean are this year's recipients of the downers grove education association scholarship the dgea scholarship is awarded to a total of four students two from dgn and two from dgs who plan to pursue a career in education jill's track record of positively contributing to the lives of young people made her stand out to the dgea scholarship committee shawn's achievements inside and outside of the classroom gathered the attention of dgea scholarships committee congratulations sean and jill [Applause] will william knudson please come to the stage will is the recipient of dgea james m dodd memorial scholarship the jim dodd memorial scholarship is awarded to two students one from dgn and one from dgs working toward a career in an international business and or foreign policy will's applicant was completed by teacher recommendation letters discussing his high school moral character and academic achievement congratulations to will [Applause] will the following recipients of the downers grove junior women's club scholarship please come to the stage jacqueline doolman catherine filiomini annika aponic victoria sanchez ashley sedlowski the downers grove junior women's club is proud to announce the winners for the 2021 senior scholarships five amazing students from downers grove north were selected to receive scholarships this year based on their leadership qualities their dedication to our community and local service projects as well as other incredible plans to help others based in their future and intended college studies the downers grove junior women's club would like to congratulate and award the senior scholarships for 2021 to jacqueline katie annika victoria and ashley congratulations ladies [Applause] well the recipients of the downers grove north high parents club senior scholarship please come to the stage renee boone mia bowers emma cho jacqueline doolman charles ferris catherine filiomini tara liska sorry abigail manic lucas mara catherine murray noah pardue ashley sadlowski and jane tyson the dgn parents club senior scholarship is a merit-based award seeking to recognize diverse and unique abilities talents interests and career goals multiple criteria was considered in selecting recipients including school and community involvement character and leadership qualities and an overall commitment to the school's community this year we had 51 seniors apply for the scholarship all of whom showed dedication to our school and our community this made the committee's review process very difficult and all the applicants were excellent and deserving candidates congratulations to this year's 12 recipients will vincent oxema please come to the stage vincent is the recipient of the downers grove north high parents club what's next senior award the dgn parents club what's next award is given annually to a student who is defining their own path or exploring career options after high school that do not include a college or university these students are typically looking to learn trade start a business earn a certification or develop a talent specific to their future plans this year's recipient was a very active in the fine arts program at north where he was a four-year member of the marching band and served as second captain for his group this past year this hard-working student plans to go into trades and become a plumber over the past year he worked hard for a local plumbing company in addition to many other jobs throughout high school the ggn parents club is proud to provide financial assistance towards gear tools and transportation to aid him as he begins his post-high school path congratulations to vincent will emmet flannery please come to the stage emmett is the recipient of community high school district 99 support staff association scholarship emmett is kind creative outgoing and empathetic emmett's empathy for others in constant search for understanding others will make him a standout in any area we wish emmett the best of luck as he pursues an education in social relation and policy at michigan state university congratulations to emmett [Applause] will carissa blumka please come to the stage carissa blumka is the recipient of the downers grove music club college music award the downers grove music club is a non-profit organization dating back to 1927.

he and his wife recognize the potential of the youth of the community and the importance of education to share a strong future for their beloved monroe county [Music] first his private foundation made scholarship and tuition waiver grants and then in 2002 he and he established the zimmer family scholarship program at the greater st louis community foundation perpetually providing scholarships to help students receive a post-secondary education in the field of their choice at the accredited college of their choice mr zimmer's vision created a partnership between the high schools in the county and the community foundation that annually awards scholarships to students of good moral character and academic promise who have proven leadership or entrepreneurial spirit with demonstrated financial need of the college they will attend awards can go up to 6 000 per recipient and scholarship recipients will be eligible for renewal consideration for a maximum of 24 thousand dollars over a four academic year career congratulations to this year's recipients andrew malding carly paxton and olivia [Applause] peterson congratulations to all our students on your outstanding accomplishments you're amazing on behalf of the administration faculty staff and families we are proud of you and good luck with your future endeavors i'd also like to recognize the faculty and staff and thank them for all their work and dedication to the students at chs during this remote learning time hybrid time back to school time all the time this concludes our senior celebration we look forward to seeing the graduates and their family at graduation on saturday may 13th may 15th at 1 pm seniors remember we have graduation practice on the 13th at 1 pm as well thank you seniors before you leave um due to the inclimate weather this afternoon we will do a drive-through to pick up chick-fil-a and ice cream if you had rsvp'd for the event so we'll start that at 11 30 you can drive through from the field side pick up under the awning and then pass on to your homes sorry all right so we need to have those award recipients that we had the larger groups for ms dickerson which group do you want [Music] first you

okay so i think that's important to have on hand and then i thought maybe we could just bring up the calendar and kind of figure out what the next steps are and how to fit them in okay but did you have anything else that not really um i mean we did talk a little bit about that um that superintendent morris would present that artifacts at a joint meeting on june 15th i mean that was and then we would vote on june 29th so i guess we work back from that maybe yeah and i didn't bring it up in the meeting because our meetings are going long enough but i'm actually on vacation on the 29th sometimes what maybe i'll join the meeting just for the the vote and if it's if it's short i think i can make it work but um okay we'll need to coordinate with um with allison and or chairman donald and the superintendent okay um right so if we have june 15th as the presentation and then the 29th that'll give so when the the only other thing i think we need to do is decide on the format and just as you know i had a sad conversation with with dr morris he seemed to be comfortable i did not see any reason not to go ahead with using the standard that we've used in the past which is the survey monkey you've been on the committee long enough now that you've had to yeah yeah yeah lucky instrument now in the past i've worked with sasha to just because she has access to surveymonkey and mm-hmm well and i've just worked with her to kind of create it in in surveymonkey so she'll take the goals and then the pieces of data from the linked in that um okay i'm going to switch over to the window with the document in it so i i can still hear you um [Music] okay so if you go to the link at the bottom of the document there's that rubric and that's how we what we use to kind of put in she'll bring over all those definitions from the rubric and then we'll have okay which rubric is tied to which which which section which section rubric not yeah okay standards and then um there are four different standards and then under each standard there's a different um um and i think this was accomplished i wanted to double check but each standard needs to be tied to at least one goal so we need to make sure which i think has already been excused in the document it looks like like standard 2a3 and standard 4d1 and then the next one is standard 1a3 so it looks like that's already been done right so it's just i think so i think we're that's what in the past i've had to make sure this has been done um at these subcommittee meetings but i think we're in good shape okay um i mean we may want to just double check make sure it all coincides with the rubric exactly um okay and then create the so when so would palum wanna i mean do you s well see any issues that pelham might have that we'd wanna so i think the the committee will be the same as it is this year because those of us who have to run again are not opposed so sarah brenda barlow and i are all running again and the other two people aren't up for elections so so everybody will be doing it we won't have anybody new so we don't have to think about that and i guess at the meeting on the 19th i could introduce these two documents to people just have a chance to look at them before the presentation in june um is there anything else no i guess the question is in the past we've sometimes have voted on the instrument like we've looked at a copy of it and voted i don't i don't know if it's enough for the if because the instrument's going to be the same goals are the same yeah if we could just have that as a regional meeting and okay i don't know i mean if pelham feels like it is vote because i know amherst has another meeting um on may what was it is the region meeting on the 18th and america's meeting on the 11th my thought was that maybe if we needed to we could have a vote on the on the instrument by the 18th okay and we could do it in pelham on the 19th okay i mean amherst has a meeting on the 11th but i'm assuming the next one's going to be june early enough in june that it'll be fine and even if he presents the we could even vote on it right before he presents the true as a joint thing yeah because it it's not going to influence our evaluation it's just all of us agreeing that this is the proper document to so this is a good way to do it actually wait no it's not a good way to do it sorry i'm going to catch me because we're going to need to use that instrument immediately so if there are any changes it wouldn't give us enough time to fix it okay so why don't we do the region and and pelham and pelham and i'll see about i don't know what our next we forget the calendar for amherst yeah i don't see whoops i'm going the wrong way me i don't see anything after tonight on the calendar on the district calendar are you on the arp studio i'm in may and i i don't see anything after today for me i don't see anything in june yet i swore that we we talked about having a meeting on the 18th we did it may just be that it's not in here yet yeah so then this may not be the all right reversed yeah i think the next meeting for amherst isn't until june but i'm not sure exactly which day in june it's going to be if it's going to be meeting or if it's going to be it might be on the 8th okay but that's fine because that's a week before before the presentation of the before mike's presentation great so why don't i i can coordinate with sasha okay about getting the instrument drafted and i think the idea that when i talked to mike it was just he's going to present the artifacts as he's done in the past but it's probably just going to be a little like it's going to be a lot more extensive than it was last year where it was a one page but i think this year it it won't be necessarily like the 20 plus page document that it's been in the content even going on um okay i think i didn't do any of that i i hadn't been on long enough to do one before last year right so in the past produced like multi very long um documents with multiple like hyperlinks throughout the document bringing you to examples of the work that he's been working with work of the school district and and particularly the superintendent and so it was often very extensive along with a narrative description he did so i think we're hoping to have much more than last year but probably more like under 10 you know 10 pages or less okay even longer so that was fine with me but it's yeah that sounds i'm sure that that'll be fine with him too all right all right so then i think that the two things to work out are making sure the instrument is um completed in time for a review by the committee and then um i need to figure out what i'm going to do about the fact that i'm not going to be present on the 29th okay i'm assuming i could still review it just i wouldn't be able to actually have a vote so um we'll we'll see if so last year did allison put together the summary of the what's going to get voted on did alison put together a summary of the seemed to me like there were she picked comments out from each person and she sort of summarized things will she do that again that's how it's been done in the past so it's always been um where the chair of the committee with the vice chair put sticky summary of the relations and it's been nice to have that um that done ahead of time so that's why we need to make sure we leave enough time be between that do that right okay well if we go from this 15th the 29th that's two weeks yeah so hopefully that would be good so we just need to make sure that the people who are doing the evaluation and have only you know they do it immediately pretty much within the right so maybe we need to say that maybe maybe so what 7 and 15 22 so say that the the the evals have to be done by the 22nd yeah that sounds good okay that's that's one week and then that gives a week to do the summary all right so i'm gonna when when pelham meets i will have the the link for the document that you you shared with me just now and also the instrument so people can see it because there are two people who've never done one of these so they may have questions so that will be good so i'll do that on this month on the 18th and i'd also think towards um on the deci website there are some important or not helpful um videos talking about the evaluation process i don't know if you've heard this before but they actually feature some of our former region and amherst um committee chairs it's kind of fun look for those i don't think i saw them last year let me look for them and see if i can show them to if if you have trouble let me know and i will i will let me go ahead and try and then if i can't find it i'll get back in touch yeah i think it's on i believe that they were produced by jesse okay almost certain if not maybe it's masc but i think it was jesse okay well i can look in both places yeah all right it looks like you're taking notes margaret are you if you are how would you feel about summarizing them in in the minutes for before the meeting that i i did i am oh let me come back to the screen yes realize that after that yes i was taking some notes i mean there's not a lot but yeah i'll type that up and then what do i do with it just send it to me and sasha as well and we'll post it as uh as the minutes for the the meeting um there's i mean the nice thing is there'll be a recording of this meeting but right the minutes well they're not going to be that long and you know what i could do is i could put the links in that in the minutes too okay all right it'll take me a day to get to it in the next day or two nervous at all okay and all right that sounds great so you're going to make sure that you're going to work with sasha on the survey monkey piece and make sure that the instrument coincides with the rubric okay all right and then i'll do the minutes and i will take information to the pelham meeting and you're going to take information to the amherst meeting and then we'll also bring it to the regional meeting on the 18th yep that sounds great sounds pretty straightforward yeah i think so i don't think there's a lot to i think we've got a good process going so okay yeah that sounds great okay good all right at 7 10 i'll call the meeting to a close and i'll text sasha just to let her let her know okay that's great all right all right carrie take care good night soon bye uh you

that was the one regarding um freedom of information and the ability to have the typical in-person meetings uh virtually and actually make the decisions that we've been making all year and this goes for not only boards of ed before the finance boards of selectmen etc around the state his executive order was extended uh through may 20th but after may 20th unless things change we will start to have meetings in person again we will all need to do that um and that would include subcommittee meetings in our regular board meetings um as i look at the calendar mrs grambling and i took a look today it does not look like uh from may 21st uh until the end of may that last session of may i don't think there's any subcommittees on the schedule our final may board meeting our next one is may 19th so we should be able to finish may with virtual meetings and then come from may 21st anything we schedule after that and including our first big meeting in june where we have a lot of people we will have to do that in person and when i say we have a lot of people as a reminder teachers of the year staff members of the year parents we recognize our high performing top students at the high school and so we'll have to look at an alternative location maybe the auditorium or something like that to ensure social distancing and so we'll be working on that over the next few weeks um that is all i have at this point does anybody have any questions all right thank you for the time thank you all right the next item on our agenda is our subcommittee reports and first up is facilities okay so we met on april 7th uh there's a water update regarding the middle school mr colwell con contacted contacted aquarium to set up an on-site meeting to discuss the process for considering hooking up with aquarians water line the recommendation is that it is in our best interest to connect to a public water supply because building our own water treatment plant would be very costly the water systems specialists are developing a treatment plan to send to the state an update with center school the specialized sampling was negative and showed no signs of benzene staffing update we still have three open positions a night lead custodian at the high school and middle school positions candidates have applied on indeed.com and our um book field system so interviews can be scheduled we discussed the list of active approved capital projects mr post and mr caldwell will meet with the principals to discuss their security needs we discussed the wisconsin wall and that information was provided at our april 7th quarterback meeting by mrs brooks we discussed the sr3 grant mr post informed the committee that the administration is considering using grant funds for indoor air quality projects such as the ac in the high school library and heating and ventilation units in the gymnasiums mr post informed the committee that he received notice from mr dunn that the state is making security grant funds available so he'll follow up with mr dunn about the funding of any possible security projects with that mr caldwell reported the new exhaust hood for the high school kitchen will be installed over april break and dr burl informed the committee that during april break parks and rep swept and cleaned the huckleberry parking lot in the play area so many measures and are being taken to keep the students safe while during the construction of the new school and that's it anybody has any questions okay was that um the ac at the high school was that the only facilities related um item that is a potential target for the sr3 grant well that's very preliminary it was just very beginning conversations that was just one night one item that they brought up as possible you know possibly considering and john you don't know of any others at the moment not in terms of capital type projects that was one we were considered an early consideration we're also taking a look at you know the data from our mid-year assessments and um you know some of the other uh recommendations that are coming down from the state department of ed about where you might want to be spending your your sr3 monies very similar requirements we believe as we looked at the the detail of the law uh to the sr2 so we're not quite there yet but working on it uh the principles i've asked the principals to be thinking about what are some of their immediate needs based on the data they have and certainly dr ruby and mrs faris and myself are working with mr post and starting to think those things through we'll probably meet in the next two weeks have a real sit down workshop on how we might want to uh uh use those funds to to support our students going through the course of uh also with mr complete as well for technology needs for our students um for the for the course of uh the two to three years that that those funds are allowed to be used okay thank you sure um next subcommittee is equity and inclusion okay the committee met on april 8th we first reviewed our finalized charter that a small group worked on between meetings and dr ruby put the finishing touches on everyone was pleased with the final version and we've all signed an agreement to uphold it it was a lengthy but worthwhile experience that set a great foundation for the committee and a strong beginning of getting to know each other and forming trusting relationships which will be crucial in our work going forward dr burrell then provided a recap to the committee of what was shared at the previous night's board meeting things going on at the district level the adoption of the equity policy our hr director mrs cavanaugh attending the minority recruitment job fair and the amazing sel presentations from each of our school principals dr ruby and miss holly and miss holly also shared how many of our district leaders and educators are participating in trauma training which includes topics such as how to discuss issues of race in an anti-bias anti-racist and educationally sound way and how this is a cross-curricular endeavor this led to a discussion where members shared thoughts and experiences that they've had in the community and then we closed out by reviewing the five goals the board vision and the objectives of the committee and then we went back to the jamboard tool and members added their names to objectives that they wanted to pursue and any early thoughts and ideas they have for action steps and each of those subgroups will be meeting outside of the committee time between last meeting and our meeting next week and then we'll come back to the regular committee to begin discussion on action steps and priorities at our meeting next week that's pretty much it amy um what were those five main committee objectives do we have that information i do yeah i mean i can read them they are okay we will create opportunities to celebrate differences in others beliefs intellectual ideas and backgrounds we will support the board's initiatives in creating community conversations and diversity and equity that will lead to system improvements we will promote an appreciation of diverse cultures groups people and perspectives we will celebrate the individual academic social and civic contributions of individuals within our school community and we will assess the school's promotion and understanding of respect caring problem solving conflict resolution anti-bullying thank you sounds like you guys are doing a lot of work so i appreciate it uh next is the finance subcommittee report by the way i love those objectives those are those are great so um right so the finance committee met on uh april 19th it's a little later in the month than we normally do because of the school break um it was actually a pretty quick meeting um the uh updated financial report barely moved in the month i think we it changed by about seven thousand dollars in terms of uh mr post's outlook um and uh it leaves us we're still running a deficit against the budget um of about a hundred and sixteen thousand dollars but that's well within the bounds of the discussion we had with the board of finance in terms of covering the covet costs and uh we that in our discussions with the board of finance they've been very pleased that we found savings to offset the cost of the investments we had to make for covet so it's been a good discussion all year long very positive give and take with our uh brethren and the board of finance so not a lot of news there we did get some new news on the budget we did finally get the real numbers in for the insurance costs and as a result they came in even lower than we had expected um so there was a hundred and one thousand dollar savings and about uh thirty some odd thousand dollar savings we heard on this on the town side so for the town as a whole the insurance rates actually helped quite a bit against our budget commission um and so we took that forward and shared that with the board of finance and their deliberations and they've adjusted our budget accordingly i didn't take 100 of it i noticed in their final budget they took about 87 000 i think um leaving a little bit of contingency there for us to deal with things and uh so the board of we go to referendum in about two weeks so hopefully this budget process which has been relatively non-controversial and uh the spending increases are not crazy um and i think we ended up uh can't scan on i'm looking for 10 no yeah we ended up under 3 right yes 2.85 percent 1.85 so that's probably as low a budget as uh we've seen in a while so then very positive uh interaction other than that we had an update on the esser grants which we submitted the sr2 grant and uh start i don't really have guidance on s or three yet but uh but at least we started talking about you know what you know what other range of possibilities there and we got an update on the uh the brick veneer project at wiscon and it was kind of early in the process we hadn't even started the discussions with the board of finance of the first selectmen on how to fund that um but that that discussion is progressing so so that's an update for finance committee okay any questions anyone all right uh the last subcommittee report is oh special facilities but you already covered that right joy no well i'll actually yeah so we met on april 28th uh eddie reviewed the high school locker room boys locker room project proposed base bid and two alternative bids with the committee so there will be a motion later in our agenda to to approve the base bid and both alternatives for the locker room project um just so you know the committee agreed to go with alternate one which is to begin the work this summer and continue into the fall until the project is completed and just so you know alternative two was to complete the project over the course of two summers so the committee felt that they were in support of alternate one okay uh any questions for joy i mean we'll have another discussion on the boys locker room project a little bit a little bit later but all right uh consent agenda oh we actually have none on that consent agenda oh there is okay yeah so i will move that the board approved the items on the consent agenda which are retirements and resignations second all right thanks joy all those in favor oh sorry really hi hi thanks john did you want to say something sorry yeah i just wanted to congratulate donnie burdick uh custodian at the high school 19 years of service everybody gets to see donnie in the evenings and he waves everybody and he's always happy and a big smile and uh we're going to miss him and we wish him luck as he finishes out the year and into his retirement so thank you donnie john can i say something about lynn just she's been 22 years at wisconier um as one of our paraprofessionals um so professional you know cares about the kids is so patient and has really been a great advocate for for students um for a long time at wisconsin congratulations to her after 22 years you lynn congratulations okay uh moving on to new business uh the first item is the vhs boys locker room project bid approval okay i will move that the board approved the brookfield high school board boys locker room project base bid and bid alternates as recommended by the facilities committee second thanks joy um john did you uh have um sort of like a did you bring like the updated uh plans just so that we could maybe show them to the public one more time yeah so we we don't necessarily i don't unless joy has them whether we don't necessarily have the plans rosa but we we can talk we definitely can talk about it but we have you know kind of the the with the high profile nature of this project and the expense of the project is so much lead up conversation and frankly we're gonna uh what is it may 18th is the referendum and it's the capital referendum as well we wanted to formally put this bid under new business um just to talk about that bid process i know joy just talked about it during your special facilities report joy was there anything additional we might want to share just to make sure the public understands the bid process or anything specific about the design um and we haven't really changed things but just so it's fresh in people's minds or can you know if any you know any of the three of us can kind of comment on that yeah nothing has really changed um as far as the plan uh layout you know what we you know discussed at our previous meeting so okay i think the the mbc wanted the board's uh approval of going out to bid with the the base bid being to incur overtime and get the project done over the course of the summer an alternate one as joy mentioned was starting the summer without doing overtime and continue into the fall until it's complete and then alternate two is to uh complete it over the course of two summers and they just work i believe there was um there were some savings as well maybe not savings but there was a lower cost um if we did it as one project as opposed to sort of multiple smaller projects right and piecemealing it that's that's very possible that they the tecton really wasn't sure if splitting the project up you know any costs you might incur doing that might offset any uh the extra costs of doing overtime in the summer so they really just wanted to make sure we had all the options at hand this way we could really analyze the cost and then analyze the impact on program and so part of the conversation to understand that uh like we do with the with the school project or anything else is you know the user groups and making sure they're involved so mr belanda and mr baldwin were a big part of the discussion as well uh so what is the date the impact on the day program as well as the after school program and so we know what that's going to look like the after talking with uh eddie and uh paul so now it's a matter of getting out to bid making sure the board is formally uh approving the the way the bid goes out and then taking a look at and being able to analyze how those bids come in by those kind of three different options the base and then all ultimately i do know um from listening at the nbc meeting that they they plan to award uh in june so they're mobilizing fast does that mean that they can most likely start this over the summer this summer if like right away if the price if the cost works out that is a very distinct possibility which is kind of hard to believe but i know that a lot of conversation went on to to move this back in early fall we all talked about this and it was like you know what let's see if we could talk to mr dunn and get this on year one agenda and here we are and it's a distinct possibility that they might be able to mobilize and get their a team out there on the summer depending again on the contractors availability um also building materials as i understand it from working with all these you know different contractors building materials worldwide um are not as readily available so that also can impact um and we just won't know until we get the bids in and then really sit down and plan things out with whoever is chosen right well the project is long overdue so uh joy thank you and your facilities committee to uh for all the work and um for everybody for pushing us along because hopefully we can finally get it done thank you um what exactly are we voting on this is i guess the just the project bid approval just so that the nbc can send this project out to bid and normally i don't think we would have a role in this but because it's such a huge project am i right john that this um they wanted sort of that extra level of approval yes the nbc asked me to put this on and just to make sure that the board is on board with the locker room bid project as proposed which is a base bid and then two alternative bits yeah but the way that motion reads it sounds like we're approving the bid itself and i don't think that's what our intent is is it it's we're approving the bid process and structure that is going on it says we approve the high school boys locker room base bid and bid alternates and i'm sitting there with that motion saying well can i see the dollar amounts um because we haven't received those bids yet all we're bidding on is the agreement to go out to bid correct and so certainly bob uh someone could have been the motion absolutely because that's exactly that's to be more clear i just found the motion confusing that's all do you want to go ahead and amend bob if there's a better phrasing uh so i'd like to make a motion to amend the recommended motion that's on the table to read that the board approved going out to bid for the brookfield high school boys locker room project comma including a base bid and bid alternates as recommended by the facility subcommittee okay i will second that amendment uh all those in favor of the amendment okay okay and then the second um the second just clarification point is does the approval at the referendum give us the formal town's approval to proceed on this or is there another process uh where we would have to go to the board of selectmen and board of finance and maybe the referendum for the project or is that it do we know i i i believe and can correct me if i'm wrong on this one the capital project that's one of the capital projects and so if that is voted and voted upon and approved on may 18th the the money for the project is approved um and then we're just going out to bid early to get a jump on things um and then ultimately uh the bids specifically a contractor has to be chosen but bob i think we're asking is the money approved at the may 18th referendum well more importantly is the project approved or does it have to go back through an approval process i i think we can go ahead and approve this motion but i'd love to understand and be clear on the process that has to go on yeah okay the old board of finance person and me kind of saying wait a minute where's the where's the project approval right and and usually specific projects above a certain dollar amount have to be specifically voted on and i don't i just actually printed out the sample ballot this afternoon and i didn't see any specificity on anything so i didn't know whether this needed something further but i'm sure that mr dunn has gone and you know researched what he has to get for approvals but i'm not sure clear okay we can we can ask mr johnson yeah i can follow up on that too yeah because if if it is a need a second set of approvals we ought to know what that path looks like and know what data the different approvers are going to need in order to you know give it an approval so we can feed this feed that process that was just a point of clarification more than an issue here so okay thank you okay uh we still have um the amended motion on the table so uh all those in favor of that okay that's unanimous thanks okay uh moving on to uh remote learning there's a long motion there so go ahead amy sorry amy no worries i will move that the board move that consistent with the interim guidance for remote learning for the 2021-2022 school year as issued by the connecticut state department of education effective with the commencement of the 2021-2022 school year the brookfield board of education shall discontinue offering remote learning opportunities for students associated with the covet 19 pandemic the district shall no longer provide students with voluntary access to remote learning at the unilateral request of students families the board authorizes its superintendent of schools to take such actions necessary to implement this change the board further authorizes the superintendent to take any emergent steps necessary relating to remote student programming associated with the coven 19 pandemic or other emergencies as may be needed subject to the board's subsequent approval second all right any discussion on this topic all right so all in favor all right that's unanimous thank you all right uh old business the first item is the board of education's budget estimate 21 or the 2021 2022 um we had our town meeting last night um we had no questions or comments from the public so it was a very quick and easy meeting relatively speaking um compared to previous years so um i think that's the only update right now that um that i have unless john you want to add anything obviously the referendum is in two weeks so um hope everybody gets out and votes and um anything else you wanted to add no i just i just like to quit since you gave me the opportunity i guess i want to be quiet and i'll just say a couple of quick comments i want to thank the board uh this board uh and thank the whole team um for working on the budget tirelessly and all the questions from the board and all the due diligence i think you know the old adage of spend seven hours of your day sharpening the saw in only one hour cutting and we really you know it's it's that that statement is manifested in some of the briefer meetings and the good will that uh we certainly garnered and uh the credibility i think uh more than ever you know we've continued to build it for years now but uh i think more than ever the board of finance board of selectmen in the community really appreciate the board's efforts and i think the board of finance and the board of selectmen for their support has really been a team effort um and i can't say enough about it so it's it's uh especially considering the kind of year we've had it really was nice to be able to go through the budget process a bit more smoothly than is difficult so thank you all and i wanted to say it the other night but i do want to thank all of the department heads and the school principals for answering the plethora of questions that we that we threw at you um we know that your jobs are already hard and we asked a lot of you throughout this budget process but i think that's what ultimately really stood out as um as showing the fact that we we know our stuff and we know our numbers and um we really really thank you for that so um i guess that's it in terms of the budget unless anybody else has any questions or comments i i just want to thank you for saying that rosa because um people have been really taxed this year with trying to hold everything together and that means a lot that you you said that because i can tell you working closely with the principals i i don't know how they do it i it's it's been monumental i mean always work beyond what anyone would expect anybody to do but this year was really amazing so thank you for saying that of course okay um we can move on to the next item in old business which is the new school project uh the last time that the nbc committee met was or the nbc met um uh was a few weeks ago now so um this hopefully this isn't too out of date information but obviously we're out of the bid phase out of pre-construction and we are well into actual construction um we had our ceremonial ground breaking this past saturday on may 1st and that was really exciting some of the foundation work has already begun so you can kind of start to see um some of the outline of some of the buildings and some of the arms and some of those wings that are starting to take shape in the very very early stages but it's exciting um tecton is already starting to look at finishing samples so those user group meetings will continue so that um teachers and and those other users will have input in that as eric mentioned there's weekly drone photos that are being taken of the site so we'll have a nice compilation i think at the end we can sort of like watch the building being built which will be really exciting um i know i had mentioned before about some of that um the soil that was at the site that was not the greatest for actual construction they had to bring in um better soil uh they're still trying to sort of um estimate the cost of the total cost of bringing in that old uh that better soil and if there's any savings we can capture by using that the soil that was there elsewhere like perhaps in the ball fields um i think that is pretty much it so um yeah nothing nothing too new but maureen go ahead yeah i just wanna um i'm glad that you brought up the drone and i just want to say that um mr bellanda and uh and eric and i believe it's terry parks at the high school who had to deal with you didn't even want to know what trying to get all the parts and um to get the drone project that we have going on up at the high school configured and i just think that it's it's you know these things look really cool when they're happening but i think that we have to be cognizant of the fact of the amount of time and effort that's put in by administrators and staff to just you know get this done so i just want to mention that and if i left anybody out because i know there were more people that were i mean this took a year and a half to get all of our drone components and so i'm glad that it finally um came about mark i don't know i i don't you know want to leave anybody out if you want to say anything yeah you you got everybody dr ruby so um it was a process and i appreciate all the support and you know the fact we're able to you know i'm able to work with logan at this point for those that that don't know i'm working with logan white our student who's the one who comes to huckleberry to use the drone um we have the appropriate permits he's actually currently studying we're doing an independent study to work through um an actual faa part 107 certification so he can be an actual drone pilot um you know and go beyond the typical recreational um and if there's anybody that can do it it'll be logan so uh we've got a curriculum we're working through um and he's just hit we're really lucky to have him we're sad he's going to be graduating um you know but uh he's he's had actually taught me a lot it's been a great opportunity for me as a as a principal to get back and do some instructional stuff too and work with kids like that again so uh it's a fantastic resource that drone is quite amazing um it's does so many things that we haven't even fully explored yet but it's great to have it as a resource and you know we're also i know eric and i were talking with chief purcell at the police department and talking about what other things we can do in collaboration with them they're looking to start a drone program and so we're gonna have more and more conversations so it's really spread a lot of great goodwill in the community and some technological advances so i'm glad to be a part of it thanks mark so that started in 2017 and we all know what the date is today so thank you so much for years of work on that so he's going to have mr beland is going to have a new title it's going to be you know principal drone mechanic you know yeah he'll be wanting to he'll want to use that s or money for a plane but we're not gonna all right um that's it for the new school uh we are actually at three main points already and um i think i think maybe the referendum yeah yeah yeah that's definitely important it should be something yeah any word we can get out there would be good i was thinking the remote learning too um just sort of like us that people are aware of that or get the word out yeah and then maybe the the locker room project or we could just do like facilities in general we can do locker room and new school sort it together john will there be um a separate um communication to parents about the teachers of the year from each of the schools we usually put that out um once we have our june meeting we put it all out i just wanted to make sure the board knew tonight because that was public information okay so question you just brought it up um the uh will we be starting to meet in person again at some near date and will we do be doing it in time for that great june meeting when we get to meet the students yes bob the plan is to uh after through may 20th um is the governor's executive order so anything after may 20th so starting on may 21st we have to have in-person meetings unless something changes over the next couple of weeks and so first meeting in june is that big special meeting i know you love that meeting and the the thought is maybe at the audit the bhs auditorium or something like that because a lot of parents come to that meeting we want us we want people to be there but we want to be able to spread out and that kind of a thing dr ruby did you have something i apologize oh you're on you yeah i'm you i'm sorry i i was just doing my sign language for social justice oh that's social distancing that's that's it kevin told me that was social justice well that that would be the plan bob because it's it's you know technically wired our tech team could uh you know get get that wired up and ready to go and we've got a couple of weeks to plan for that you know we've got you know and and talking about upcoming events in terms of there's usually a lot of june events in terms of recognition events and uh eighth grade moving up ceremonies and a graduation when will we get more information on those i believe mr renda has already communicated about eighth grade moving up but i could let him step in mr belanda is readying we were just actually talking about graduation today and the final plans is getting that ready to be publicized and go out there i know national honor society has their date they're going to actually have their ceremony on the ball field so all these plans are in place and i think to the specific students and parent groups most of the communications are already on their way out or right about to go out so maybe mr renda you can talk about eighth grade step up sure um what we do right now is uh we have planned for the wms moving up ceremony is for friday june 11th um and it what we're doing this year is a little different than last year i have to give a lot of credit to our pto um subcommittee that joy heads up for our pto and the amount of work that joy and other uh parents have done to put this together i really appreciate um our plan and joy you can jump in if i forget something is to have it at the town hall we are going to utilize the um where the gazebo is where they put up the movie um screen and we are going to have students we're going to call each student like we normally would at the high school when we do at the high school um and then we're going to just name a couple of the short excuse me the big award just a handful of awards we're not gonna make it as long and as we did in the past and then after that we are going to i have some students putting together a video um with um just pictures of all the students and and things that they've done over the years and they will play that on the video screen and they're also having um food trucks and uh maybe some other activities joy was that was that good yeah we have uh you know two food trucks coming nice green truck um chick-fil-a you know generously don't is donating chicken sandwiches to all the students um we'll have something to give to each of the the students also well a couple little activities but more the the students really express that they just want to be with each other you know sign your books and just to really gather you know just to celebrate so informal yep somewhat formal but keeping it simple and socially distance the park and rec has been mary's been working with us to um be able to you know we're gonna use the whole grounds we're gonna separate we're gonna have cone set up for um homerooms our students as they get called up to the you know and then having parents and families spread out to the best of their abilities on you know chair in chairs or in blankets assigned covered police yeah i don't know if you wanted to be a part of that signed coveted police we'll take it possibly but yeah a lot of parents have stepped up which is nice seventh grade parents uh have volunteered to help out and manage you know all the ins and outs of it so which is nice everyone's really coming together to make it memorable and dean thank you what are the dates on the high school events and how will they work sure mark can you share a little bit sure absolutely so we'll kind of work backwards we'll start with graduation which is the big culminating event that's going to be saturday june 12th there's going to be an outside ceremony but actually take place on the stadium turf field that's where the graduates and the faculty and distinguished guests will be seated on the field going backwards to the morning we actually are going to start with a parade from wisnier middle school to the high school very similar to what we did last year which is very well received and and students and families are very excited to have that again as is the community quite frankly so we have the official uh permit from the state of connecticut to actually run a parade on route 25 so we're good to go there uh working with chief purcell in terms of making sure that goes off without a hitch he'll have additional support um additional officers at the high school um because it will be a there'll be more people there than previously so basically um we have a general idea of how well my general idea we know what we're going to do with our students an immediate family that's pretty easy what we're trying to gauge is how to appropriately allow more guests to come and attend um it's it's a challenge given parking situations and also given the ability to actually adequately socially distance so we're working through some of what those things are to make sure the important people are there you can imagine um i had this discussion with with dr burrill and ken today um if i was to say something like um limit to immediate family right that immediate family doesn't go to um grandma and grandpa um then you have two sets of grandparents okay we can accommodate that but then it's the our you know step aunt is in from georgia for the weekend and she wants to come and then it starts expanding to something that becomes it could become unmanageable quickly and i'm i'm trying to be cognizant of that to make sure that we can have the socially distant event that we want to have the last thing i want to do is have an event as i said last year with our event last year that is ends up being a reason for transmission we have a lot of room and space in the seats in the stadium in the bleachers so that's where families will be sitting grad party which i can't talk much about i know mr beldon you've been very involved with them in the past so while it's not going to be a traditional grad party at night they're doing quite a a great job with setting up the inside of the building to do something that i won't talk about too much because it's supposed to be top secret um so following the parade students will process through the building and then they'll go outside on the field for an actual um a full graduation ceremony with diplomas we actually are going to have music the whole thing so that's fantastic and we're going to leave um you know do a grad party walk through and leave it open to community after following graduation so people that have donated money or want to see what it's like instead of having these saturday morning walk through it'll be a saturday afternoon walk through they'll get a chance to see what the grad party and all their efforts have gone to so that's graduation um working backwards we're going to have a senior awards night is going to be june 8th it's a saturday that's excuse me it's a wednesday night um and it's going to be limited to we can fit the number of people socially distanced between the award recipients and to and their parents will be able to come and we'll be able to do that in the auditorium we feel comfortable based on the capacity of the auditorium and what we have that we can actually fit uh people that we need to uh in the auditorium for just the senior awards night so that's exciting on june 8th um national honor society is actually going to take place i want to say the third there's a 20 maybe it's maybe that's the rain date that i was thinking i'm going to pull up my calendar may 20th may 20th dave everybody from writing mark if i may uh just to save everybody from writing things down literally mrs grambling and i were chatting today we're gonna have a communication out to each school office to get all of the end of the year dates for you so like we always do we'll be sending it to the board so you'll have all those dates and times and you know outdoor location that might be different than a typical indoor location i was just working on writing these down so i could block myself right now you're going to get all those in the next few days yep so yeah it's uh it's we're excited that we have we have a like i would say a just right size class in terms of uh graduating class to fit nice socially distance we where i was out there today with our sound guy working on microphones to make sure that those are going to work well and we're going to be able to regardless of and who knows what happens with the health department and cdc and the governor in terms of mass on max off covering your ears maybe over your nose just your chin whatever ends up happening we know that six feet apart is a distance that we all are aware of is is comfortable so i will be able to distance the graduates six feet apart across the board so they'll be able to be out and realistically based on where we're trending now be able to not have their masks on when sitting outside so that i'm really excited for um because that'll be such a departure from where we were last year so that's that's the plan um you know continue to work to make things you know the best we can possibly be okay thank you sorry to kind of get us off the schedule here guys so can can we just go back to three main points um we we said uh boys locker room and i thought there was another facilities thing you wanted to mention there well i was just thinking like the new school just so we could like plug the ground but we don't have to do that um you know it's not like it's upcoming or anything so we could just keep it the boy's locker room if you guys want to do that okay and then the referendum and the no remote learning for next year yeah got it all right next is upcoming events and uh amy i think um some of those have been covered for you already yes i'll say it can't be said enough town referendum for the school and the town is tuesday may 18th i'm assuming 6am to 8pm right is usually the hours on that um we do have a few things at center school friday may 7th is wear yellow for staff appreciation and it's the beginning of the abc end of year countdown saturday may 8th is the conclusion of the moveathon fundraiser tuesday may 11th is a pto meeting and friday may 14th is a remote learner lunch bunch with mrs diamond at huckleberry the smarter balance assessment is ongoing this week for fourth graders and may 10th through 14th will be the smarter balance for third grade and friday may 7th their abc end of year countdown begins also wisconia has the smarter balance assessment will be administered to grades five and eight the week of may 10 through 12 and the next generation science standard assessment will be administered to grades five and eight on may 13th and the smarter balance will be administered to grades six and seven may 17 through 19.

yes so i know we're on a timeline here so this is the presentation um and i'm going to move right to slide 22 hopefully i don't make you dizzy when i do that okay so these are everybody can see this screen right yes okay yes so this is high on school and just to familiarize yourself okay the orientation this is route 10 this is the road that leads into highland so you could see these two blue areas these are the alternate um locations that michael drew and i'll show you on the following slides how much uh power they generate but this is a you know basically at the front of highland school and this array is the ground mount located all the way on the rear field you know it would require you know some some tree clearing you know towards the back of highland school hey vince a question how does that align with the outdoor classroom uh okay yeah let's take a look at that so the right you could see my um yes no arrow so that's the portable trailer so you know this is set way back from there towards the pond in the back there's an actual classroom yeah it won't it won't wipe it out but it will be in close proximity to that outdoor classroom you're saying it's down in this area here that's right it's right adjacent to that pond in the in the back at the at the west side of the property line yeah so vin if you go to where that blue box is there and the right hand side of it where that tree line is it's right there yeah i i don't think it encroaches upon it but it's pretty darn close now obviously we can kind of right-size this and make adjustments i think that you know the idea here is you know that would be one location and if if we could adjust the size it would just change the power right um but that's a good point andrew i didn't realize that there's you know an outdoor classroom down in this area that might um be interfered were this in that location in that size so here um let me just decrease the size okay so this is more of a of a drawing from an aerial view of what the array would look like and you know here michael laid out the you know there's 264 modules and four inverters and the key thing that i want to focus on here is though this is the rear array and that one's a little bit bigger visually it's a 1056 modules 66 inverters the key though is if we were to do both these installs the um right here it would need it would basically account for about 81.1 percent of the energy used for highland so that's that's pretty sizable in terms of the amount of energy that we would be able to harvest from these two arrays and as is noted down at the bottom if this went you know to z-rec it would be bid as a large z-wreck again i'm not the expert in the theory as you know but you know the 81 of energy consumption of these two arrays you know i think you know seems seems pretty sizable for what it is um and so before i move on to doolittle i'll just you know stop sharing for a second and and see if there's any thoughts or questions because tim had some alternates which i planned on doing after we get through these three okay um i just one question that i have before we get to tim if that's okay um that backfield rich and vin did they is that ball diamond that's in that back corner is that used still or uh right now it's abandoned the back stop was in uh was it was in poor shape so that has been removed but that field for all intent purpose has been retired and the reason for that is is it just needs to be yeah and reseeded and it needs work or is it yeah yeah we need we need capital funding in order to you know reinvest in in creating that not only for that field but the the one at the uh at the east side of the property as well okay and then there's one comment about that um that hundred and that 1381 the way he's got it mapped out here it would be it would be smaller and i would say by maybe a factor of 25 percent only because you're going to be encroaching on property line and then you know just by the just by the the site elevation you're not going to be able to put that footprint in that spot so i would envision once once the investigation was completed it would be a smaller array than what's shown in this drawing yeah would would the i mean would that field is there a need for that field i mean would there be future capital planning where that would be reused you know i the answer to that there's just a general statement there's a desire to have more fields in town you know more enjoyable fields right um depending on what happens with you know chapman property and and you know some of the other fields i i know that would probably come under a little bit of scrutiny uh and potential opposition if we try to build a smaller array where there's existing fields um but it's not like we have much choice you know this is an option it doesn't mean we're going to exercise it but generally we've been talking to john bollock who's the you know director of park and rec for the town and we have talked about bringing you know some more fields really to the to a much better level and we need some funding for that okay um tim did you had your hand up i'm sorry catherine but tim did have his hand up i don't know if he oh yes uh basically so i'm hesitant now talking about the fields because i know the kids like could use more ball fields so i'm hesitant on that part the one in front right where the police station is i i support that i think it it works there the the basic idea i have and we'll see a visual of it in a few minutes but um carports i i just i just imagine take the solar part out of it for economics for energy reasons i just think that it's sort of an amenity that people would like having covered parking you know it snows during the middle of the day they come out they find their car covered in snow or you're getting out of your car and it's raining um so that's kind of where i'm coming from more and more in relation to the parking lots than um fields i i am hesitant on that one um yeah that's all i just brought up the um the diagram you did of highland tim yeah so i don't know if you want to talk through it now maybe we could kind of hit these this way yeah sure thank you ben andrew that's yeah i mean just katherine do you have a question before we move on to this yes like wanting to go back absolutely rich was just saying um so what i heard but maybe i misheard was that the space that is planned in michael sam's thing really isn't as big as it is what i'm trying to get to is that mean the uh percentage of power that it would provide would have to be reduced by 25 or whatever the percentage is that you're saying i'm sorry see it's too long for me today no i think you got it you know what i'm saying though yeah i think it would i mean it would reduce that 81 if we made a smaller array you know let's say we get to 70 okay it's kind of order of magnitude fine i just wanted to make sure i was thinking about it the right way okay thanks so basically um this this could be quite a bit and i don't want things to be like you know unaesthetically i want stuff to be aesthetically pleasing but again i just go back to you know any uh my thinking is any of these locations could work just a more as a carport i think it's just an amenity that people would probably uh appreciate having covered parking um that or as well as covered sidewalks for when it's raining and stuff i mean i don't know it was just the thought that i had yeah and so this is the um actually this is the roadway coming into highland was this other array that you drew tim yep okay all right so it sounds like there's some general um thought that you know this may not be ideal to use the real ball field but you know do more in the front of the school um kind of along the lines of the pd except you know we want actual covered parking because the the array at the police department is not really covered because there are openings between the panels so yeah and i mean from what from two police officers that i know that i've talked to um they don't like the array in the behind the police station because one it removed their area in order to do outside if they have to do any sort of use have a large open parking lot they no longer have that and then second in the winter when it snows and it warms up and snow banks start melting it melts and then it goes underneath and the sun does not get to hit those parking areas so then it freezes so then there's ice underneath the carports and the town can't get its trucks underneath the carports because they're too they're not high enough so then they're manually sanding and salting underneath the carports yeah so it causes i mean i don't know rich or dan if if there's any validity to that but um yeah well i mean i think that i think that array is minus a deck that's that's the issue there the reality um i mean those are all those are all things that the police department has you know has come to see as as came into fruition um that project through the uh through the energy commission um in order to you know realized in production um if if it had been realized with a deck to it um the cost per kilowatt hour that you'd be in contract with um wouldn't have a realized savings as such so you'd you'd be you'd be in a sense paying a premium for uh potentially paying a premium for a car or cover a covered garage um the the the way that that project came through was without the decking aside from the additional cost of the decking that that affects the cost all the way down to the ground with the steel structure the footings engineering design and so forth so um once you add that decking on there it does drastically affect you know the the cost per kilowatt hour and any realization that the town will be looking at guys so is this going to have decking vayner we haven't gotten that we haven't gotten that far but i think from you know the i guess lessons learned from the pd i don't think we i don't think we should do it anyway other than with the decking so that it does provide the protection you know for the cars underneath that would be something that would be simplified in the bidding process proposals for the suppliers in order to have that and when you get the proposals back yeah at that point the opportunity to review them and see if they're found long-term got it tim yeah um so first of all i'm having a lot of difficulty hearing you dan yeah you're breaking up yeah everybody else i'm fine with but your connection is is not great um so it just what i'm thinking is not necessarily uh so i understand the point that makes sense but it could be some could be designed some locations could be designed i'm thinking so that basically the downward angle is to the lawn in which case it well no i mean i'm being serious about it if it's in the middle of a parking lot mostly relatively relatively narrow as long as it's pointing toward the lawn which is we don't you have to face it south um but like highland the one that i mentioned that runs parallel to the police station the farthest over the farthest west i would think that you could just design it so the snow just runs you know two feet into the two feet over into the grass where people wouldn't be parking anyway there there are thermal expansion when they design the uh the arrays uh individual panels to allow expansion is that rain coming through the um you know between panels you know next not just in the snow um and some of the melt off the upper uh panels through the snow comes through the uh the the panel's not just off back edge okay okay in a significant way or like a minor way well you would need to have a continuous deck in order for what you're suggesting tim to work and that's not that's not what's at the police station it's not continuous so it's gonna you have those constant seams that are interrupting any kind of flow that would drop into the into the grassy area okay i got it i just couldn't hear you dan sorry about that but that makes sense rich what you're saying to me i'm thinking i mean i've seen him like that it's just part of what a you know an rfp would just say a seamless deck all the way across and then it just goes the snow goes into the grass if the numbers don't play out right they don't play outright for us but i would think that they could if you're if you're putting it in the grass not into the parking lot right but if it's going to the grass i just don't think it should be that big of a i don't think it would be that big of a concern for most people so if we angled that that would be we'd be pitching the roof towards the police station which would be west so it'd be downward sloped west correct is that right yeah okay so how is that uh tim's you know way more about this than i do how is that for uh gathering the energy oh well i mean based on the based on the current rate structure not optimal but if the numbers play out they play out i mean frankly speaking the rate structure it's entirely possible there's a nationwide discussion on the right structures being changed including here in connecticut um that's neither here nor there at the moment uh i think a west facing one it's just the same as the police station where the numbers made sense for the police station so i think it would make sense for highland police department we're having a heart we're getting every other word from you dan yeah it's tough to hear you we want to hear you yeah they had a better connection i would try signing off and sign it back in down that might help i'll i'll shoot back in yeah okay yeah i mean in the total calculation i think the the police department already had kind of minimal sight work aside from doing the footings and the foundation work uh highland any kind of carport that we have to consider will be we'll be a little bit more involved in the way of site work because uh we have you know we don't have all clear pavement in those areas so that that's gonna impact the cost as well okay okay then where are we with um like highland school for paving schedule for that area is has that been p i i can't picture in my head if it's been newly done or if it's yeah it's not newly done i can tell you that yeah got it okay yeah how beat up is that that west side of the uh it's uh it's past its intended life cycle uh in addition we have uh we have some parking issues there we need more you know it needs to be really redesigned as far as the site uh to include more uh parking uh that was the reason why the week's road circle was um you know we uh we uh cut the trees and uh and cleared that lot in hopes that we were gonna be able to utilize that as an impermeable surface for additional parking and then on top of that we are looking at uh potentially uh putting an additional lane on the exit side of week's road out to 10 to help alleviate uh the congestion there so you know there is no we have some plans in the work that's it's not readily identified on a five-year cap plan but um we are in the planning stages for that well which is good that the parking lot's not newly paved because you know we might be able to incorporate some of that as part of not within the scope of this project but we might be able to get that done yeah i mean if it's if it's past it's you know estimated useful life it's getting beat up it makes sense to me to think about doing it in a holistic manner yep but i mean where would so if all this work needs to be done at highland school to reconfigure the you know the exit turn lane and additional parking and the weak circle that all that work would have to be done pre the install of the solar oh not necessarily no okay we have to make sure that it's all designed and right appropriately okay yeah i mean you could do the carport as uh as a standalone and then just take care of the the the uh the asphalt areas in the local area and the rest of it can be done at a later date okay obviously you can see dan's back in um want to try moving to do a little yeah dan you want to why don't you sing us the abc or something i was just thinking the abcs myself [Laughter] it's my bandwidth still bad all right sign language dan can you call in on a phone i've never done it but i know people do it in meetings yeah there's a phone number actually in the google me so all right you want to go over to doolittle then because we do it's about seven o'clock yeah that's what i'm looking at okay so do a little same same drill i'm not going to look at any of the stuff that was previously presented um so this is the new array that again to orient this is oak avenue here this is the front of doolittle and so this is the ball field right outside of doolittle school and you see that you know he drew a rather large gray um along you know oak avenue and i'm just going to move to the next slide so this gives you a better sense of how much of that field an array like that would take up again 476 modules 28 inverters believe it or not it would make 90 percent of the site consumption target but similar to what we talked about at highland you would lose a substantial portion of the field i don't know how palatable that is um that field's used a lot yeah now that that seems like people would be very upset with that yeah i don't yeah i mean aesthetically too i mean it's i'm not yeah yeah i'm just going to bring up because i know tim um yeah that that seems like i had some alternate proposals so tim was suggesting to move it along the sidewalk leading in from oak towards the school as well as doing some arrays here um so we you know this looks like a it could be a significant size array that might work yeah so you know i if michael some i'm sure he could look at that quickly he did an array over along this side um but we i think we talked about this would not work because this is a drainage area right rich that's a great that's a pretty significant drainage swale so you're not doing any ground mounts there what about the parking that's along the other side of the yeah thank you there what about that yeah there too he had done actually had done an array um for that yep okay yeah he's done it he's done that in the previous right yeah yeah you just added i think yeah that was my that was what i drew yep you know i'm not seeing it danny i think catherine just mentioned makes sense i didn't have it drawing it you know this is just a really quick thing i did but that makes sense there and the other thing that the other thing that i've gotten huh what's that catherine the only other thing that's running through tim yeah oh sorry okay the only other thing that's running through my mind is what um what you were talking about dan was talking about before which is the runoff um so if it's south facing then can you go back to the visual the image yours or or the one from mine yeah um so with regard to the the largest the largest one there that would be south facing and therefore the runoff would be into the parking lot which you know i i'm not sure the design exactly with the with the police station but that would be part of the consideration if we don't want to end up with like ice sheets in the parking lot through the winter um but i mean i've seen them i've seen these enough where i find it difficult to believe it's maybe decking's the answer but there might be other answers to that are not as expensive or put put a you know a carport out of the money where it doesn't make sense you're just paying more for it i um but just generally i mean as well as the one that catherine just pointed out any of those could make sense to me you know if the economics made sense i mean certainly a parkour is more money there's no doubt about it versus the conventional ground amount oh yeah no it would definitely be more money because there's more there's more uh materials involved um but that doesn't do an rfp and you find out if it's if it's in the money or not basically yeah yeah the one thing that concerns me right now is the escalation of materials specifically steel and everything else everybody can you know if anyone who has has bought a 2x4 at home depot you know a year and a half ago was a dollar ninety-eight cents for a two by four by eight foot now it's uh closing in on nine dollars so it's the cost of materials is escalating so i'm concerned that that's gonna impact our return on on whatever we we plan on constructing here so i i don't want to get too i don't want to get too into the weeds here but that the economics of this are directly impacted by the size of the array so if we keep it to a hundred kw or less we basically get nine cents per kilowatt hour my sense right now is if we get so then the large z rex the medium 0x get less than that they'll probably get four five six cents per kilowatt hour as an incentive if we get five cents per kilowatt hour it's probably in the money for us if we get nine cents per kilowatt hour it's almost certainly in the money for us ignoring the increase in material prices i don't know how that plays out i've already seen that at work where it's like going crazy right going back from reapprovals on stuff because the money's out of control the costs are not out of control but they're they're rising noticeably and quickly so going just going back this is the array that um was drawn along the the current parking lot at doolittle and so this one was it's smaller than the bulk field it's 624 modules with eight inverters but you know basically we kind of have that drawn already so if that's if that's a preference then you know we could go with that that's a softball landing paradise right there they're designed for it are they yeah no they're designed for hail for baseballs everything we'll put it to the test all right okay any other yeah questions comments from anybody okay so procedurally um next do we then little guidance here do we um vote to move a project forward or to move to the next phase or have ecg further analyze the benefit of the different size arrays you don't need a formal vote if you know the planning committee can direct me to instruct ecg that you know we want to focus on highland school and array in the front do a little school and array over the current parking lot we have to look at norton real quick um and then you know tim had some ideas about the high school so you know because you're not voting to approve anything at this point there's no dollars there's there's no project per se yet you just want to you know provide some direction and then at the next step is when i would think we would need an approval where we would have a project and some recommended dollar amounts associated with it okay do we want to get into catherine and tim do you do we want to get into the high school looking at the high school i i'd like to look at it quickly i don't know yeah let's just do it and just for the just for the record i mean norton just makes no sense to me at this point if yeah nora and i wouldn't even okay because of the modernization just for for the record okay so this is what you know he had done a couple of alternate proposals this was along the front so this is route 42 so he he drew a couple of different options it would be a large array um 88 percent of the energy demand but as you said if it's not something that's palatable because we don't know what's going to happen in norton and i think that's the you know the broad you know question for the for the planning committee and the board is whatever we select it's you have to assume you want it to stay there for 20 years right because that's the life cycle of these you know these projects right okay so i'm going to flip over to um tim's view of the high school here um tim i'll let you talk through it i'll just move the cursor away you tell me yeah sure so the basic idea here is um you know we haven't really i don't think school modernization really looked at the high school in detail at this point our our peak is starting so the high school is a few years off um but there could be changes to the high school there could be serious you know significant changes so basically all i'm thinking here is looking around the edges of the property um assuming the property you know the parcel the overall parcel basically stays the same um if we're using stuff at the edges it shouldn't it probably wouldn't be that big of an impact uh one noticeable thing that where i think we have some property that we could do something is the pump station which is in the back yeah yeah i had a conversation with a very brief uh conversation with our former sewer superintendent dennis devert and his sort of off the cuff remark was you know if we did something down there shouldn't affect him at all including like any equipment heavy equipment does not go down there often but should be able to do something relatively easily that wouldn't really affect the sewers um but there's property there that would not need to be cleared as you can see um and then the other places are just you know along the edges basically uh where it might make sense uh upper right yeah sorry upper the northeast corner right um again this goes back to what dan i'm a little bit hesitant now you know in terms of runoff because these would be south facing they'd be sloping down southward facing uh so i don't know where that where the runoff would go the snow would go and then turn into ice i don't want that but i'm just guessing that uh if there was any sort of serious information of the high school probably would not be into that corner so just some thoughts on it yeah i find this one interesting tim um [Music] because i don't think we considered you know what what we can do in this area that's basically just for clarity that's the that's an access road back there yeah isn't there a warm-up space back there too or a batting cage yeah there is yeah the batting cage is here um yeah i mean this is just right it's not like i'm saying get rid of the batting cage that's not my point it's just i did this but some of this is not frequently used and i don't know maybe you could do an array that you know is part of the way and i i don't imagine we'd ever do much with that area really even if we did you know build or renovate the existing building new or renovate the existing high school hey dan i would imagine that um any kind of pv construction still has to honor um code as far as side setbacks front rear and side setbacks is that an accurate statement certainly something further for the ecg to look at on the group's behalf you know any any opportunity to to get the pv system in is great however you know when you look at building setback lines and yeah you know depending on zone um you're going to be looking at you know 15 20 feet off the property line yep generation location in the back of the property around the pump station at tim's point it likely won't affect any of the regular operations at that facility however you're going to have to get a home run electrical service to get all the way back up to the building to service that uh because these systems these are behind the meter system that you're looking at for the pv and it has to feed directly into the uh high school commuter system well i'll just add i mean i don't know what the town council would say but if we do an rfp we could we could just include it there and you know if if they end up saving money it's that's a consideration for putting something that far out would be the biggest thing that i would see with that i don't need i don't know if the property in a sense is um you know subject around the pump station easement area to the water they have that's a wetlands area to boot so okay you're talking by the pump station or yeah yeah yeah i mean but there's still a ton of detail we'd have to get through i mean because that would require trenching from that pump station back up to the high school proper yeah you'd have to the closest service would be at the rear of the high school that's a 4 000 amp feed so um yeah that would have to be engineered to see what kind of value you could get out of that yeah so that that might may not make any sense for us i mean we could just i mean if we did an rfp just include it and if the council wants it we could feed it into the pump station and say hey you're saving money on it that probably makes the most sense really yeah because that pump station sucks up 100kw i think it's it's a decent sized one there you really be able to get your wreck on that location say again that might that would be like an opportunity for a small z-wreck which is a lot more uh a lot more readily available than the larger z-rack yeah yeah yeah yeah but we asked the council for a lot of things so if we gave him something if we gave him a money saver it could be good for relationship building right okay well um i don't know where everybody else stands on this but i'm just gonna kind of take the lead on it so i'm only one of three but um well i appreciate ecg's work and all the other i there's nothing here that i see personally um that i think needs to move forward for rfp um and the only reason why i say that is if the goal here is to reduce energy costs at the district for the district as a whole and we have 20 years that these projects have to benefit the district in order to pay back we're moving forward with modernization there's potentially could be two brand new elementary schools and while we're moving forward with the planning of those two elementary schools or the new middle school um ensuring that energy measures are built into those and solar arrays etc are paramount in those designs then we would be achieving that same savings for the district what i don't want to see is you know highly school for instance you know that was my school that i went to i don't want to see the property kind of peppered with these solar arrays just to make to save energy costs while removing ruining the aesthetic of the property and you know potentially limiting what work can happen there in the future i know that in modern day in part of the modernization plan it's to move pre-k program to highland and doing capital improvement projects there that could change the whole configuration of the front of that school with parent drop-off areas separating the early childhood program from the general bus areas and so i wouldn't want to put a structure there and then you know three four years down the road have an issue with having to have it removed um but again and when in talking to the police officer that i'm friends with he was like please please don't do that please don't put these all over the all over the town and uh so there's there's all those different issues and if i saw one site that i thought was going to generate enough to save the money in order to make it worthwhile then i'd be all in but i just don't see that so but i'm just one of three so tim or catherine well i mean i i would move forward with it with the uh not with all the stuff that i put in there um but i to me to issue an rfp for at least for that site that runs parallel the farthest west the point farthest west on the highland parcel parallel basically with the police station arrays do little probably you could look at i'd be open to you know an rfp for each of those sides of the the east side and the south side of the ball field and then uh the high school you know i don't know about setbacks and stuff if there was space like where vin just mentioned or out at the pump station um i'm interested in doing an rfp and finding out what what they say i mean there could be real savings in there there might not be any uh but i just don't think that i don't i just don't see uh modernization having a big impact on those having really any impact on those things that we're talking about um the highland i think i understand what you're talking about like if there was a potential repaving that had to happen in that one strip i think that would be part of a discussion as we just move forward in figuring that out because rich said it's probably due for repaving anyway so maybe that gets repaved at the same time i i don't know all right but i'm just saying i'm just saying i think we could just keep moving along with very with very specific sites because it is site specific on all this stuff that's where i am and i guess you know my from an aesthetic point of view i think that like i was at west farms mall the other day and i think that they're they're they're terrible looking so i'd hate to take this you know highland school is this beautiful and start dropping these steel structures all over the property um i don't know what and from a construction standpoint things continuously are changing and i would be i would put big money on the fact that in 20 years the technology is going to change in advance so far that we are going to have these monstrosities all over these sites and they're all going to have to be taken down i i just don't see that i mean i'm seeing that they're starting to be able to build this into building materials into you know and then what happens then there's going to be across the district to remove these structures or they're gonna be rusting out in the parking lots um but again i'm one of three so is it my turn um so i i just need to ask uh one clarifying question which is to file a an application for the xerox which i i know i don't understand the process well enough what would we what would we need and we needed it by june 15th so you're talking about getting an rfp done by then and then using that to no yeah what is it just answer that one question for me because i'm not sure i'm getting so where the discussion where i feel like the discussion has gone tonight is smaller uh arrays less less fewer arrays total if it is a small z-wreck you don't have to go through the go through that process so if it's 100kw or less the process becomes simplified and dan you can jump in here and correct me where i'm wrong but that's basically it there's no the small xerox are not time sensitive uh in terms of that june 15th deadline the small z-rec incentive funding would run out at a moment in time but they do not participate in what is called the reverse auction it's a different you are just given nine cents per kilowatt hour if if you're uh if your proposal is approved by eversource so the time you get thrown out the window in the highland that one that one array at highland was like uh 106 kw is what michael sam said so you could just shrink that down to like 100 kw and then you can sort of visualize it this similar say for doolittle you could just do it under 100kw and then the deadline of june 15th goes away dan am i correct on that i i i i can't speak to the specific deadline of those i think those are all to your point like you said in application and they're they're not as competitive at the same time as the larger z-wreck which you have to have the size and the sight i think i i do think that you have to have size and sight in hand for the small z-rex as well however to your point it is more so there's not a formal deadline for the smaller c-rack is that what i'm here i would marry myself to saying that i mean we could look at it further to see uh specific for tonight's meeting i looked at the uh the large rec as to when the termination was i'm i'm like 99 sure it just it takes the deadline off the table for a small c rec okay so so the time pressure may not be quite as severe as what it seemed like at the beginning of this meeting i agree with andrew that the idea of a lot of arrays all over the place is unappealing um in terms of aesthetics you know the ideal would have been if we could have put that whatever on roofs you know these the roofs of the schools and we can't do that apparently um and so you know when you start talking about you know carports over here or this over here and that over there i guess i'm not as clear on the um the benefit that we would be getting from the smaller what you're i you know because i don't i don't think this way but if these are all smaller projects is that the benefit worth the the you know what we end up with which and i i agree that i think we don't know what's going to happen with these schools and i don't think that having permanent structures i am i'm struggling with that a little bit even though i love the idea of solar power and i love like trying to figure out a way to move more of our energy to you know a solar-based um situation but it just feels like it's going to be kind of there's no good solution here there's no solution that actually is compelling um at the same time if it doesn't cost us anything to go out and get these rfps for these smaller projects maybe we do that and see what they come back with and then um you know then try to see if we were going to take it next step i feel like i'm not being very uh helpful to this conversation but i got you i hear you uh yeah but but so i i kind of i think probably as i'm talking about it i'm starting to circle in let's maybe do an rfp for highland and doolittle the high school feels to me like not a great idea because i i just don't love it and um and i don't even love like the big arrays at you know but let's just see what they come back with if we tell them what the parameters are so what do you think well i'm hearing two two versus one for the rfp so so that's exact so that's that's with because vin and rich and dan have to deal with that right they have to take time out of their schedule and deal with that and so um is that a problem guys well do you feel about that no it's not a problem you know the time sensitivity if we were going to go for for the z-rack by june 15th i think we're you know we're kind of close but you know if that pressure is off you know and maybe dan could speak to this a little bit but putting together an rfp for this we've done rfps for solo before through the town right we did one and we got one at the pd so yeah you know we we start with that as a starting point you know we review we'll put something together we'll run it past the planning committee and then you go to rfp we get the you know we got the proposals back and then we would hold a planning committee where you know we could review what the proposals look like and if there's a comfort level in what what the aesthetics would be what the return would be we could take it from there so i wouldn't want to hold up you know a desire to go forward because we've got you know things that are going on i mean we always have things going on which we'll make time for the priorities well it's not as urgent as it was um time wise so yeah but tim you said that the money could run out for the smaller projects is there no it's basically it's a first come first serve as soon as you get you get approved in the money the money literally could be gone today for all i know i seriously doubt it is um but it's i think there's every reason to believe that that incentive will be gone um by the end of the year uh i'm not sure if you need to have the project done by the time you get i'm not sure the mechanics of it uh but it's something i mean this is something that could be the whole thing could be uh in the ground and energized by december i mean they're pretty they're pretty vanilla projects at this point um i just want to add i i agree 100 i don't want i don't want these things covering everything i don't i've said it before i don't i didn't want to cut down a few acres in the back of the high school and i don't want every these covering everything either but i think at the same time i think one of one of my concerns is that i believe that government can act as a leader and i do believe that this is a we have an on an ongoing energy transition happening and i think it is valuable when people regular people see these things out there um and so i think there's i think there's a value in that hey this stuff works the economics work the electricity works the lights still come on people are probably comfortable with most of that at this point because there's so much there's i mean there's a few hundred houses in cheshire that have it but but i think there is a value in government acting in certain ways um and i think when it comes to the energy system i think government needs to be involved it's a monopoly this is basically creating competition for a monopoly so i i think it's uh from from that perspective i i like it too um i i would like it if we could move forward if we could move forward with an rfp not necessarily do it because i totally appreciate where you're coming from andrew about you know it being not aesthetically pleasing i understand that completely but i think we could uh continue the discussion and do an rfp and find out a little bit more on um what would make sense you know that it's entirely possible the materials put this put these projects out of the money at this point because materials are really rising um i mean getting the steel to get the structures up by december and i don't know that's true too the supply chain issues right yeah and i don't know that it needs to be done by december i'm just saying i'm not sure that could actually be a problem but i i doubt it but it's possible i'm not sure of all the details on it okay so i see real i see real problems you know or hurdles to overcome but at this point i'd like to just proceed all right so what what i could do because you have two minutes i guess but well rich and dan and i will get together you know take a look at the rfps we had i was talking to rich earlier today too we've done a lot of work with jk energy they're an approved um provider under the eversource incentive programs i don't know if they do solar but we could talk to them about that so let's chase it down and then you know we'll come back to the planning committee with uh with a plan does that sound reasonable perfect absolutely happy with that yeah yeah yeah emotional journey all right um thank you everyone could i have a motion to adjourn so it moved second all in favor all right tim i'll see you guys in a minute

i need to lick my finger and i can't i need some the glue for my finger okay 34 item 1225 item 12 24. page 34 item 1224 we are going to pull that item cat screencastify our next is page 37 and we're going to pull item 12.30 near pod ink okay page 36 no exhibit ll we're going to replace page 1 to correct the agreement starting period from august 10th of 2020 to july 22nd of 2020.

now that we're going to let the data speak for itself and that shorten right uh shorten can mean yay we we never model three down to nine or it could be yeah we never model three down to five or four or three but the objective is that that we have to start whittling this down and shortening this down uh for the purposes that we have been called to uh to this meeting and then the same thing for model four we have four right now again we will let the data speak for itself uh we will go through a process where we're looking at the data and then just looking at the numbers and making a decision from there now once it has been whittled down to whatever that number is we have to continue a process to continue to compress um last night uh at the board meeting we were given an update we were giving an update on the school reorganization uh process and the question came up uh in terms of the community and by community we mean the rest of the the district staff the rest of the district parents the the rest of the district community uh so right now um again because this is live again we can't script this we don't know exactly what happens next wednesday maybe the data is so clear that like nobody's going to be able to argue like okay congratulations you already have a model 4 and a model 3.

it is charged with the mission of promoting a greater interest in music through a high school standard of educational programs and musical performances in downers grove and the surrounding communities the music club is very pleased to support the high quality of music education offered at downers grove north the music club would like to congratulate carissa blumka as the recipient of the 2021 college music award carissa is an exceptional flutist she impressed the college music award selection committee with a breadth of her musical involvement here at dgn and beyond as well as the mastery of her instrument that she demonstrated in her audition video the downers grove music club which is carissa all the best as she pursues a college degree in music education congratulations carissa will annika paskobits please come to the stage annika is the recipient of the elizabeth dunlap scholarship in response to the tragic loss of elizabeth dunlap an individual donor who was inspired for the 18 for 18 movement and provided funds to endow a scholarship fund to celebrate beth's leg eighteen thousand dollars per year for an eighteen eighteen years were made available for the scholarship to deserving college-bound downers growth north seniors these scholarship funds are intended to reward students who demonstrated outstanding leadership and active involvement in student life at dgn both in and outside of the classroom emphasis is placed on leadership dedication participation in dgn sports the support generated by these funds are intended to insist the selected recipient with demonstrated financial need who are in pursuit of a four-year college university degree after a review of strong groups of applicants for these scholarship funds we are proud to announce the second annual recipient of the beth dunlap scholarship is annika paskowitz congratulations will the following students please come to the stage carissa blomka catherine crisp jacqueline doolman patrick jackson lucas mara mackenzie mcguire caroline cloon tressa rapac these students are recipients of the friends of the fine arts scholarship it is it is the dgn friends of the fine arts mission to encourage a lifelong appreciation for the arts as a part of this mission fofa is committed to awarding a limited number of scholarships each year to students who commit to continuing fine arts activities in college either as a fine arts major or someone who intends to participate in the arts while pursuing a non-fine art degree recipients were selected based on their dedication to fine arts both in and outside of school setting and who demonstrate leadership and service to the community congratulations to our scholarship recipients will delaney durbin please come to the stage delaney is the recipient of the grove players buddha lamb award founded in 1963 grove players is proud to be part of the strong and vibrant community theater movement in the western suburbs our mission is simple to provide our audience the opportunity to experience and enjoy the wonders of theater and to provide the opportunity for those who wish to participate in the challenges and rewards of this art form each spring grove players awarded two downers grove high north seniors from north downers grove north and one from downer south who have made positive contributions to their theater programs these awards are given in memory to those two beloved members of downers players chuck boudock and carter lamb we are pleased that this year's recipient of downers grove north high school is delaney durbin congratulations delaney will claire gorey and aiden stevens please come to the stage claire and aiden are recipients of the henry puffer 2021 pta scholarship this scholarship is a one-time scholarship awarded to a graduating senior in high school who attended herrick middle school for at least one year and graduated in good standing the student receiving this award must have been accepted to a college or university or a recognized institute for advanced training at the time of selection and must have attended at least one complete semester of classes for the award to be fully granted the scholarship awarded can be applied to tuition books or fees at the recipient's institution congratulations to aiden and claire [Applause] will lucas mar please come to the stage lucas maher is a recipient of the herrick middle school faculty scholarship the eric middle school faculty scholarship is awarded to a dg and graduating senior that attended herrick middle school and graduated in good standing the student receiving the award must have been accepted to a college or university or recognized institute congratulations to lucas maher for being selected as this year's recipient will catherine philly filio many lucas mara sarah shake please come to the stage katie lucas and sarah are recipients of of the herrick middle school pta scholarship the herrick pta scholarship is awarded to three graduating seniors from downers grove north high school who attended herrick middle school the students receiving this award must have been accepted into college university or recognized institution for advanced training the recipients are chosen based upon holistic a holistic set of criteria of community service and personal and educational goals congratulations to this year recipient of the herrick pta scholarship will drew driscoll jessie way come to the stage drew and jesse are recipients of the leicester elementary pta scholarship the leicester elementary pta scholarship is awarded to two graduating seniors from csd 99 who attended leicester elementary school the students receiving this award must have been accepted to a college university or recognize the institution for advanced training the recipients are chosen based upon a holistic set of criteria of community service educational goals and financial need congratulations to this year's recipients of the lester elementary school pta scholarship will luke wilson come to the stage luke is luke is this year's recipient of the marine nrotc scholarship the purpose of the marine option in rotc program is to educate and train highly qualified young leaders for careers as commissioned officers in the united states marine corps the marines are looking for leaders with the desire to be challenged and the stamina to overcome challenges the national selection processes for this scholarship is highly competitive thousands of applicants submitted packages only 50 of these packages were selected from the midwest luke is one of the select few who was chosen to lead our future marines to earn the scholarship the applicants must be have an excellent academic standing be physically fit and possess leadership qualities we expect of young officers being selected and awarded the scholarship speaks highly of his educational accomplishments and relentless work ethic over the his relentless work ethic he's exemplified over the past four years on the behalf of the united states marine corps it is the recruiting station station chicago's honor to present an nrotc scholarship a four-year degree at the university of mississippi to luke wilson congratulations to luke will liam bohr and nolan brzezina come to the stage liam and nolan are this year's recipient of the mark r bliss jr memorial scholarship marky as his family called him was kind and generous he was a friend to everyone and a champion to those in need though mark's life was short it was impactful and he would have welcomed the opportunity to help another achieve their dreams mark's mom and sisters would like to award two seniors from the class of 2021 this year's scholarship congratulations to liam and nolan will kerry drive nick please come to the stage carrie is this year's recipient of the navigate adolescence community scholarship the navigate adolescent community scholarship selects a recipient based based on participation in community service activities in various areas throughout high school and throughout their high school tenure navigate adolescence looks for young adults who have demonstrated a desire to serve their communities as well as take leadership roles both inside and outside of schools congratulations to our 2021 scholarship recipient kerry dropnick will maxwell pulaski come please come to the stage maxwell is this year's recipient of the new core foundation scholarship the new prayer foundation scholarship was established as a nonprofit corporation for charitable and educational purposes including the awarding of scholarship grants to deserving men and women it is the belief of the foundation that the further economic and social progress of the nation is built upon the education of its citizens the awarding of the scholarship is seen as a way to encourage personal as well as national and community development congratulations to maxwell as this year's recipient recipient of the new corps foundation scholarship will jacqueline duelman please come to the stage jacqueline is this year's recipient of the paul xander future educator scholarship paul xander was retired as district 58 superintendent in 2012.

and for the next couple weeks at brookfield high school the junior prom is saturday may 14th at brookfield high school and ap exams begin on may 18th and may 20th is the national honor society in deduction but i think we have a meeting the 19th so i'll mention that again and i think that's it amy i i just wanted to add for anybody who for the referendum anybody that typically votes at huckleberry school that location is now going to be saint margarites because they cannot accommodate voting at huckleberry good call thank you all right all right okay the last item on our agenda is an executive session um so amy would you like to read the motion i'll move that the board enter into executive session for the purpose of discussing strategy and negotiation as it relates to collective bargaining and unaffiliated salaries second okay joy uh all in favor aye okay um i'll invite in dr john burrill at this time and then this concludes um our stream so i'll see everybody else on the other link and have a good night everyone you

that's not correct what is the year from august to july now the agreement on l l says through the first counselor work day of the 22-23 school year and you're asking me on this correction to change the starting period from august to july oh i see i'm sorry i thought it was through okay starting period is july okay i just thought we were going from august to july how can we do that okay i'm sorry my senior moment of misunderstanding here okay okay any questions before the two items we pulled okay item 12 point 24 and 12.30 one is screen castify and the other one is near pod any other questions or clarifications there's a lot of them okay do i have a motion to adopt the amended jet agenda all right and i have a second all in favor aye aye okay opposed okay um now as indicated on the agenda written public comments were shared with trustees before today's meeting and are being posted for for the public's review on the agenda page of the district's website do i have any public comments or quote for closed session items there are no public comments regarding closed session items okay all right okay mr o'neill you look quizzing any questions nope okay the board of trustees will now hold a closed session to discuss items 4.1 through 4.8 on the agenda it is now 3 22 p.m and we will move to closed session

but it could be like oh my gosh this is so tight that it's gonna be hard you know to whittle it down so so we don't know but the idea here is that once we have whittled it down to something manageable and palpable um that we would that we would survey um like hey the team is working on this process these are the four i'm making this up this is not true okay so don't quote me on this but these are the four model threes and these are the two model fours and we would like some input or some some feedback so that when we come back here this is just an additional data piece for you right this doesn't mean that that um like this is what it is this is just another data point for you as we continue to whittle this down to a model 3 and a model 4 again eventually a model 3 or a a model 4.

this scholarship was created by the by the student council of herrick middle school bel air henry puffer highland hillcrest lester pierce downer and whittier because of xander's passion for education along with his desire to always help students virus graduating seniors from downers grove north high school who attended district 58 schools on the north side are eligible this student must be actively involved in school activities and community service as well as seeking a career in education congratulations to jaclyn [Applause] will tina ebel and wallace moreno please come to the stage tina and wallace are this year's recipient of the north high perseverance award the perseverance award is a scholarship offered by an anonymous donor to support graduating north high seniors in order to be chosen for the award the students must have demonstrated evidence of a sincere work ethic and sound and sound character as well as a determination to continue the education beyond north high i am pleased to present these students as the perseverance scholarship recipients congratulations to tina and wallace will nathan demas please come to the stage nathan is this year's recipient of the fee of the philip w patenode memorial scholarship philip patnode was the downers grove north high graduate and was sadly lost in a tragic accident in 2012 when he was 28 years old philip was greatly loved and respected by everyone he knew and even by the many many people he simply touched along his along his way during his four years in high school phil was fully engaged in total downers grove north high school experience most likely he was similar to you he was in all honors classes he was a national honor society he played varsity level sports and he was also a jay call braid recipient from north high he went on to the university of illinois to study aerospace engineering and got his private pilot's license after earning a degree in four years philip joined the engineering and consulting firm of sergeant and lundy in chicago as a professional engineer nathan as you walk through your college years and beyond remember that this scholarship serves to encourage you to create your own special path to success and do it in a way that others can follow your lead just like phil did and you can be assured all the while that you will have the goodness of philip and the support of downers grove community right alongside you we wish you the best at the university of illinois congratulations nathan will emma cho and lucas mara please come to the stage evan lucas are this year's recipient of the pierce downer elementary pta scholarship the piers donna elementary school community scholarship focuses on how the students experience at pierce down at elementary school shaped and encouraged his slash her choice to pursue community service and leadership beyond elementary years the review committee was highly impressed with all the applications m and lucas have really made their mark during their four years at north high school congratulations emma and lucas we're the following recipients of the rotary club of downers grove service scholarship please come to the stage maximilian devorak catherine filiomani emmett flannery tressa pate ray pack annalise richardson and christopher emmett doolin the rotary club of downers grove is the local chapter of rotary international which has over 1.2 million members worldwide rotary is one of the largest services service clubs in the world service above self is their motto the downers girl rotary club has been active in our community for over 50 years the club raises money through annual grow fest event and donates funds to over 25 organizations in and around the community as well as projects through rotary international congratulations to these six students who are recipients of this award will mika bradburn and jesse way please come to the stage mika and jesse are this year's recipients of the rotary club of downers grove charles dickerman music scholarship rotary international is a 116 year old humanitarian service organization with 1.2 million members in over 180 countries rotary raises funds and gives both time and money to many organizations and charities right here in downers grove they also work internationally to provide disaster relief to to polio and address many of the root causes of violence and conflict such as poverty illiteracy disease lack of access to clean water and sanitation the rotary club is proud to support music and musicians in our community these scholarships are named for charles dickerman who was a nuclear physicist and lifelong musician rotary is excited to present these awards to talent to two talented north students who intended to make music an important part of their lives congratulations mika and jesse will christopher emmett thulin please come to the stage emmett this year's emmett is this year's recipient of the sons of american revolution good citizen award this award honors a graduating senior based upon their dependability honesty courtesy respect leadership and patriotism emmett was nominated by his teachers and selected by his peers because of his interest in politics ability to lift up his teammates and civic engagement congratulations emin will mia bowers and catherine filiomani please come on the stage me and kate are recipients of the bruce ritter scholarship the bruce ritter scholarship is a one-year scholarship given to female athletes who have participated in cross-country and or tracking field for a total of four seasons have a minimum or above a 3.2 non-weighted gpa and submitted an essay on the value of high school athletics the winner is determined by a committee of track and cross-country coaches congratulations mia and katie will hamani nai please come to this stage harmani is this year's recipient of the westmont chamber and commerce educational foundation scholarship this west the the westmont chamber of commerce educational foundation is not for-profit it's not a for-profit organization with a mission to provide recognition and scholarships to area students the westmont chamber is pleased to present a 2021 wccef scholarship to hermione 9.

um so that that is the plan right now uh again this is live this is happening live um and and we don't know what turns uh are ahead of us but we're we're we're happy that you are navigating this with us uh together um again this is not a simple task uh this is a complex task that has obviously a lot of ramifications um but we appreciate your willingness to roll up your sleeves and and really think about um as we as we're thinking about our district in the next chapter um how how this reorganization going back to our original objective here how this reorganization is going to maximize the programs that we're able to offer to our students and the facilities that we're able to offer uh to our students and to our staff and to our and our community and our parents as well um so before uh we sign off uh we also wanna say that if for if you are if you are one who says i'm not going to wait till monday i want to do this now again you're more than happy to stick around here and do your homework now but again that will be up to you before we sign off i would like to open it up for any questions that you might have had especially since we did have a few new models introduced today again remember that these questions are clarifying questions these are not questions of you know what state of mind were you in when you built this um these are not attacking questions these are questions of clarification uh that that you really just want to understand because again everyone in this room that has put out ideas has done an amazing job of being able to do that so at this point in time i will turn it over to the team if there are any clarifying questions for the folks that presented tonight are we going to ask like we did last time where we have each panelist or is it just random questions um we just throw it out there uh what is your liking ms sanchez okay so um in regard to any of those that uh have mentioned uh the theme or magnet school um in regard to that uh for clarification because i know parents are watching and they'll question it and so on with these programs moving them to the other locations does that mean because i know that with us as classified and with teachers we do have a contract with uh with our um district are the teachers guaranteed a hundred percent that i have put in time effort everything that has gone to develop these programs be able to guarantee 100 to be moved with the program and not violating the contract let me let me start uh with that with that question um i want to remind us as a team that eventually we're going to move to programs right right now we have heard a lot about the steam and the magnet we have other um what we consider to be imaginative and creative and awesome ideas when we get to that point that we also want to share with the team again this is a sharing again and this team can say well you thought that was creative and amazing but uh but that's not creative and amazing um steam happens to be one of them uh give you a little preview but we do have other ideas in terms of that now if it is a let's go back to [Music] glaston street and mountain view when when those two schools uh when it was decided that those two schools were going to close mountain view housed a program called dual immersion um and for that now that that program was like a program within a school so it wasn't like the school right was dual immersion but that program was was literally lifted and transported to to valleydale and so again depending on what this team eventually decides especially when we get to the programs because again we're going to be hitting you with a lot of different ideas and a lot of different thoughts some people tonight shared right a different perspective a perspective of why shouldn't every school have a component of art and a you know so so we don't know we and we're gonna share again multiple ideas but if it were like a program and that's where the team landed that needs to be picked up and lifted the way um the way we did for mountain view uh then then yes that that would be the consideration and that would be um the the idea now in terms of this the other piece of this question in terms of the contractual i i cannot speak to that and i don't know what what mr romkio can or cannot say about that i just wanted because um i didn't want parents with the impression that it's as easy because we all know not everything is easy and we're learning this with all of this so it was just something you know thank you thank you uh mr ortega we have a request i'm sorry jorge were you going to speak yeah i was just going to add a component because part of the question that ms sanchez asked involved 100 guarantee and there are many variables that need to be taken into account and when we talk about a change in working conditions that necessitates a uh an mou uh a memorandum of understanding between the district and the collective bargaining unit um and so there are many variables that go into that and so um and so we can't guarantee what the certainty that uh what we are talking about here will ultimately end up being what is decided um when when we when we get to its final form um but we we i think we understand the spirit of what the intent is and i think mr ortega accurately captured an example of how we picked up a program and with the full intent of moving it over and successfully moved it over but there may have been some staff members who for reasons outside of the process may have wanted to go to a different school um and so that that is outside so um i wanted to make sure that there was there was some some attention to to those variables that are outside of our control thank you uh mr ortega we have a request from miss wilson perkins to start from model the first model and then go in order to see if there's any questions perfect perfect um i'm sorry to interrupt i had one quick question to um kind of like to piggyback off of what patricia was saying i was um gonna ask if for example if we do like that big steam school um i'm assuming that that school or those schools will have to be retrofitted to uh accommodate like that program's need for that for that specific program i'm assuming right um is that being taken into consideration like if there's changes that need to be done to the new building to uh support the program yes so again when we get to that that um um what are we calling them um that piece i guess is what we're calling them with the six pieces yeah um that'll be that'll be part of that conversation yes um all right let's do what um mr perkin wilson perkins suggested so here's 3.1 does anybody have questions for miss amber fish around 3.1 all right hearing none i'm going to move to 3.2 which happens to be mrs fish again any questions for mrs fish around 3.2 um i have a question more about like how do we know that you know before we did the butts like i like model blah blah blah but at what point um when we rank these do we then do that for the models that um aren't set in stone that is that that just comes like what if they're ranked highly then we visit that later okay that's what i was wondering all right moving on to 3.3 any questions about 3.3 um i have a question about um 3.3 so ellington's the tk8 my my worry with this then the new middle school is um center right yes the new in this one this model yes so the idea is that because center is closer to ellington that maybe we'd still keep those kids even though gladstone is no longer in play my worry about the about ellington about those upper grades is that we might lose them anyway because in in model 3 gladstone is gone but i see that the middle school is at least closer a closer option to those families mr contreras yes i'm still here uh do you is that is that can you verify that that was the thinking the thinking here um the thinking that the clarity for this one is not necessarily that the clarity the thinking here was under capacity that's the only reason uh i picked it because we kept talking about capacity so just mathematically when you put the smallest uh available space with the number that met it would increase the capacity however that's why in my statement when we opened this up was that technically all three current sites would would meet the needs here with some small variations in the percentages okay thank you any other questions around 3.3 okay moving on to 3.4 any questions around 3.4 my i have a question just because lee is so close to foothill um that i wonder i'm just wondering if if the numbers would work if we moved lee since it's so close to foothill because foothill's gonna need to be filled and maybe um that keeping the two campuses kind of near each other is simply because the the stem is that the miss wilson perkins you are again aren't coming in a little choppy but did you get the first part of that um question uh mr flores i i believe so i think so um so my rationalization of keeping lee open um again going back to um again putting contract aside this is just my ideal grandeur of grandeur is is creating a strong steam school uh having that we already have a strong foundation at dalton we have a strong foundation at powell bringing those two powers together putting them at foothill and starting off strong with a strong steam school and keeping the families in mind the families at dalton you know uh foothills in the area powell the foothills in the area but then we may have families at dalton that say you know what uh maybe i don't want to go to foothill then they can they have an option of going to lee feeding into lee if they don't want to go all the way down to uh foothill uh so that was my my rationalization of keeping lee open because that would leave an option for our families at dalton or even our families at uh at pow pow families that piled that don't want to go to foothill uh could you know feed into magnolia so again that was my rationalization of keeping lee open so just to give them that option of if they want to continue and go into a foothill that they have that option of staying at lee and that's that northern school that we still have an option for thank you sir i have a quick question for mr flores i was just as i looking at your model i like how you've got you know the the tk and central location but i just was curious about your um the capacity you've got such a low capacity overall in the whole district um does that concern you um did you wanna it does so many you've got seven schools still open but yeah right now we're it's only 67 capacity it does and and what really lowers that capacity is foothill uh uh putting that big number of foothill as a tka so it does throw that all off so again if this this is a model that can that we could say you know i like this model but and i think it could you know work to that where we could you know if we had to remove a school from from one of the six to to build up that capacity uh i think it could work that way as well okay thank you i have a quick question uh in regard to it um one thing we haven't talked about in any of the models uh is transportation so uh with that in mind making foothill you know like you said a strong program at dalton's a strong program at powell um powell's not that far but looking at that and looking at um you know the new high school as being one entity what responsibilities will the district take or do you know of or is there anything that because again speaking on behalf of parents and everyone involved um we've never really talked about that topic is this something the responsibility that will be on the parents if they want their child in that program especially since our city is well known for having a majority of our parents are walkers um how do we accommodate this for not only now but for continuing for the future of our community and parents yeah for sure and those are conversations to be had so again we have an example here um so again i'm just going to go back to the recent past we shut down zuza shut down grassland street and mountain view uh again we picked up the dual immersion and we said we're going to move it to valley dale um and we did offer and continue to offer transportation from that side of town to valley dale for those students that want to be in that program and continue in that program um so yeah that's definitely you know again part of the conversation as we get closer it's hard to have the conversation for again 14 different you know ideations but yeah as we get closer and we start to um um get get clarity um then um then we go from then we go from there but my only concern in that is that it's an after we rank and i myself i'm talking about for helping myself i'm afraid that if i do decide to do a ranking and turn it in and then it's then this is a discussion that's after it can i feel for myself i'm talking that it can negatively affect my what my uh the ranking that i've done that it won't i don't know i just feel like if we get a lot of it out before ranking i think it'll help all of us to decide our ranking because there's so many variables and thank you for saying letting me know that there is transformation i don't know if it's for general ed that the transportation is being provided or if it's only special ed but you know uh it is a long distance like if we ellington's on a lot of these that's a huge distance compared to a lot you know it really really is you know gladstone uh if it's gladstone that's a huge difference in in that i mean and i i know working with the district we no longer offer vouchers for buses uh city buses so you know um and do we have enough business to and uh to be able to provide throughout the entire district like back in the day i remember standing on the corner and everybody would get on the bus and go and then one day it just all stopped you know so just i just worried that we rank before we know everything so miss patricia just to put you at ease we have transportation we do provide transportation beyond sped and yes we do have enough fleet bus fleets to provide home to school transportation and that's for general ed as well correct yes because we currently already do general air transportation all right mountain view bussing is general ed thank you absolutely any other questions for 3.4 i have a process question yes ma'am um and this is kind of along with what patricia said about you know discussing certain things you know before our ranking um similarly is it a possibility that we also could go back and look again by doing a poll of preference for just the model 3 or the model 4.