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when i read your name please stand to be recognized edith abelson [Applause] lydia anderson [Music] aravind machali abigail biddinger [Applause] isabelle brucette madeline [Applause] lindsey brown taylor brown alexina burkhardt [Applause] abigail figaro [Applause] princess [Applause] [Music] [Applause] at this time i'd like to invite principal cesari to join me on the stage for a special recognition at this time we would like to invite mr and mrs phillips to the stage mr mrs phillips we'd like to present you um present to you matthew's certificate of recognition a card from your tahonta family and the cobra prize flag that we flew at half-mast and on earth matthew matthew will forever be in our hearts and stats good [Applause] the next and most important important part of today's ceremony is the awarding of certificates to the graduating eighth graders i'd like to invite school counselor greg piccarello to the stage to help with the awarding of the church edith abelson paige agricus will alberts lydia anderson aravind pachalo abigail vinegar adam bradford reed bradford isabelle persepolis madeline brienne lindsey brown taylor brown madison bergwinkle alexina burkhart hottie andrew christensen anna apollo michelle donahue izzy eaton parker eckerman ezra arrington abigail figueroa michael flynn robbie foley ari francisco kendall fuller molly gardner reed getman trevor harrington isabel holyoke ian hughes catherine jennings dory dirty princess elias cassouk rasmani kawanda annelise langelier lucas lavallee alexis marshall lisa leslie marrow jackson money tatiwa nazi alana muns rowan noel alana mckenna apparel mason perry nick f robert tebow tabby phillips shoshanna potash samantha rail's guy connor ross elijah rodriguez abikia santi emily spencer molly saint jean allison stevens lillian tessier record sofia velani alexander vince aquarium bree binkles [Music] alexis wheeler robin withers katie young the very strange and difficult year you guys got through this together we're all very very proud of you guys so please everyone join me in congratulating the class of 2025.
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congratulations to all of you and i wish you guys a great summer and like i said hopefully a better year for next year for all of you that concludes our ceremony thank you very much you
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therefore you have our commitment that we are very nimble we are fast that we are uh we always respond immediately to all of our customer inquiries or requests now in terms of simple administration we typically work with the superintendent and with the cbo and we truly understand that they wear so many hats they cannot think of this every single day that's why we want to make sure that any agency in our program we make it very simple to join and even simple and easy to continue participating and finally if i can wrap up those advantages is that being a public agency like you we both are highly scrutinized public agencies therefore we need to make sure we are always 100 compliant with any laws regulations or the gas or the governmental accounting standards board so these we believe are our advantages and we hope that you will want to participate in our program how many agencies currently in our trust we have 583 participating agencies we are the largest provider in not only in california but in the entire year united states in terms of the number of agencies participating and even the total opeb refunding assets that we have so more than 15 billion dollars now we have 75 school employers and here we also wanted to share with you that in la county we have a lot of participating agencies 76 and a handful also of school districts including lacoe so what are your options so here it gives you a lot of flexibility because should you want to join the program it gives you the power to decide what how do we want to invest our funds so you can choose based on your desired risk or reward right the volatility that is acceptable to the district as well as what is the expected return of these portfolios and you can move from one strategy to a different strategy anytime how are we doing how are we feeling so this is our report card we do come up with a monthly report card it shows you and everyone what are the investment returns of our investment vehicles or strategies versus the benchmarks and you can see in so many different time periods as short as a one month rate of return and then if you go to the far right as far back as the itd or the inception to date return you can see that our performance is either meeting the benchmarks that we set for ourselves or we are actually outperforming these benchmarks so what does it mean it means that we're always predictable we are always consistent you get what you pay for if in our investment philosophy or design this is what we want to achieve then there's a high probability that this is truly what you will get 10 20 30 40 60 years from now i wanted to talk about flexibility because uh a lot of people might also think well are you going to tell me exactly what to do the beautiful thing about participating here is that no you are in the driver's seat you have full control you decide where to invest your dollars and contributions also are purely voluntary and never required you can set up the account and then up to not make a contribute immediately and maybe work it in the next budget cycle now you can also reverse the flow of cash you can liquidate or withdraw money out of this trust account and you know there's a lot of ways for you to participate there is not one single formula so based on how you think it is easier to achieve your pre-funding goals you can absolutely have that in uh in this open trust so how much are our fees i know i told you about this one of our advantages we express our fees in basis points it's an all-inclusive fee there are no other hidden fees so the uh the fee is 10 basis points so it's 0.1 of whatever your assets are so to simplify it let's just assume one year you give us that 1 million dollars to invest uh if it did not gain or lose we would have charged you an annual fee of one thousand dollars roughly for that one year that's point one percent if you only allowed us to invest a hundred thousand dollars right and then of course the fee is much smaller a hundred dollars for that so before i wrap up i wanted to talk about really what are the next steps for you i'm really uh i mean jin and i are grateful that we gave you an overview of this option but what are the next steps truly for any agency option a is you can continue what you're currently doing because again there is no law that asks you or that would require you to participate in our trust so you can do pay years ago or business issue as well but please note that this is always the most expensive option because you will always rely 100 on your current budget now in your future operating budget to pay for this bill so there is no other relief or there is no other source of income that will supplement you when you pay for these bills in the future you have options b or c option b is you can set up the trust and don't put in any funding yet just to set it up because it's much easier to just do that first and then have maybe an ad hoc funding or a different funding policy in the future or option c is you can set up the trust and when you feel that you're ready to start contributing you know we'd be honored to invest your dollars this is our last slide you have the contact information of jade mcdonald my colleague and myself there you can reach us directly be happy to uh support your pre-funding goals um are there any questions if there are i thank you for the opportunity great thank you so much karen for your presentation um i would like to go ahead and now open it up for any questions from our board members we have a board member career yeah so this question for for you uh miss looking bill and and uh latosh maybe you're able to answer this as well uh i hear you shared a lot of the the advantages um are you able to talk about what what are the potential disadvantages of moving forward in this uh in this regard yes absolutely go ahead sir if you want me to answer it it's okay go ahead yeah sure so one of one of the potential downsides a lot of people think when you participate in a 115 trust is that all my money is locked you know there is no way for me to liquidate you know my assets so so it is yes or no it is locked because that is the structure of what we call an internal revenue code 115 trust it is only meant for your retiree health care but you can liquidate but the thing is to comply with the revenue code 115 you can only liquidate based on a particular year's expenses so if i can just give an example let's just say that you put five million dollars in this trust through the years but every year roughly your paygo expense or your retiree healthcare premium payments is one million then you can withdraw each year about one million dollars so you cannot ask for the entire five million dollars because you decided oh i want to repurpose you know those dollars so i wanted to um on what my colleague just mentioned the the um disadvantage i would see because i make a calpers retiree is when you retire you will not have any money and thanks for calpers that i do have a pension and and you need it you know i mean it's it's a pension it's a retirement so that's the benefit and not benefit is you will not have retirement um and more specifically and maybe you can touch on this as well because i i hear the i understand um calpers as and and why you know we we utilize them and what that that is and this is this is some this is a new or an alternative way of going about things that's being presented and so i'm just curious to know in regards to risk or other other areas what are potential disadvantages to moving forward so the main risk that a district would face is let's say we were next year we went into a dramatic financial situation and we needed more than our three percent reserve and we had let's say for example five million dollars sitting in this trust we would not have the liberty to just say we're going to pull that 5 million dollars to get us out our financial hold what we could do is as she stated is we can look at our current year benefit bills for that year and pay everything out the trust and instead of investing but once you put the money in a trust it can only be used for the purposes that you deposit the money in that's the risk but at the same time you also have the risk that over the years work our 17 million right now is today as of june 30th 2020 every year that's going to continue to increase from you ability the number of employees that retire at any time right now we're going to pay as you go if we get a huge flux of employees to retire all at once that's not part of our current budget that's going to be a new added line and this is actually setting us up so that way if that ever happens or if a huge material number of employees retire once we don't have to say it instantly has to come out the general fund we can um leverage and utilize the funds and the trust so would you say uh last question would you say your your professional opinion then is that uh apart from funds being locked into uh specific usages you don't see any other potential disadvantages i do not i do not and most districts over the years have started creating a opeb contribution whether they put in a trust or they just left in a general fund but they've set up a percentage that typically mirrors what you contribute to workers comp to set aside for this unfunded liability yeah i just had a um i guess a follow-up question so um latasha is this on the agenda because you are recommending that we that we started starting opeb it is my recommendation but i wanted this to be an opportunity for the board to understand it and then with the hopes that if it was an interest we could bring it back at a later board meeting for action item all right i just want to be clear that you are that i mean this is on here because you you think that we should do this it's the wise action okay thank you that was it does anybody on this side have any problem a couple of questions um and also to clarify so the opeb trust funds non-pension retirement benefits so is that health insurance or or is it pension plus health insurance so through sorts are there any other expenses that would be eligible for trust money only if you create another trust for another purpose but this is for your unfunded liability for health insurance for your retirees okay um could could the trust go bankrupt based on my research i'm going to say no but i would divert that to karen to give you actual uh could the trust there is no crystal ball right that we can say that um it will go bankrupt or not right but here is the thing if i don't know if i have it here right so you will participate in a highly diversified portfolio so it is not just one particular stock that you invest in when if that stock um dissolve or goes bankrupt everything goes bankrupt so it's it acts like any other investment fund um out there so i think the overwhelming probability that because it is highly diversified there is no way that the not only the stock market will crash but also for example all of the other holdings in the all other asset classes will like crash and will devalue everything to zero i hope that uh does that make it clear but i also wanted to share that it is not like a bank checking account or a bank savings account where it is fdic insured this is like any other investment fund whether you are in calstrs calpers in a leave account or with county pool there's also like risk involved that's why we offer three different investment portfolios based on your appetite for risk also if you want more conservative right or if you want to go for a more high growth option um just two last questions because i know this is a preliminary discussion um how often would an agency be able to change its investment strategy it really is dependent on you you can do it as often as you want um and it does not cost anything from our observations our trust has been in existence for 14 years every agency look at it more as a long-term uh long tail strategy no one no agency truly acts like a day-to-day investor because if you decide to move your assets or strategy x to another strategy it is not a real time like a stock market change we wait one month and then on the next month depending on the investment office's advice if it's the optimal time to sell assets or buy assets that's when the strategy change will happen so technically you can most likely do it once a month and my last comment um ms jamal this is for for future but i just like to um ask you to research if there is um the possibility of adding an insurance wrapper onto this type of trust vehicle if that's even possible yes ma'am i have a few questions um so for example um the changes in investments right so so who would decide i mean you would recommend we would approve um how much to invest and at what percent right so it would be you latasha that would no no that would be a board discussion so that would be important first we would take action to open up a trust and then the conversation will be how often do we want to invest in this trust again we can take action to open up a trust and never make any investments but we just did phase one and then we could say you know what we want to invest 500 in the trust this year and then next year we could take more action based on this based on the maturity value of it we want to now increase that 500 to a thousand dollars or we may say we want to contribute a percentage each year into the trust we will set financial goals to lower this unfunded liability would be my recommendation and will this benefit all our full-time employees and when can you start withdrawing to uh from this foundation so we should withdraw at any time as long as a current year expenditure for our retirees for medical insurance so the employees themselves are not benefit this is us paying our bills that we're paying on behalf of employees and so we're looking uh so the district would make the contribution not the actual employees is that correct is that what i'm hearing so it would be the district firm general fund yes ma'am okay any more questions from my colleagues thank you so much um thank you so much for the presentation and thank you for for all your comments thank you karen and joyce thank you next in our agenda um our board agenda we have 10.4 east san gabriel valley regional occupation program esg v rop presentation on pathway audit audit of career technical education cte programs for susan unified school district ausd we'll go ahead and turn it over to mr frank chang good evening board of education and cabinet um i have the pleasure against to again to reintroduce um um dr mora morbido and her team as we are very glad to be partners with the san diego valley rop they are here to present on their annual pathway audit of our cte programs at ausd mora i hand it over to you thank you so much mr chang i appreciate it and thank you madam president and board members superintendent ortega and cabinet members and guests san gabriel valley rop is really excited and happy to be here and we're always pleased to be a partner with you to provide high quality cte programs to your students as you know high quality cte is uh is comprised of a number of factors and the rop needs to continually evaluate our programs to ensure adherence and fidelity to the 12 elements of high quality cte so with that we do a pathway audit and i will turn it over to our director of educational services bridgette hernandez for the next portion fantastic thank you very much um frank will we be running our own slides or they'll be ran from the district i think sam uh will you be bringing up the slides i believe the presenters will run their own slides and if they're panelists they have permission to share the screen thank you i can do that okay let me get that up for everyone and get it into presentation mode all right good evening before we get started this evening i'd like to i take a moment to express gratitude to assistant superintendent dr mitchell and director of college and career pathways frank chang for really being the catalyst in this complete pathway audit in february we were invited to present to the azusa usd board the ct offerings for the district as we debriefed following the presentation we realized that with a few additions we would be able to provide our jpa districts with a valuable tool to provide high quality cte and improve college and career readiness inspired we began to work with gathering data and using the 12 elements of high quality cte as our framework in march we met with our district leaders individually by district we discussed important changes for the district as a whole including shifting sections creating complete pathways increasing articulation and dual enrollment agreements establishing ctso chapters and creating work based learning opportunities in april we presented to each of our 16 high schools which included azusa high school gladstone high school and sierra frank chang joined us to discuss the plan for the 21 22 school year with each high school principal and their assistant principal that handles cte in tonight's slide deck you'll be able to see each individual high school has a complete pathway audit tool the tool includes page 1 which is the current course offerings page two and three the twelve elements of high quality cte report card in addition to that tonight you'll be able to present a district summary where you'll be able to see areas of improvement and areas of strength our goal was not only to provide the areas of strength and improvement but to work together to form a game plan to improve student achievement stacy will begin with providing a review of our february presentation and i'll finish up with the district summary to complete the pathway audit stacy thank you bridget good evening everyone thank you for having us here tonight um as bridget had mentioned we're going to be going over each of the high schools individually on the first slide we're going to be reviewing what the pathways and sectors look like discussing uc a to g approval and you'll be able to see the total district and district teachers that we have first we're going to go ahead and we're going to start with azusa high school you can see here we have engineering and architecture information and communication technologies and transportation pathways it shows here that we have our design project technology and principles of engineering under engineering and architecture and you're able to see that it's uc a to g approved as a d it also identifies and indicates whether this is a concentrator or a capstone course and we do that for each of our pathways that we have at all of our high schools for azusa high school as a whole there are a total of 11 district sections and three district teachers teaching cte pathways next slide please in the following two slides we'll be reviewing the 12 elements of high quality cte report card that we use while doing this pathway audit this tool basically provides a measurement for each of our teachers and pathways so that we can best determine how well we're preparing our students for their careers this data aligns directly with the district's data dashboard and college indicators and most of these elements are measured pretty clearly um there are just a couple of them that i'll highlight there are areas of improvement as bridget hernandez had mentioned earlier and those are going to be our areas of focus for our 2122 school year across the board we want to see that all of our pathways have each of these indicators being met a check box or an x means that this is being met and then we have our sequence union articulation for example for mr andre stubriel where you can see he's currently articulated with citrus college same for frank rodriguez and transportation and this is our goal for again all of our teachers and all of our sector pathway offerings within all of our azusa unified cte courses next slide please lastly these are the six remaining elements um and again the x's indicate that these are indicators that are currently being met for the data dashboard and career indicators and you'll see the areas where there's opportunities for improvement career and technical student organizations and workplace learning this is something that you're going to see kind of across the board it's going to be an area of focus for us again for our upcoming 21-22 school year as we want to make sure that our students are receiving these opportunities as well next slide please next we're going to move on to gladstone high school where we're currently offering health science and medical technology pathways public service pathways arts media and entertainment and transportation within our health and science and actually all the pathways you can see what those courses are again identifying whether it's a concentrator in capstone and if it's currently a2c you see a to g approved and what it's approved as we are identifying that there are areas of improvement for our upcoming 21 22 school year where we're saying we're planning to offer uh capstone courses completers to make these pathways complete um thank you so much frank it's been a pleasure working with him and it's something that we've worked really hard for to make sure that we're offering those completed courses for the upcoming school year overall for gladstone there's a total of rop sections being offered by a total of six rop teachers next slide for the 12 elements of cte at gladstone high school report card you can see where all the check boxes are being met and again our sequencing and articulations our ed services department is working diligently with mount sac citrus college on growing and increasing not only our articulations but incorporating dual enrollments in areas where those opportunities present themselves for our teachers we have quite a few meetings coming up with our local community colleges and we're looking forward to growing those articulation and dual enrollment opportunities for our students next slide and again the areas of opportunity career and technical student organizations so ctsos and work based learning opportunities and bridget will discuss in a little more detail what we're doing to work on those and how we plan on improving those next license lastly we're going to be looking at sierra high school where we're currently offering education child development family public services health science and medical terminology and arts media entertainment again uc a to g approval is there rather their concentrators or their capstones and plans for incorporating full complete pathways in the upcoming school year sierra there's a total of 10 rop sections being offered by a total of four rop teachers next slide 12 elements of cte for sierra we're looking to improve our sequencing and articulation and dual enrollments for all of our pathways next slide and we're working diligently with our teachers to incorporate ctsos and workplace learning opportunities for our students i'm going to go ahead and hand this back to miss bridget hernandez thank you stacey for covering all of those details with us and reviewing what we covered in the february audit as well too when we take a look at the pathway audit summary you can see each high school is broken down you'll see azusa high school gladstone and sierra we talked about some areas of strength and some areas of improvement when we met with azusa high school we met with frank chang of course he accompanied us with all of the pathway audits and we also met with dr martin gomez some of the highlights you can see for this particular campus is articulation two of the three teachers have articulation agreements with citrus that's fantastic in terms of improvement we talked about work based learning and ctsos and we'll talk a little bit about a game plan for the entire district in a little bit in terms of that when we met with gladstone um frank was able to meet with us with principal fernandez as well some of the areas of strength is their ctso they offer both skillsusa and hosa for their students they have both chapters and both chapters actually made it to nationals this year so it's very exciting that the students are not only competing but doing well in terms of areas of improvement we're looking at sequencing um frank chang already made those adjustments to the master schedule to include complete pathways so that's already aligned for next year and as stacy mentioned we'll talk about the game plan for articulation and work based learning in a second at sierra high school we have a little bit of room for improvement in sequencing articulation and work based learning in terms of uc adg approvals stacy has already worked really hard to get a number of these approved already with the phase one deadline so health careers has now been uc a to g approved health careers advance is pending fire technology advance is also pending and professional theater has been approved as well too now in terms of our improvement plan our ctso boot camp is scheduled for july 21st we've opened that up to our districts and also to our rop instructors instructors can learn how to establish a chapter and get all of the things that they need to be able to efficiently run a chapter for the upcoming year our expectation is that our instructors all are part of a ctso so we'll be implementing that over the summer we're currently working with citrus college as well to increase dual enrollment and articulation offerings we have a few instructors at some of our campuses sierra gladstone and azusa that will be rolling out new articulation agreements for the 21-22 school year and lastly our college and career pathway advisors are working this summer to establish new work sites for work-based learning opportunities we are looking forward to a really exciting 21-22 school year and reporting back the items that have been completed on the improvement plan i know we've covered a lot of important information tonight what questions can we answer for you i have a question regarding um for example the medical pathway at glaston high school and the graphic design do you um after students graduate you you monitor to see these students continue in the medical field or in graphic or do they just stop at the high school yes part of our reporting is that that we collect data on how the students are doing once they graduate i'd be happy to um provide that to you in a separate report at a later time if you like yes thank you i would like to see that thank you absolutely i have another question yeah question this is for you frank um so do we have any non-ropct courses in the district so ones that we run well we have cte courses run by ausd teachers and it's kind of like a buy back and that's where we have it at azusa high school we have non-ausd teachers entirely rop higher teachers over at classroom high school as well as at sierra high school so you look at it oh god sir that's good keep on going so um all all of our cte pathways are related to rop because of our agreement and that's actually something that um is very powerful for us because we use the resources that rop has to offer and then we um supplement with our grants to offer other components such as what was being pointed out as we need to improve in uh work based learning so we've actually established a lot of internships and that is separate than what rop is doing um so those are the kind of things that we can work at um kind of like from both angles so our partnership with rop allows for us to leverage a lot of the assets and resources that they bring but then we can also work independently so i was just trying to understand whether this audit included any cte courses that we offer those are all of the cte courses that we offer all right and then so my other question is around these areas improvement specifically the ctsos and the work based learning right so i think you started answering that question um so is the goal what's the goal in terms of is there a goal to reach to have all 12 components in all our pathways or is there a goal to meet some of them what what is our goal in our district so our ultimate goal is always to meet all 12 of the components we also have a separate self audit and we look at 11 um areas of improvement that oftentimes grants are looking at and so we we do look at the same components that rop is looking at and that's why some of the things that we have to supplement is also work based learning and ctsos and so i really appreciate what rop is going to be doing over the summer in the ctso camp because that encourages our cte teachers to get involved in starting ctsos we've already now partnered with 13 local business partners to offer internships for our students that's actually going to be up as an agenda item soon actually today so those are the things that we constantly work on to improve all aspects of our cte programs so it would be good to understand just moving forward in terms of what's our plan in terms of like like a timeline or a goal around meeting all 12 components for all of our pathways um so i think that would be good as a board to understand like where we are and where you know what is our goal to get it all done by this next year is it going to take a couple years and that i think that's that's the kind of information that as a board member i'd appreciate understanding i see understood any other questions no no i don't i mean i don't have a timeline i think i think i think that our staff can figure out when's the best time to bring that to us and it could it may not just be written a written update it may not be a presentation i just want to understand right if we have a goal let's figure out like what you know what it's going to take to get there absolutely and we'd be happy to provide some updates as we're able to check more of these items off truthfully in some cases an articulation agreement or dual enrollment opportunity may not be available at citrus or any of the community college partners so that may be one exception there may be few exceptions on there but yes absolutely our goal is to get all 12 boxes checked and i just like to ask one one last question regarding the uh teachers from mount sap and citrus college so are they paid i know they're teachers are they teachers from rop are they from citrus college and how do they get paid when they're um using the colleges the long second citrus sure so we have a couple of different scenarios with articulation agreements there are teachers that have an agreement with the college that states that our curriculum aligns so the teachers are teaching in a regular forum in terms of the dual enrollment course at gladstone jim hague actually wears double hats he is a teacher for us through rop but he is also a teacher on citrus's campus so he's able to teach the dual enrollment course that's offered through azusa unified okay thank you thank you for your presentation and we look forward to the growth and um timeline of the goals that the district has for the 12 thank you very much we're grateful to be here today if there's no more questions we'll go ahead and we'll move on to our next agenda item or president your i think your microphone might be off thank you for that go ahead and move to our next agenda item it is 10.5 approval of resolution number 20 21 33 for claiming june 2021 as the asusa unified school districts lesbian gay bisexual transgender and queer questioning lgbtq pride month it is an action item so before we move on i would like to go ahead and ask our board and cabinet if they would like to go ahead and um also read through this this is yeah we could just go ahead and just uh read this together i'm sorry i did not bring this up earlier i i was supposed to bring it up during um if you want to skip you know please that that's okay too um i want to go ahead and uh bring the opportunity actually doing this here at susan unified school district and i would like to go ahead and get this started um i'm going to go ahead and we're going to read through this and then we'll go ahead and ask for the motion asusa unified school district resolution number 20 through 21 33 resolution number 20 21-33 proclaiming june 2021 as the asusa unified school districts lesbian gay bisexual transgender and queer questioning lgbtq pride month whereas the asus unified school district models advocates actively supports and promotes the inclusive and respectful treatment of all students staff family members and community members vice president the district believes that all students should be able to attend school in a safe and inclusive environment free from discrimination whereas the district is firmly committed to providing a safe nurturing and tolerant environment in our schools whereas the district is firmly committed to school safety for all students staff and family members including the lesbian gay bisexual transgender queer questioning lgbtq community or those that may be perceived as such whereas all all district schools must strive to ensure that azusa schools are consistently safe and affirming spaces for all students staff and their families go ahead and go with mr we're at pursuant to education code section it is the policy of california to afford all persons in public schools regardless of their disability gender gender gender identity gender expression nationality race or ethnicity religion sexual orientation or any other protected characteristic equal rights and opportunities in the educational institution of california is natasha jamal whereas pursuant to education code 201 all california's public schools have an affirmative obligation to combat racism sexism and other form of bias and a responsibility to provide equal educational opportunities whereas pursuant to the education code section 51933 california healthy youth act and board policy 6142.1 all california's public schools must provide comprehensive sexual health education to encourage a development of healthy attitudes of adolescent growth and development body image gender gender identity gender expression sexual orientation relationships marriage and family whereas the district recognizes lgbtq as a protected group and addresses discrimination based upon sexual orientation gender identity and gender expression whereas the month of june provides an opportunity i think that's part of part of yours i'm sorry go ahead whereas the month of june provides an opportunity to celebrate and value the identities and contributions of the lgbtq community therefore it be resolved the asusa unified school district board of education hereby designates june 2021 as pride month thank you board members and cabinet for joining and delivering this to our school communities and our community at this time i would like a motion to move 10.5 to make a motion to approve 10.5 we have a first by board member rodriguez pena can i please get a second okay we have a second by board member greer any discussion or any comments i i would like to take this opportunity just to again um this is the first time that we've done this and i'm very proud of being able to be an ally and support to anyone in our community our school communities staff parents students in the lgbt community so thank you guys so much for this and now we can go ahead and we'll go ahead and move to vote and this resolution passes 5-0 thank you moving into 10.6 20 20 2021 asusa unified school district annual survey presentation we'll go ahead and turn it over to miss jennifer bryant hello i'm going to go ahead and get set up to show you tonight's uh slides actually you uh have seen these before um because back in april we brought the survey to you and and we did the entire presentation and we were able to finish up it was rather late evening if you recall and so i'm very uh happy to come back and just give you an opportunity to uh make any further comments or ask some questions with the survey that we administered to all of our students grades 3 through 12 our staff and also all of our parents i i'm sorry i do not hear who's talking i'm so sorry that's okay jennifer so um just to clarify this is the continuation of uh your presentation from a few weeks ago is that correct it is not a continuation because i did complete the presentation but the board um asked that we come back so that you could make some comments and ask some questions we'll go ahead and start with yeah okay the only question i have is i know that in in years past we've had some conversations around survey data and have determined that because there are some of our um segmented groups that are that do not have as many numbers that we we tend to not fully not fully uh address or speak to we almost skip by them i i know i could think of the african-american classification as one of those instances um what what what can we do what are we doing what what do we do um to to directly address some of those areas of weakness and areas where there's opportunities for growth um even if the the population that we're looking at is is low in numbers yeah thank you board member greer um first i just want to say we don't skip over absolutely we look at it and and the data that we get from from youth truth as well as our past data but even more so with youth youth truth we are able to look at every single population of student one of the things that we don't want to do though with our smaller numbers of students in certain populations is publicly report out very similar to what the state of california does when a population is so small and we begin to report data on them it's easy to pick out these five students at this school we know who these people are and so it's actually um a privacy concern when it comes to public presentations but note that within the district with our principals our leaders and even our teachers can look at that data of all student populations as we address equity and as we address as you said for sure making sure that every single student in this district um has their needs being addressed and that we're hearing their voices and the narratives that they bring to the table so then just as a quick quick follow-up uh in regards to that are there are there specific are there specific initiatives that we put in place um to to address uh building building equity and and support for those areas that we've identified as needing to grow how do we how do we go about that what is our mechanisms for determining those interventions i'll try to give you two examples that i'm aware of but i you know if some of my fellow directors have initiatives within their realm they they definitely can can respond and and maybe not tonight but be able to address that with you um at a later time i know for example when we look at at foster youth we may not necessarily have uh we have a small number of foster youth and we may not report data on on them but we do create initiatives such as lcap actions and services that are directly about supporting that specific group of foster youth and making sure that they have opportunities to participate in activities particularly as seniors that they are provided everything they need to have an experience in high school as every other high schooler can in our district that's one example another example would be a recent shift that we made in the district when we looked at addressing the voices of our parents who represent their students and their families and community on our pack plus we have been able to look at data and even if we have a very small percentage of a population under one percent um we have looked and said are these families are these students represented in these decision-making bodies and and there were african-american families and our asian-american families were not and so we created a member at large to specifically address that need for representation and participation in helping to um consult on the decisions that we're making in the district so those are two that i i can think of off the top of my head i hope that uh answers your question in a little bit yes [Music] um so um i have a question in terms of so you know i'm glad that we have this data and that it's a really rich data set and you can do a lot of desegregation and look you know look at it many different ways so my question is and this is probably torture dana what are we what are we gonna do with this information right i mean you you highlighted some fun you highlighted some findings right so what are we planning on doing now that we we can see some of the some of the areas i think the first oh i'm sorry jennifer i mean whoever wants to okay i you know we can we can team this because that's really the way we we function here in azusa anyway as a team but one of the things we did was held a principal started with our principals and did a workshop with them to dig into the data and begin to identify the areas and principals could then as site leaders take that back to their sites use that with their leadership teams use that with their school site councils use that with their elacs and begin to to use that and they will use that to design the goals in their school plans and drive some of the decisions uh for their goals and the actions in their school plans that's just one of the important pieces that we've already started with that and at the district level of course this data is also used to help us make decisions and and align to lcap decisions and actions not only to help us point to areas of need that we need to address but also to help us evaluate progress on things that we're already addressing and dana i mean dr mitchell or mr ortega may want to add to that yeah i was just gonna i was gonna mention the the workshops with the principals um and also the importance of the sites being able to dig into that data so they can um they can use that as they're creating their goals for their um the other piece i want to mention too is that it's really important because this is a very rich data set that you can continue to dig and dig and dig right and so one of the things that's important to us is that we don't just look at this one time right this is data set that we can dig into um throughout the year right and bring this back as we you know and use it in triangulation as we look at other data as well but it's something that should be um you know a living data set if you will for us to be able to continually go back to be able to use throughout the year not just one time i'll just offer just a little bit of minutiae or detail to what um jen and dana already said [Music] and jen alluded to it a little bit this idea of chunking because you could definitely it's it's amazing the way you truth uh allows you to see the data work the data um but it could be overwhelming and so in the in the meeting with you truth talking about chunking and talking about timing and talking about you know let's select a couple of things that you really want to work on and promote and then the second thing that i want to point out is um this idea that that that we don't work in isolation and so this was an entire morning just with a youth truth um staff and having principals bounce ideas off of each other and share ideas and say well this is this is one way that i could oh my gosh that's a really good way how about if we also did this and so just that collaborative nature um knowing that if we all put our ideas out there that we come up with better with better ideas so my next question is around um gaps right so um for me particularly concerning and it's it's a theme we've seen in previous surveys is the gap of perception between our staff and our students and i'll just call out i mean it would be it would have been nice if we could see these by comparison right but you compare our our high school teachers our high school staff perception uh respect is over 80 percent our relationships are sorry 80 but then you look at our students and it's at 40 right that's like that's a humongous gap right and so my so i mean i think for me i want to understand like how what are we doing to address these gaps of perceptions that continue to persist in our district right um i would also be very interested i noticed on our on the on the high school the high school staff piece you don't include the data in terms of college and career readiness i want to know what our teachers think about in terms of are we preparing kids to be called nuclear ready so i i'd appreciate if i got that information um but but in terms of the gaps i think to me i want to understand what are we doing i you know to do that that's number one number two um how are we how are we engaging our students in these conversations right i mean i think it's one thing for us to brainstorm as adults right but we already have perception gaps right so how how are we ensuring that those that feel differently than we do are part of these conversations so that can help guide where we go next so that's that's my next question and give one example one of the ways that we've done that is that um we did um a presentation with our youth troop data with our um our dei committee which students sit on that committee and so bringing those students in the conversation to dig a little deeper in terms of why do we think this is right and so having the students be able to respond with the adults that's just a small you know microcosm but i i also think it's important that once you see uh the data and look at some of the gaps right in terms of next steps to dig a little deeper would be going back to um you know the um the focus groups right with the students to really ask the questions why is this and you know to give us some examples of you know what they are perceiving and what that looks like um you know in terms of their reality um the next step would be to share that widely with the adults on the campuses right because they need to understand the perspective of the students right so to do some work around that with again um when there is a gap between adult and student perceptions you have to dig in a little deeper to find out where is that coming from what does that look like and the adult thing to you know to be aware of that i could just miss cruz gonzalez that we have a history of doing that when several years ago our students perceptions of safety ended up being um lower much lower than our even our families parents and and our staff and um and had some data that was a little odd and we we took that to our student groups to our pack plus in particular which is a diverse group of of our high school students and together that group spent time really digging into the reasons the district then began to do more to address the true causes of those students perceptions and the next year we actually saw an increase in that sense of safety with our students so definitely we have um a history of doing that and that's what we would be doing and continue with that type of work um going forward with any other areas that we see um differences i add one more um one more comment to build on on this conversation one of the other ways to do this and to create awareness with the staff is to be able to incorporate the data into professional learning so when we design professional learning for staff using that data as a component of that i think is going to be particularly helpful and meaningful to be able to connect um that perception data to the professional learning that we're doing for next year again then my final question is around just um back to really this like where do we go with this right so so um are there are there areas um that will become focused for district-wide just based on this based on this data um it so if so i you know i i'd like to you know moving forward understand what those are are those going to be embedded into our our alcap or our other goals that we have um and if not i mean what what is the is it going to be a side-by-side approach um that so what are you thinking right now in terms of where you know where you go next with this data for this information that we have i think it's twofold i think um as we we continue to look at the data because again we're still digging into that it is it's it's quite a large set right and for us to be able to determine what those some of the emerging themes are um especially as it relates to the goals that are in our lcap um i'm going to say it's two pronged because as a district as we do develop our our goals and our professional learning for learning acceleration right bringing students you know full-time back into you know learning in the buildings but the other piece is also for the sites because there is very sight nuanced data as well and so for the sites to be able to dig into that and that's what the principals have been doing they've been sharing data with the staff um again to be able to create some stats some site goals as well so i'm going to say both district and site so so do you want to comment that um i personally have been to a couple meetings parent meetings and some staff meetings and this has already been the discussion has already happened between um the principals and staff principals and parents um the shared of this data and so one of the things that i know a couple principals have done that they have shared is you know this drives our goals for next year what can we do you know and so they've kind of already engaged and started that process at the school level right and then what about the district level right and that's what you're asking right now right so that's what i'm asking yeah so yep and so and so as we um as we are designing you know the professional learning uh approach for next year that's a big part of that right and why are we choosing the you know the professional learning that we're choosing and how will we use that data to be able to um not only strengthen it i think but to substantiate what we're doing because it's based on data but so you're saying that you haven't identified those areas in yet we we are working on it as a ned services team to really try to figure out which you know what are the ones that are are lifting out the most um i mean there are several um but as we're really taking a look at that um we are as we're working we are planning our professional learning uh for next year and working on that this summer but that's also part of um that's a part of it so we're working on it and there'll always be more than you can hit you can handle in a year right so so i think for me i would just it would be good to understand like when would you be coming to us explaining where you've end up prioritizing based on the information that you're using um so that so that we as a board know okay this is these are the priority areas and because of this and this reason right and this is what we're focusing on and this is how we're focusing on it got it and then this is this is what we hope to see as outcomes right this is how we're going to measure it and if i can just add one final thing is with regard to the lcap the data here what is included in the lcap as as um an indicator for why we developed a goal one of the the many data points that um explain our reason for selecting goals and also our the data is used as a metric um not only for goals but also can be used even to a smaller detail level with some of the actions and services that we'll be implementing particularly uh for example around diversity equity and inclusion okay so and i have a question have you ever heard me i'm done yeah okay yeah i have a question regarding the um college and career percent positives regarding the inesticity um i noticed words like my school has helped me develop the skills and knowledge i need to for college the majority of they're under 50 percent and the data is great but what are we doing to improve that and how often will we see is there a change is this been the same as last year do you know that is great but but to raise that gap what what are we doing in this are you reference i'm so sorry uh board member rodriguez pena can you just tell me what page number you're referencing oh um there's not a page but it's under college and career percent positives it's probably close to the back second to the last page page 18 john oh you have a number there okay okay so it's it the one that you are no keep going keep going all the way to the end no second page to the left there we go this is it no keep going right there yeah okay thank you so question question number one yes yeah well it's actually all the questions because if you notice all the questions under number one you may see the percents across yeah they're less than 50 yes and this is where you know we connect this data to our college and career pathways to what we're doing with um including and growing uh those pathways how are we addressing the differences between the different um ethnic groups how are we addressing the more specific oops sorry about that areas um that are highlighted by each question um hopefully that answers your question and i'm referring to my question is what are we doing to improve these percents that we have here improve them yes yeah so this is where we as i mentioned doc mr frank chang as well as your site principals um and your teachers in college pathways for example can begin to use this data to improve um improve the instruction improve the offerings for our students and how often will we see next year is it is i mean that long that we'll see a change or if there's a change or not it's like year annually yeah so we'll obviously we monitor internally not with a full survey that we monitor progress in different ways but the the full survey of students where we'll get comparable data to what you're looking at now this will be next year um it'll be our next district annual survey and we'll be able to see any changes and youth truth actually next year then they helped design comparisons from year to year so we'll be able to see whether it went up or down and next year you'll notice little arrows next to the percentages and and we'll kind of look at the trends the direction that we're going um with you know what we hope for and intend to be improvements does anyone else have thank you one or two comments no since there's none all your questions get answered okay we'll go ahead and move on to 10.7 thank you so much jennifer for uh coming back before you go i just want to thank you um and being able to you know to speak on on this youth truth and um it is a lot of information um but i i have faith that we will be able to utilize this to be able to improve and like my fellow call uh fellow colleagues say uh that you know bridging that the the gaps and in the perception of both staff and students let's go ahead and move on to 10.7 it is a public hearing on the 2021 through 2024 proposed local control accountability plan lcap i'm going to go ahead and open the public hearing do we have anyone any comment on this public hearing you can go ahead and raise your hand there are no hands raised at this time thank you can i get a motion to close this hearing second okay we have a first by board member greer we have a second by board member rodriguez pena please place your votes and it passes five zero we have we're moving on to 10.8 we have presentation on the 2021-2024 proposed local control and ca and account bill we'll go ahead and turn it back to miss jennifer bryant i'm going to unmute and share my screen again and be able to we go can you see the slide presentation okay great well thank you again uh board president board members and cabinet um this is uh tonight's prior public hearing uh now that we have completed that i just wanted to share a brief summary uh about the lcap um that you had in attached to your board agenda item edcode520 requires that all districts annually update and adopt an lcap and the lcap is a three-year plan um so 2021 2022 next school year will be year one of our new three-year plan um legislation back in made some changes to the lcap template and you see those reflected in that board agenda item that was attached the changes include things like a an added expenditures table and some formatting shifts that hopefully support accessibility for our readers but additionally here in ausd we we like to go above and beyond and we create a lot of other documents such as our lcap spreadsheet our lcap overview our executive summaries we do lcap updates mid-year twice a year in our district and those provide our community more of the information on the lcap and in some additional and easy easy formats that are user friendly and we use those not only with our stakeholders but make them public and share out with our entire community and our decision making bodies so components of the entire lcap document are listed here on this slide when it comes time for approval of the el cap we'll also be attaching that el cap addendum it does not need to be part of a public hearing but these are the things that you saw uh and we'll see uh this weekend next week throughout the year ausd has been working on the development of our 2124 lcap we've been measuring our progress for example one way it was with that district annual survey that we were talking about earlier we've been engaging our parents um the parents of our emerging bilingual students our students themselves we've had our pac plus and our lcap student advisory committee as well as our focus groups uh and and so those have all contributed to the development we've engaged with teachers classified staff administrators in the development of our lcap and we've developed some of those drafts for review through the spreadsheet and and some refinements as we've gone through this year if you recall going all the way back to fall when we began to develop and we came to you with that study session on development of the goals but the lcap is a living document so it represents our continuous cycle of improvement and and as we live it out it doesn't become something we set aside it really does guides and and helps us move towards the goals that we authentically have for our students so our new lcap has five new goals and they're all aligned to the eight state priorities for education we've increased the number of our metrics in particular those that reflect how we're providing equitable services to students we've included those initiatives that we've had in the past that have really shown to result in success dual immersion program for example or additional opportunities for music and arts and college and career preparation opportunities such as early college program and ibe those are just to name a few and finally we have woven more explicitly the ideas of diversity equity and inclusion into the entire document but also we have created a goal uh that addresses this topic specifically because that was a need that we saw rise to our surface as we engage stakeholders so next steps here we are today june 15th uh we just had our public hearing and so um the board will then be asked to approve the lcap at our next board meeting and then finally on or before june 30th we will submit our lcap to the la county office of education and and be ready to begin the next three year cycle so thank you for the opportunity to share this information with you this evening thank you so much does anybody have any questions before we move on yeah i have a question um so i really appreciate that we talked that we highlighted goal number one can you hear me dana so i appreciate that we highlight um closing achievement gaps on goal number one and i'm just i'm i'm i wanna i'm out i wanna know why on goal number three that we don't do a similar thing and identify closing college and career readiness gaps are you okay so just let me let me ask a clarifying question are you are you um are you thinking that we want to revise that goal i mean if it's possible i think that would be a good idea i think it'd be i mean and then that would that would embed the requirement that we focus on disaggregating and looking at the different at the gaps in different student groups yes yeah if that's if that's possible i would i prefer if we include that we that we call out the um reducing the gaps so are you clarifying questions yeah so so just like goal one the same goal three and but then add and narrow achievement gaps no and narrow collagen career readiness gaps got it okay on goal three i mean yeah because it's not achievement gaps right yeah that's okay clarification since we're going to go ahead and add this should we continue um with this action and then come back or table this just for clarification there is no action tonight okay yeah i mean and i would say i mean is the board okay with that i'm proposing something i think i agree yeah i agree thank you that's that's the only thing i had okay since there's no more comments or requests i'll we'll go ahead and move to our agenda item we have agenda item 10.9 public hearing on the proposed 2021 2022 adopted budget and the reporting of district reserves pursuant to the requirements of sb858 at this time i will like to go ahead and open uh public hearing sam do we have anyone in in the audience that would like to go ahead and speak on this at this time no individual has a hand raised thank you so much for that then i will go ahead and ask for a motion to close this public hearing yeah board member uh greer second and we have board member cruz gonzalez a second if we can go ahead and please cast our votes and we have a 5-0 thank you so much for that we'll go ahead and move on to agenda item 10.10 2021 2022 asusa unified school district proposed adopted budget thank you our president and fellow board members and colleagues it is my honor to present the proposed adopted budget for the 21-22 fiscal year so the adopted budget is required by the state of california and is in compliance with provisions head code section 42127 as well as at code 42 as well as echo that state that school districts must hold two separate governing public meetings the first with the local with lcap as well as the budget hearing and the second will be the meeting of the 22nd we will adopt both the lcap and the adopted budget i'm sorry so that is this better anyone hear me okay i'm sorry oh thank you i understand so on the horizon so this adopt the budget was created based off the may revision um assumptions for governor newsome one of the major changes is what's being called the super cola so at estimated actuals coming at a second interim the projected cola for the 21-22 fiscal year was zero percent and now the coal is projected at 5.07 additional budget assumptions the budget expenditures are in line with the lcap as well as the funding for the ada is based on the grade level span allocations due to the hold harmless the 21-22 fiscal year is based off the ada from 2019-2020 our budget also includes the lottery revenue of 150 per ada mandated block grant the california consumer price index as well as the salary and benefit increase for calstrs and calpers so here is our ada projection so in 1920 to 2021 we realize the decline as students of 379 students from one fiscal year is the next for 21 22 we are projecting a decline of 168 students and we're projecting a drop in 88 in the 2122 fiscal year of 560.
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one of the most important items that we've been talking about with the override as well as the strategic plan is the employee excellence goal and so these are just re restating some of the four tenants associated with the strategic priority employee excellence and then these are the mno override commitments i'd like to point out the fiscal year 2021 column as well as the fiscal year 2022 column note that the the commitment was made that two million dollars would be set aside for class size reduction that will change that will stay the same year over year the social emotional supports that we added in the current year are going to continue we don't have an additional 1.81 million dollars to add but the cost increase is associated with those same social emotional supports so all of the mental health counselors as well as the social workers that we added their cost increases resulted in a 1.91 million dollar budget need from the override going into and then maintain salary competitiveness we did add 14.3 million dollars nearly in employee compensation going into 2021 that of course has to continue we need the funding for that to continue and then you can see that in 2022 that includes the 4.4 million dollars associated with the 2 pay increase that you all approved about a month ago so so right now uh the override commitments that were identified in uh in the 2019 election override election results in about 22.6 million dollars of that 30 million or so of override resources okay any questions before i go any further okay so student counts you've seen this often i wanted to point out that what we're talking about here is average daily membership and not enrollment so those are very those are two very different things so so note that the total loss from the fiscal year 2021 adopted in student counts has been over 2300 students that includes an assumption of an additional 400 student loss going into the new school year so these are very conservative budget estimates as well and are hopeful that that we will prevail and be a little bit better than that going into the new school year so this is our it's just one question on that we're reading a lot in the last few weeks that they nationwide they expect kindergarten enrollment to increase fairly significantly where we offer a full day kindergarten and full day kindergarten is not fully funded how does i mean is that a consideration that we need to consider are we expecting the same jump in kindergarten enrollment is that going to be uh a budgetary issue so we had that conversation in the cabinet just uh yesterday i guess it was right it seemed like it was that long ago and yes our kindergarten enrollment is is a bit up going in the current year than last year i think it's it's a positive thing to see the kindergarten students come in and and so we will go ahead and analyze that if it happens and seems to be drastic um but i'm not if if it happens this would be the year to hap to have it happen because we do have a lot of one-time monies available to us to shore up to be able to handle any possible increases in costs that we weren't expecting well as obviously as that cohort advances through the system then then they are fully funded correct that's correct thank you for that so the proposed budget capacity now again this is the house budget we have been sharing with you a 1.23 inflationary increase the house budget was 1.22 increase so you'll see a slight reduction in the base level amount note that we have the classroom site fund contribution in there in the current year we were expected to use classroom site fund for our teacher salary increase and which we did and so that that is now supposed to go from the sales tax revenue directly into the general fund to fund the base level amount directly for the new year's budget the district additional assistance we do expect to be fully funded and that amount of fully funding increases our budget capacity by about 1.4 million dollars year over year so these are the other parameters so the teacher experience index we did see a slight decline average daily membership again i shared that we are assuming a 400 student loss 200 at k6 and 200 it's i'm sorry 200 at k8 and 200 at 9 12. budget balance carry forward at this point in time is estimated at just under 24 million dollars please know though that we are working very hard over the next three months to drive as much budget balance carry forward as we possibly can because having a full having a situation when in which we don't know what's going to happen with the number of students and we are funded based upon current year student counts we want to make sure that we can drive as much flexibility as possible as we go into fiscal year 2022.
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[Applause] um guys thank you so much congratulations um you guys need to give yourself
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and again that dramatic drop is because for the last two years we've been held harmless our ada was not being recalculated each year based on sb 98 so this will be the first physical year that we're actually taking attendance and reporting it to cde for the purposes of funding for the next fiscal year any questions here this has given us our base grant allocation per grade span along with the daily equivalent so this is just to give us a picture of what it looks like potentially each day that our students are absent so you'll see if a 9th grader was absent for one day we potentially have a loss of funding of 54.46 each day this is showing our lcf entitlement per ada so historically we have realized the increase in lcf entitlement per ada which was attributed to the gap funding in 1920 lcff was fully funded which means going forward the only increase that we will have to our base entitlement would be cola in 1213 our lcf entitlement was around 6 796 dollars per ada fast forward to 1920 when the lcff was fully funded our 88 amount allocation was 11 539.
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so i wanted you to be prepared for that the classroom site fund increased by 308 dollars per weighted adm and i believe and jackie please correct me if i'm wrong i believe 192 dollars per student of that is considered one-time money so we seem to continue to have a lot of one-time money but but we plan to judiciously use those dollars as well the group b weight increase this was something new in the house budget we did go ahead and include those weights as we built the budget capacity so you can see the slight increase in weights for the development development developmentally delayed emotional disabilities mild impairment specific learning disabilities speech language impairment and other health impairment so a small increase there and then for the self-contained multiple disabilities autism and sid and i can't remember sid severe intellectual disability and then new this year is the gifted add-on weight in the to date we have not been asked to present gifted data and so we will have to begin that process so that we can take advantage of that new weight so we have not included that in this budget because we don't have a quantification of our gifted student counts but that will change over time so based upon all of this these are budget parameters year over year just shown in a summary situation and then finally this is the m o budget capacity comparison so you can see looking at fiscal year 2021 revised number three and comparing it to the fiscal year 2022 proposed you can see that we are expecting our budget capacity to decline by almost three million dollars over the revised number three any questions before i move on to the next slide okay great thank you so now the proposed emino budget spend increases these are the increases that you've seen numerous times again the total increase need mostly non-discretionary but it does include the two percent pay increase a total need of 7.7 million dollars about you can see the budgetary savings we talked about the premium holiday associated with the employee benefit trust the decrease in district office fte as well as the decrease of personnel due to less students so a total savings of about six and a half million dollars and then balancing the budget so we start with a negative just under three million dollars we have cost increases we have cost savings it leaves us an available budget balance of negative four million dollars so we're in the negative however we have some opportunities and we talked about the great increase in classroom site fund so that is the biggest component of how we are able to balance the budget so we talked about the reduction of one elementary campus which we have seen occur at this point in time you've approved that moving teacher salaries to fund 596 and then finally increase the classroom site fund contribution ongoing two and a half million dollars one time two million dollars ongoing resources total 4.3 million dollars so at this point in time we are balanced the budget is balanced with an available unallocated amount of about 350 000 at this point in time so this is the average teacher salary grid that we are required to put on the cover sheet of our budget each year we did you can see under the percentage increase that we are accounting for a five percent increase but wait i only shared two percent so where's the extra three percent coming from you also approved a three percent one-time stipend um to be paid out of the s or three monies we know what those with those monies are now as well and um so it seemed appropriate that truly for this year we are increasing teacher salaries by the full five percent so that would mean a total calculated percentage to account for all the changes that have occurred since 2018 of 22 percent if we quantified all of the awards that we approved like nine percent in going into 2019 and then four and a half and then five and now five again you would expect uh 23.5 percent but there were various reasons for it not being that so before i go any further are there any questions on this particular slide i i thought that the three percent stipend and i just wanted to make that clear that that will be awarded in two payouts that's correct okay um to to all staff okay and then i thought that that was actually coming from sr2 uh no it was designated for sr3 it was always this or three okay thank you miss bets i would also point out the expectation of the 23.5 percent that you just highlighted versus the 22 percent what's not considering in there is the compounding effect of those raises so in in actuality if you compare it to the base year where we're higher than that but simply by adding the percentage is how you get to there well in the difficulty the compounding effect is really to those that are still here so on an average that gets minimized but if we showed you a grid showing those that have been here their increases have actually exceeded that you're correct so the proposed unrestricted capital when we were projecting we were projecting 17 million but most of that is due to budget balance carry forward so note the 2 million versus the 5.2 million so jackie and her staff have scrutinized the general ledger at this point spend is eliminated we're going to the process of paying off all invoices and so we are sure that the budget balance carry forward going into unrestricted capital will be at least 5.2 million dollars the major component of that was due to the decision to delay the implementation of the um the english language acquisition curriculum for one year and so um so that money's not spent just moved forward into fiscal 2022.
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with the cola being added for 2122 our projected lcff entitlement is projected at 12 076 dollars for ada that's an average any questions all right so this is to show you the full bucket of how slff works we receive our base grant we receive a grade spent adjustment we receive both supplemental and concentration dollars and we also have a targeted funds which is considered add-ons that we receive an allocation for both home to school transportation as well targeted instructional improvement block brand those those two allotments will consider add-ons are funded at the 12-13 funding level they will never receive a cola at this time and never receive an increase any questions so here's a big picture based on our ada from again 1920 our funded allocation for 22 adopted budget for lcff dollars only is 88.3 million dollars that includes the base grant the grade spent adjustment supplemental dollars as well as concentration dollars yes ma'am so just go back going back to the la the previous slide just based on what you just showed us so just to be clear um we don't get home to school transportation dollars or necessary small school dollars is that correct or what or do we get everything on this slide or what do we what do we not get everything on this list so we get home to school and that's we get necessary small school as well yes we get the targeted instructional improvement right we get ticked i know that but you're saying we get necessary small school no necessary smart school for us is the basement for us right so we don't get that and then we we do get home to school transportation dollars yes ma'am okay okay thank you and so here where you will see the transportation dollars that's included in the 88.3 for the targeting uh targeted improvement uh block grant we received 467 000 and for homeless school we received 795 thousand dollars any other questions okay so this is to give us a pry as part of exactly our where do we receive our unrestricted revenues so we receive 98 of our unrestricted revenues from property taxes that is tied into lcff we receive no unrestricted federal dollars we receive about two percent of our funding from the state and point five percent comes from local contributions but how much sorry another question so how much money is that unrestricted revenue our total on restricted revenue yeah so our total unrestricted revenue is let me give you that number know one second [Music] for 2122 total unrestricted revenue is 90.2 million dollars okay thank you you're welcome so here is a full projection of both unrestricted and restricted and we're doing a comparison of the change from 2021 to the projected change of 2122.
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so a total of 20.3 million dollars or an increase of 3.6 million dollars from the budget limit uh in revised number three of the current year miss that's just an unrelated question if you go back to that slide sure um unrelated to this year's budget we're seeing for the first time that the daa adjustment is zero that's correct as you highlighted in the previous slide for the first time the state is fully funding that portion of the state formula if i recall the last time it was fully funded was 2007 2008 somewhere in that time frame um i it was around there um uh mr carr i believe it was fully funded in 2009. okay sorry 2008 was fully funded it was cut in 2009. okay i knew it was about that time frame i couldn't remember the exact year um it might be interesting to the taxpayer to know how many will get you know given that were over a decade that it's not been funded what the cumulative amount that has been if i recall correctly some of those years it was a double-digit million figure that was reduced so the legislature has chosen not to follow the statutory formula which they did to balance the budget and they did for their own their own purposes um but the impact on i'm not trying to point fingers i'm just trying to highlight the impact on the school is you know i believe it's well over 100 million dollars over the last decade um it might be interesting to get that exact figure we will take care of that for you and that would be interesting and it's telling because if you think about the impact of us going out for bonds the impact on the taxpayer paying that through local taxes because it wasn't funded by the legislature is is also telling so it might be interesting to know that number if we could have it for a future meeting you bet i bet i'll make sure that we have it for the 29th when we um adopt the budget so these are the non-discretionary unrestricted capital expenditures these include all of our various software licenses all those instructional materials that have been really required even including athletic equipment baseballs even reads for clarinets those types of small supplies are in in this non-discretionary list so that's a total of about 8.5 million dollars so that leaves us 11 about 11.7 million dollars so we have already received documents from all elementaries junior highs and high schools regarding their highest priority capital needs so we are just going through all the details now to collect it and then take it to the leadership team for prioritization we have made the decision that we will allocate out unrestricted capital for six school marquis going into the 2022 school year that will leave only six left that are totally caught up and that will eliminate that need for at least the next probably five years but we're going through that process over the next few next month to get that completed so do we intend to spend eleven point eight million dollars um there's i know we kind of held on to some of it this year right only only the curriculum yeah only the curriculum um some of it was just getting the information and getting it collected to determine what the greatest needs are so we wanted to get that started as early as possible so all the schools have responded and we have all the data so yes the intent is to spend it all i don't i i don't think that we any of us can figure out why we would save anything so i agree thank you yeah so other funds so classroom site fund this is a major change that has been approved by the governor the legislature made a has has approved the fact that classroom site fund the three funds will be collapsed giving us uh greater flexibility on the use of classroom site fund and also um allowing us to add what is called in student support personnel that would include our speech language pathologists our psychologists counselors uh social workers anyone that would be accounted for under that 2100 function that again will give us more flexibility and help out with with meeting that 4 million or so budget deficit to use classroom site fund to fill in that budgetary gap instructional improvement we have been judiciously using those dollars title 1 right now this 2.8 million dollars which is less than we've received in the past does not include the carryover we just received a notification from the state that they're asking for a title one waiver again to allow all the money that we haven't spent roll into 2022 due to the pandemic and in many cases schools were not opened for very long throughout the state of arizona in particular to give more flexibility for the use of any carryover monies and then finally the bond fund we did have that sale in august and that 59 million dollars does account for all of the proceeds that are now available in our in our coffers uh one-time federal funds i'm not going to go into this our next presentation is about the esser funds and sr3 in particular but you've seen all this information before and then budget risks and opportunities again this budget assumes that the house budget will be approved we're actually hoping that it might be improved from that again as thank you for the question mrs wood we will turn around and revise the budget as soon as we know the results of the legislative session this budget also assumes a loss of 400 students we don't know if it's going to be more or less and then finally budget balance carry forward will be maximized to provide increasing flexibility to help us if the student loss is greater if there are other things that we have not accounted for in this budget finally estimated tax rates on the budget document the proposed budget document it does reflect the estimated tax rates from 2021 so we are not showing those you can see the 2022 estimated tax rates is slightly lower than um than what we than what we set in fiscal year 2021 but you can see in all cases uh both in the current year as well as the new year that we will be less than what we projected in the november 2019 election pamphlet and in this particular case the biggest driver is the qtr the qtr again has been decreased by 0.1354 13 and a half cents going into fiscal 2022 and that's all we have on the proposed budget i would just i've clarified this in previous comments i would clarify the qtr is again set by the legislature so they determine what portion of the funding comes from the general fund and what portion comes from the local tax tax rate so a lot of times we get a lot of feedback that why did you raise or lower my tax we never get asked why we lowered what we why did you raise the tax rate and again that is driven by actions of the legislature and the remainder is direct directly correlated to the bond and override that's voter approved and by the way if anyone were to ask us why we lowered the tax rate jackie and i are going to take full credit for it we get the blame we should take the credit board members any additional commentary or question none seems like so we move this time to six point zero three s or three funding dr mccord thank you dr santa cruz governing board members miss betts will give us a quick presentation on sr3 funding and we made a presentation this week with the gilbert chamber of commerce for a good government series that they hold generally annually or biannually with school districts and it was our turn and she'll expound on that just a bit more but we got some great input from some of the business leaders within the town of gilbert and how to utilize some of that money and we'll be also seeking input from our families as well as our staff moving forward before we bring to a final application uh regarding sr3 money ms betts so before we begin i i did ask dr newman to join me a big portion of the sr3 spend is associated with addressing learning loss and so as she is the teaching and learning expert i thought it would be helpful for her to go through some of those details so um so s or three spinning priorities the other thing is it would be great for you all to take this opportunity to provide us your own input regarding some of these choices or proposed expenditures that we have before you so both barbara and i will remember and make sure that we keep track of any input that you all will provide us this evening okay so esther funds quick overview learning loss allocation remember that 20 of the allocation is to be spent on learning loss discretionary allocation options the alignment to the strategic plan and then next steps so the program details so what is esther the elementary and secondary schools emergency relief funds as you know we've had esther one two and three the difference with sr3 still very flexible but it does require that leas legal education agencies engage in meaningful consultation with stakeholders to provide input its plans for sr3 spending so that's why we engaged with the town thursday morning to get input and why we are here today with you all to gain input from the governing board the national estro3 priorities again really addressing the impact of covid19 over the last year and three months uh so these are the s or one time monies note the state of arizona allocation uh note gilbert public schools allocation so the sr3 amount is 22 million dollars 4.4 million is designated for learning loss and 17.6 million dollars is discretionary and again the discretionary basically means that we can offset spend that we were planning on spending and use sr3 instead to provide more savings to our general fund so just so you know and you can see the spend deadlines sr1 needs to be spent by september of we have a total another year to spend that but it is totally spent in the current year same thing with us or two the 9.7 million dollars will be totally spent in 2021 even though we have until 2023 so some of the questions that we we have regarding sr3 is that some of the proposed spend we could spend over the next one two or three years um depending upon what the final priorities are for that for those monies so possible spend priorities so gps sr3 goals so implement academic recovery strategies support mental and physical health focus on cl strong classroom instruction and promote the retention of a strong workforce those are our main goals again spend alignment to the strategic plan the spend items directly meet safe and supportive schools employee excellence and we believe student success so finally addressing learning loss i'd like to hand this slide over to dr newman to go through some of these detailed requests or proposed one thing i'd like to point out note that there's 5.2 million dollars shown there which could be more or less and we are obligated to spend 4.4 million hello good evening um there are several that we have um prioritized and you'll see those here um again as miss betts mentioned there that is more than what the learning loss requirement is and so that's why we are seeking input from you as well for the learning loss piece we are looking specifically for example our 10th through 12th grade english language arts adoption that is one that is extremely outdated because of that it's not meeting the academic rigor of our students nor is it providing the teacher resources for our teachers to be able to provide interventions whether that be for english language learners whether that be for our students with special needs and also the enrichment piece for some of our students that are ready to continue learning at a different rate or additional information and so this was and the english language arts adoption was something that was a priority of ours we put it on hold for this year we'd like to move forward with that one another one that has come really brought peaked our interest is an on-demand tutoring for our secondary students it would be for our 7th through 12th grade students we have found it actually came about as a principal was interacting with other principals across other states and they were talking about the data that they were able to collect with students that the teachers were able then to use in real time the next day so we know that we can offer tutoring after school and our teachers can provide that but oftentimes our students might be needing to go to a job they might be involved in sports and so the time that might be convenient for us as adults may not necessarily be the time that the students are wanting that in fact some of the um research that we've been reached that we've received from the company and also some of the schools was that the students some of them are at 9 00 pm at night and all of a sudden they're trying to do their homework and they're stuck and if they were able just to get that one little bit of information from a tutor they'd be able to continue to move on so this platform is one that the students the teachers would be able to upload for example what they're working on during the week or during the day so when students engaged in an interaction with the tutor um over this platform the tutors would be able to automatically see what those teachers plans were the other thing that it does is it collects that information so when a teacher comes in the next day she might decide she might be able to see that 10 of her students were struggling on this particular concept so that's the real lifetime data that she can then begin her bell work right or that's where she needs to say obviously we didn't exactly get where we needed to be yesterday she can pick up there quickly work on that intervention and then move forward with a lesson so this would be something that we would like to do for two years the benefit as i mentioned before was that it really would meet the kids 24 hours a day it would they would be able to interact on the weekend if they needed to to get extra support and and so we we believe that that would be something to catch them up in regard to some of that loss that they may have um so that they can continue forward so this is a live tutor like on a telephone or video conference it's a live person yes the platform is a text it's not video but it's a text platform that they would be interacting with the student yes yeah the third item that we have on here is as you know we now have a new assessment platform and the benefit of this new platform is it has universal screeners universal screeners allow the teachers to identify that level of risk of students who are not going to demonstrate proficiency at the end of for example the end of the school year so we're able to get that data and provide some interventions for the students as we move along those are generally beginning of the year middle of the year and end of the year when we administer those we have them in english language arts and math and um that's great but we also know that we have a lot of other content areas that are needed so this would allow us to do some assessment creation the currently we know that the academic rigor of the new standards are such and they would be able to mirror those academic standards and create assessments that directly correlate with them and so we think that that would be important for our teachers as they engage in their professional learning communities so that they are able to work with other teachers bring their data see what specific instructional strategies are working for them and then they would continue to create that process that's something that would allow us across the district to look at program effectiveness teacher effectiveness as well because we would be able to see how the students are performing on in any of those subject areas so that's something that we think would be um important that the platform itself there is a cost which we are already paying but the benefit now is that addition of universal screeners that's there and then those course creations that we would pay for dr newman so would that be the .45 would cover it or would that need to be then included in ongoing so just be a one-time cost so the um the amount that's there is what we are the 400 000 is what we're already paying and so then the one time so that would be ongoing which we already have been paying and then the additional would be a one-time just to create those assessments for us okay and i heard some concern and obviously this year was an interesting year and it was our first year with this new program but i heard some concern that's that um we needed to make some adjustments on some of the screeners that they weren't maybe matched up necessarily how to the grade level that they thought they should be or different things like that had you heard anything like that i had not heard that um i know that we were giving them at different times because of the the year that it was in regard to just the closure so we wanted kids to be able to do it real time um they're nationally referenced or normed also i had not heard about the wrong grade level but i will definitely look into that and see for sure um summer's program support we've already um we're really pleased at some of the supports that we've been able to put in place whether that be right now this summer for our transition to our junior high in high school we have our k-6 elementary programs and utilizing the screeners the universal screeners that we discussed we were able to look at data and cross-reference our english language arts and math and see those students that are the highest of risk and provide summer school for them free of charge that pays for the teachers that paid for the curriculum it paid for the transportation of course they're getting free food as well as part of the nutrition services program that's something that we will want to continue that's something that we would look at hopefully down the road look maybe as we look forward perhaps an extended day so we have some some of the feedback that we got from the community was it would be really nice to offer something after school especially for our elementary students that's sometimes a program where they're able to they finish the day and then they have an extra hour at that time some some people would remember that perhaps as like a 21st century learning grant that we used to have but that's something that we would like to at least look at and investigate and see if that would be beneficial um as we move forward to our two two two calendar some of that intercession this will allow us some of this money will allow us to continue to support our students in that way too this next part the second steps we have our social workers mental specifically working with students on their students their well-being this is a program that would provide online instructional approaches to teachers so for example they're working with students on growth mindset where they're working on students on about goal setting or the practice of empathy the practice of problem solving the importance of asking for what you need the importance of listening to what people are saying and um and so that is part of that this would this cost it would provide our teachers that access readily available right now it is not readily at their fingertips but they are using it and then lastly our campus learning infinite campus infinite campuses as you know is our student information system campus learning is a learning management system and lms and what this would do is it would provide integration for our teachers that are using google classroom and that would completely integrate whether that be rosters of students whether that be their grades so if they're grading an assignment within google classroom it will automatically go into the gradebook for them and we think that that would be a great resource it will definitely um speed up the process to provide feedback for students because that would be just right there and there's in their availability or accessibility so those are the items that we have listed for learning loss so before we go any further do you have any input or further questions or suggestions or things on this list that are particularly appealing from your standpoint as board members we'd love to hear that [Music] i guess one question i have is uh why not include the seven through nine with the 10 through 12 ela adoption we um we we went back and forth about that which specifically for the learning loss in which on the next slide when you look at the discretionary okay we are including seven through nine okay um partly that is because our 10th through 12th grade we did not was not part of the initial adoption for springboard and so that is even much older than the other and so it was just prioritizing in which category we would put each but we would like to move forward with others sr3 for a 712 english language arts adoption it would just come from each of the various categories you know i would maybe even move that to discretionary and put some something more to have student engagement like funding for i don't know what what like how what are what could we do in classrooms to again get students back to that just that engagement to a one-time funding that could i don't know i'm thinking um one thing that comes to mind is this the science kits you know i know we have those but what are things like that that could that we could infuse into the system one time that can actually go into the classrooms into students hands and you know have a lot of that engagement and that learn love of learning come back that we've we've kind of lost a little bit and kind of a little bit of hopelessness there so hands-on materials or other right well you know that the curriculum department with the science and the social studies coordinators would be thrilled to hear right that you would want something specifically for that um i mean there are always options for that and we are looking at for the science kits buying more i mean we have a capital budget that we utilize for um curriculum and there's all we always look to see which additional kits we could buy that would be more hands-on or additional hands-on opportunities or maybe even supplementing in the high schools and junior highs i know a lot of times the teachers pay for those themselves or whatever they you know i don't know that was just one thought off the top of my head i want i guess what i want to see i would like to see more of direct student infusion with students you know for part especially part of this learning santa cruz go ahead mr eugetti i would like to concur with what is saying i would like to see us been spend some money on it's science kits and hands-on things that i think they could get kids really excited about learning again thank you i believe dr newman has noted that so all right dr santa cruz if i could weigh in go ahead mrs humphries um i this 10 to 12 ela adoption is to me critical i don't know where we put it but i believe that the last adoption was 20 years ago so student people who are now 35 years old were the ones in high school when that adoption happens and we've had a lot of changes with our standards and curriculum in that time so i really wanted to see us do the cla adoption it's way overdue it is way overdue um for myself i really think the on-demand tutoring is a good idea as well as the summer program support um i i think all of these are wonderful ideas i'm not sure how i would prioritize but i think it's just really important that we focus on helping students and i also feel like one of the options to help students be more engaged is the wonderful professional development that our professional development department is doing because they are using strategies that help to engage students and help students really tackle their work so it's the students doing the work not the teacher the teacher is just guiding them through that noted thank you anyone else dr newman we're only seeing the list on the learning loss portion of it it sounds like you've got a another list um i would suggest maybe we go through where else we're spending funds because whether we move it it's kind of left pocket right pocket i think it's the overall picture that's more important so maybe we go through the second half of this and and you bet and the reason why it's separated in this manner is that it's this particular area that will be scrutinized by those that will approve the budget and so we have to be very deliberate and all of the items on this learning loss list must be what they are terming evidence-based and direct student which was something i found out over the last couple of days so to your point more direct students so professional development items you will not see on this list because it's indirect through the teacher so just to give you an idea of that so the next uh these are just discretionary allocations again um the you see the up at the top the three percent one-time pay again depending upon priorities um depending upon available resources trying to make that last that that total five percent last for more than one year potentially we could have that go for two years um as we're shoring up you know our student counts etc um the there's the curriculum adoption that dr newman mentioned the other uh other point to make here is that right now we would anticipate that that ela adoption would be funded out of unrestricted capital so these are some places that sr-3 could actually offload a one-time expenditure for an adoption where we can preserve unrestricted capital for other needs in the schools the psat administration to 10th graders i'm going to zoom over that and i'm going to hand that back to to barbara but i'll go into the elementary student devices recall that our one-to-one initiative was for secondary so we are our devices at the elementary are aging that could be split over two years again and then we have been recently talking about the possibility of mesquite high being a part of the title program and they do need a planning year or two this was a good opportunity to provide some one-time monies to give them an opportunity to plan and prepare for potentially being designated as a title one school and then the instructional coaches for secondary that is an item that is on our strategic plan uh up to two years that would mean in year three we would have to find resources to make that ongoing or let them know that this is a one year or two year contract so there's some difficulties with that one and then the various pd offerings for teachers um so dr newman if you want to go back and talk about the psat that would be great sure as you can as you recall with the act we felt it was important for all of our students to have access instead of providing a.c.t for only those that could afford so therefore that was an expense that we had done act is now part of our menu of assessment so all of our 11th graders are able to take the a.c.t free of charge what we'd like to do with this additional esser funding is provide the psat to our 10th graders so that we would have a blanket across the board so again that prepares them as they get ready for the sat and college readiness and college prep and other conversations that they're having so we'd like to provide that for our tents so that we're able to provide that access for everyone regardless of their financial ability to pay for it and so those are what we've come up with to date on the discretionary allocations again the 17.6 million dollars is very flexible it's still part of the application process we still have to have it scrutinized and approved but this particular listing uh has more um flexibility to say speaking of hands-on opportunities one thing that i would love to see i think by time we get to high school a lot of students have their own musical instruments but in the elementary we've it seems like over the last decade or so we've cut back more and more and put more and more burden on that musical instruments and performing arts type costs it seems like every year we hear those music teachers actively soliciting donations of monetary or instruments or whatever it might be an opportunity to put a one-time infusion and replace some instruments and enhance that program i don't know what the cost of that would be but something that we've seen cut that we might be able to help make up a little bit of difference and impact students i'm a strong believer that music and and as well as other curricular activities do in fact enhance the academics so anything else board members um dr santa cruz i would concur with mr carr that um definitely looking at helping our students to be able to have music in their elementary years moving up into their later years would be terrific i do think there are many wonderful things on this list and i would find it hard to prioritize because it looks like we have more ideas than we have funding but i i do really believe in professional development and curriculum adoption as as ways of helping our students in their learning thank you ms humphries dr newman ms betts what what is the timeline here in terms of receiving additional input is there a deadline in case board members think of something after this so the for us we were hoping to get substantive input there's a soft um deadline for august 24th to submit the sr-3 application the gathering of input there has not been any template or severe requirement to verify that we as a school district have gone out and gathered input so it will be sort of a soft review to verify that we got input from all stakeholders so i i think dr mccord was planning on using the councils yes we would use some of our councils um support staff council teacher council as well as parent councils to help solidify that so we'd have to gather them earlier rather than later but that's that's okay because we haven't seen them in a long time so we need to get them together so we can give them this presentation as well as break out into small groups and and get some feedback from them so you're looking at potential of utilizing some of the july time frame july probably more beginning of august i mean it'll it'll be hitting right a lot of families go on vacation still in july okay so so i i only asked that question because i think that provides a window uh for board members if they have some additional thoughts that they want to send your way dr newman mrs betts and to add to your priority list of things that you're trying to organize around is that a fair assessment that would be great the other other point is that just because we would apply and have an application in or on or around the 24th of august doesn't mean that we could see numerous revisions to that application and so it's very flexible we are allowed to so as we get gather additional input as we go through our lives we are able to revise uh that application also and again situations may arise that we have no clue of today so yeah good to know it's true dr sanders can i just put one more thing in just um even in the initial meeting that we had with some feedback from community members from with the chamber members i heard some community members saying if we could prioritize funding that will allow us to retain our students and attract students and and shore up you know the the losses that we've seen due to covid but really prioritize you know what are the needs what are we you know the things that we need to put in place to attract and retain students and i know we've looked through those and we we've identified things as we've gone through the past couple years and that's some of the ways that we've um actually increased our enrollment in past years so can we include that as we're thinking and looking maybe choice maybe i don't know i'll keep i'll keep talking and i'm sure we'll get more feedback i think that's a great idea okay anything else regarding this topic okay request for a two to five minute break so we will break for two to five minutes and then return so okay we will reconvene from our break and move to item 6.04 introduction of instructional time model dr mccord thank you dr santa cruz governing board members tonight we got a quick presentation kind of an introduction i guess if you will to the instructional time model hb 2862 was passed and there's a lot of moving parts to it and um again like i said an introduction from miss betts to all of you regarding this uh miss betts thank you so um as a general introduction offers a significant amount of flexibility for for school districts to count instructional minutes instructional hours towards their average daily membership and as you go through as we go through some of these details and i'm going to go through them quickly it's just that the potential is huge a couple of issues are important for us at gilbert because we do have some instructional models that we are planning associated with online learning in 2022 and because of this legislation i think we were afraid that we wouldn't be able to take advantage of those if we didn't do an introduction and if we didn't do the public hearings that are required to actually adopt an instructional learning model so that's just introductory remarks so we're going to start with 2862 and again the goal right now for all of us is to figure out how we can use 2862 to maximize average daily membership which means we would maximize funding for fiscal year 2022 so definitions the first part of 2862 is it's redefining things to make sure that in all of these cases that language a school district or charter school may satisfy any of the time and hour requirements prescribed in any manner prescribed in the school district or charter school's instructional time model so that's the intent is to start the conversation about how can we establish an instructional time model to our advantage from a funding standpoint i'm not going to go through the details there but but here it expands the school year we're constrained generally to that first 100 days so this is okay under all circumstances if you adopt an instructional time model you being the governing board the school year is from july 1 to june 30.
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so we know we have an increase in lcf dollars which is equated to the 5.07 percent cola we have a decrease in federal other state and local those declines are all due to the one-time care spending that we received in 2021 that we will not receive in 21-22 but additionally what i would like to note is that the projected funds that we are slated to receive in 21 22 are not included as those resources are just now being populated for us any questions there okay so here's our unrestricted expenditures so as we can see about 86 of our expenditures go directly to our employees from certificated salaries being 50 classified 15 employee benefits being 21.
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so you have that total flexibility and they indicate a school month is 20 school days and four weeks of five days each so they're defining those kinds of things b is the most important thing before we can figure out a way in which we can count the instructional time associated with our plans for next year we have to have two public meetings before the first day of school so i wanted to make sure before we had that public hearing on the 29th and we've got a fair amount of work to do between now and then you have a recognition or understanding of what it is that we're trying to do so note that we can do these we can do these instructional models for determining adm daily attendance determining student count and in all cases it says that you the students have to achieve those required instructional hours at each grade level and you and we need to um define that in our instructional time model okay so so ms betts currently it's really based off i mean there's two elements of the of the statute prior to this lobbying pass and one was based on 180 days but then it really was based on hours of instruction and i know it defined what at one point to find what could and couldn't be included in those hours and that was relaxed a few years ago that's correct so now it sounds like we really don't have to focus on 180 days at all we just have to focus on the hours well and i think the the the point about introducing this right now is to take advantage of it for the plans that we've already made there's a lot of work that has to go into figuring out how we're going to assign an instructional time value to work that students are doing so the difficulties to me are around these things so project-based learning independent learning master-based learning so if these students are learning on their own if we if we have a an instructional time model approved by the governing board and we submit that and then we figure out a way in which we're going to submit those instructional that instructional time so that we can get the average daily membership that's a fair amount of work if we're going to expand this but i think our focus right now is really regarding our plans associated with our remote instruction regarding synchronous online distance learning for some of the course work that might not be available at a mesquite high but could be available at a gilbert high but maybe there's a way in which it could be a distance learning situation where they're going to take the course at gilbert high but they have an opportunity to do that in a remote setting instead of actually having to be transported to gilbert high you know those are the kinds of things that we're already planning so we wanted to be focused about those kinds of things for the 2022 school year because i've had conversations with john john castellano with ryan his his data guy ryan nelson and with joanna cantonzero my data gal regarding uh how best can we do this because not only do we need to create the model but we have to figure out how we're going to get the data to the department of ed and we haven't received any guidance yet from the department of ed well if i took this at face value and if i'm not misinterpreting it i'm going to pick on independent learning if i took this to an extreme understanding i could say hey i could shorten my elementary school day by an hour if i assigned one hour of homework that i could prove was truly one hour of homework because now they're learning at home independently that's correct that's absolutely correct and i'm not suggesting that i'm just trying to make sure we're understanding the implications that is that is the possibility they're all coming to your house to learn i can hear parents right now clamoring about no no more homework i just i'm trying to make sure i understand it conceptually right right well and think about the power maybe for that high school student that would like to go to school for three hours in the morning go to work and then still get credit well even for us still get credit for another two hours of work when he or she is back home and doing the work to actually pass the class so there has to be some sort of time needed to pass a particular class but you can imagine how much work that would be and so we're we're starting slow but i didn't and the reality this whole time requirement kind of started about two years ago when we had red fred and we didn't have to make up the days because we had enough hours of instruction beyond you know we'd always focus on 180 days but when we calculate we actually had enough hours then it kind of that that discussion started a little bit uh and it got lost with with covid and not and not meeting in person hybrid and all those other discussions so i think it's actually a meaningful discussion that i think the board should have regardless of this but this gives us a whole new reason for that discussion it does it does i think it got found with kovid because there were so many different learning models that they were trying to that's true say okay then how do we account for it because we kept trying to figure out we're delivering instruction but how can we then be reimbursed so that we can actually pay our teachers right and i i mean how can we calculate it i i i would hope for a simplified explanation or guidance related to this because even as we talk about this talk about it in cabinet it's i mean amongst 10 of us we still have different thoughts and ideas of what that can look like or what it should look like or what it may look like and the last thing we want to do is compromise our budget related to capturing time uh for students and and then all of a sudden be down three million dollars because we calculated it wrong or we didn't calculate it the way they interpreted it to be calculated so so we're greatly revising the statute and we fully expect ade then to come in with regulation uh which which we highlight is binding um that that will be based off of this is what or at least you're hoping that they do to clarify it hope is a good word okay so yes all school districts will have to make this kind of determination right and i i've in in having my peer group discussions so there's probably maybe three of the five school districts in the east valley are working towards some documented instructional time model associated with this concept of synchronous learning so if if you when we were starting last fall we had many elementary students that were actually in a scheduled class with their teachers but they were fully remote at home but they had to get on at 8 am in the morning and they had breaks and they had lunch and they got on the afternoon so they had their scheduled day we were able to capture their attendance each day because they were in with one teacher and we were actually able to count them as a member day even though they were remote but if you remember that was our distance learning so we were still reduced by that five percent because they were in the distance learning situation well now they're they're saying okay we're going to open this up we don't want you to necessarily have to be reduced by that five percent so if we define this instructional model going into the fall for our elementary say the easiest they're they're in a classroom a remote classroom from eight until two every day and they've taken attendance so we grab the attendance for that day well that's a member day and we already know how to submit that to ade to get the full funding for that student but we need to have the public hearing and we need to document that into some sort of instructional time model to be able to do that so that's really what we were looking for just to start the conversation for this year my point really is the door is open for all kinds of models to be submitted to ade so that whatever we have at let's say second grade that we call basket weaving whatever it is may or may not have the same time frame attachment and or related remuneration or cost factor to it as elementary basket weaving in district x and true and we're each going to get paid accordingly and that's an interesting concept and i i think it's important we don't want to be the first one through the wall on this one and i mean that in the nicest way but i don't think that anybody has a true grasp of what's going to come out of this in terms of what those models will look like and so hopefully we get some guidance but also i think it's an opportunity for us to actually watch and learn to a degree too before we make a move that isn't correct but four and a half years ago we had to deal with the board with with the adm audit that that correct you know that cost us some money we don't want to deal with that but at the same time we want to be aggressive enough that we offer some options because this this this could actually create some really exciting options that that great creates flexibility and opportunity for for students and families and and teachers as well so i agree i just i don't want to create an option that creates a problem yeah yeah we don't want to create an option that we think works and then four years from now be paying back four million dollars so we we want to approach it appropriately but not not overly aggressive but i don't wanna i hope we don't sit on the back burner wait waiting and never let everybody else innovate while we sit back so this will be a a great challenge to balance so and and doctor doctor spend your creature go ahead ms humphries sorry go ahead i was going to confer with reed carr that that where we had to pay that money back it was that the department of education gave us flexibility and then they took it back and then they made us repay them they gave us permission to do do something different and that we were okay on our minutes and then they changed their mind when there was new staff there so i i wanted to be careful that we have guidance and we don't lose out on funding but i do think this is an opportunity for us to be very creative and to maybe pull our community to find out what they're interested in yeah and i i would agree with both of you i would uh welcome the opportunity to avail ourselves of the creativity that's that's possible here at the same time i want to caution that selfishly as one board member i also want to derive as much funding as possible and necessary to the maximum degree possible so the the focus is really on e up there the may define instructional time and instructional hours to include any combination of the following so in person remote instruction up to 50 for 2022 but down to 40 percent but it says the total instructional time of the governing of the district it says the total instructional time so obviously even the last year when we had so many students that were in global we still didn't achieve 50 percent of all the instructional time being remote or online so um so really the the focus is is there a way in which we could take advantage of this as it relates to our plans already for next year and can we submit the data so dr newman shared with me the the distance learning or online learning so remote or online learning options are offered here in gilbert public school so elementary there's a synchronous online or in person on campus secondary is in person on campus or distance learning that's that concept i shared where a student might be at mesquite high would like to access a calculus class at gilbert high as an example and then synchronous online and asynchronous online so data the collection of data is really the achilles heel or the difficulty here and how we get it to the department of ed so in meeting with joanna and ryan nelson it's possible that we could take advantage of the synchronous online at the elementary again capturing the member day capturing attendance because they're working from eight until noon and then at the secondary possibly distance learning or possibly synchronous online but if we don't then all of these online options synchronous distance learning synchronous online or asynchronous online will all be funded at 95 percent or 85 percent because they'd all be reported through global so is there an operation is there an opportunity where we can define something that says that if they're synchronous or their distance learning then we if we can provide the data the department of ed does and actually have our instructional time model approved is it possible that for all of those circumstances we could achieve that extra five percent of funding so that's the concept that that we were hoping to like dip our toe in um in 22 because i really think a lot of this work would be really really hard i mean project-based learning mastery-based learning trying to figure out how do you assign time instructional time so even independent learning i mean one child is going to take an hour to learn it another might take three so how do you determine what that time is to to get that credit so i think it's really really difficult i can tell you that dysart unified and mesa unified have created what they call a virtual campus at each of their schools to make a a toe step into this realm to see if they could um once we get enough guidance to see if we could have um the ability to give the department of ed the data that they need so that we could get full fun so that they could get full funding on these synchronous or distance learning students so that's the concept we just wanted to introduce it tonight to think about it and then figure out what are opportunities there are lots of details in here that we have to figure out but the biggest goal was to maximize the 22 the fiscal year 2022 adm if we could to get credit for the learning that our students are gaining by being a part of gilbert public schools that is all i have so the prepare for the public hearings that we are going to take advantage of it we do have to have the public hearings and the governing board would have to adopt this instructional time model so in the in the email that i sent you not only is this presentation in there but also the language the detailed language regarding hb 2862 and both of these items will be posted tomorrow on this agenda item so do we have to advertise the public hearing just like we are doing tonight for the proposed budget um we have to it's it's not designated for 10 days of advertising but yes it would have to be posted to make sure that the public knows but we wouldn't have to approve it wouldn't have to approve it tonight okay good because it's not on the agenda because it's not on the agenda yeah the 10 days is very specific to the proposed budget adopted budget hearing so well thank you miss betts i think yeah well i clear his mind right quite convoluted i would say anything else miss you jenny miss humphries ms wood mr carr no okay with that then i believe we have reached the conclusion of our work study time and we'll move to item seven which is calling for adjournment of the work study 7.01 so we will stand adjourned from work study we'll move to item 8 which is consent agenda items and before we entertain a motion i would like for board members to know that item 8.06 cyber security enterprise agreement was mislabeled as bond funds it is not bond funds it will be edited and re-represented i guess as a unrestricted capital budget item so we um are we suggesting we amend that here no that's information that's information it was just coded uh inaccurately and they're coding it accurately and wanting us to let the public know that it is coming from unrestricted capital not bond money so with that having been said then we are at item 8.01 is approval of the consent agenda items is there a motion dr santa cruz i uh i move to approve the consent agenda items thank you mr carr is there a second a second thank you mrs wood any discussion it appears that there is no discussion with that then we will vote all those in favor of approving consent agenda items as presented please signify by saying aye aye aye aye all those opposed the same motion carries five zero we will move to item 9 which is action items item 9.01 is performance-based compensation set forth in the employee contract between dr shane mccord and the governing board as approved by the governing board and pursuant with ars 15 341 39.
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then we have one percent to capital outlay 10 to other contracted services and 1 and books of supplies any questions here so here's the breakdown of our general fund on um general fund expenditures again doing a comparison from 2021 to 2122 we have a decrease of about 10.4 million expenditures and that is all attributed to the one-time funding expenditures that we had in 2122 that we are not currently projected for 21 21-22 i'm sorry 20-21 for the first year but what will be what we will show is that first interim when the funding allocations are allowed once we have our spending plan for the additional funds like esther ii sr3 then we will have an increase in expenditures but we also will have a correlated increase in revenue as well any questions here okay now we're going to our district contributions so we have currently a contribution um in 2021 of 16.7 million dollars and we are projected to have a contribution in 2122 of 16.1 the largest contributor to the contribution is going to sped which is 12.5 million dollars we also have a contribution into transportation of 179 000 and a contribution to routine restricted maintenance which is a requirement for all school districts of 3.4 million dollars any questions on our district contribution and this is a contribution from general fund to restricted yes yes ma'am so um prior to lcff we were used to receive money all schools will receive money for deferred maintenance and restrictive routine maintenance um then the law had passed that no we're not going to give you funding but we were held harmless for like five years where you just have to slowly start getting up to a three percent contribution to this resource and now we're as of 1920 when lcf was fully funded we were required to also make that three percent contribution to routine restricted maintenance and this is where we pay for all our maintenance staff if we're buying equipment for our maintenance or if we were doing something that was required of maintenance to one of our facilities okay any other questions here okay so here's our nyp this is still a work in progress but we are proud to show that we're able to meet the required three percent reserve as well as have a healthy ending fund balance and the current year in the two subsequent years out and just to give a breakdown of what our uh indie fund balance looks like so we have our three percent reserve we always have our 25 000 for revolving funds but we also have other things that we're assigning our any fund balance for so we have unspent supplemental concentration dollars so we're allocating those funds so we can use that in future uses for that purpose we also have our aea reserve which is unique for our district we also have allocation for future increase for spread costs we have our unspent esser money that we have this year uh we have our medical billing money that we have available unspent lottery money as well as the remaining of the covet dollars that we have not spent that we have until 2023 to spend any questions here so what specifically like that cost [Music] no ma'am so this is just a category where we have a allotment that account for futurizing costs such as pers and stirs increase step and column increase things that we currently do not know exactly what that amount is we have a allocation or any fund balance for that any other questions here all right so with this it is the recognition i'm sorry i could just ask one question yes now so it is the scoop on funding in a different yes ma'am you will see that in fun 21 121 thank you so with this it is recommended that the board receive the district proposed adopted budget and we were bringing it back on november not november sorry june 22nd for adoption there's no more questions on this agenda item we'll go ahead and move on to the next thank you miss latasha for this in one second we are moving into consent calendar from 11.1 through 11.16 can i get a motion to move the consent calendar a motion to approve thank you we have a first by board member cruz gonzalez and we have a second by board member rodriguez pena we have no items that are being played i'm sorry yes do we have i have two items i'd like to pull 11.5 and 11.8 11.5 and point 11.8 and my motion to pull eleven point five eleven point eight we have an amazing motion can i get a second miss rodriguez think she said second okay okay 11.5 11.8 first by board member cruz gonzalez and second by board member rodriguez pena we'll go ahead and move 11.5 and 11.8 to our items pulled from consent calendar let's go ahead and move forward and cast our vote to approve consent calendar we did we did place voting i'm sorry can you repeat that we did place the vote need shiro know no it was motioned oh well i'm sorry yes misunderstood thank you no problem let's go ahead yeah we'll go and there we go now every thank you and it passes 5-0 now we move on to items pulled from consent calendar 12.1 approval of amended contract between asusa unified school district ausd and eid bailey llp for audit services and we can go ahead and get a first to move this forward for discussion i'll make a motion to approve we have a first by board member cruz gonzalez second have a second by board member career let's go ahead and open it up for discussion yes i have a question regarding this audit service i'd like to know what are the findings um for um why they're asking to pay nine thousand dollars added to the original agreement yes ma'am so over the years um we have been we've been classified as a high risk district um due to lack of internal controls lack of processing meaning we don't we did not appear to have the ability to process entries either one timely or accurately for the purpose of the audit and then we had to rely on the auditors to help in to close out certain items so based on the additional time that they have had to invest over the years as well as us being classified as a high risk meaning now that we're classified as a high risk they now have to audit more the materiality window goes smaller versus open it up if you have strong internal controls they now have to spend more time on our financials so that was the findings it's the time that they're taking more time so the findings lack of internal controls meaning um like for example we received uh funding for nutrition services we received the funding in 1920 but it was booked as a prior year receivable that's a lack of internal control because we should know we'll receive the funds we should know the reversing entry before we officially close the books so we have material findings that show that we do not have the proper controls in place to do our financial operation to run our financial operation then also i recall the original agreement stated that it did not to exceed 36 000 yes and there's a clause in there that they can ask for more if they find findings yes ma'am and additionally um the partner shiloh who we now have a new partner was able to show that over the years historically for the additional time they have presented to the business department to be compensated for the additional hours and it was held at a firm no we're only paying the amount this year okay thank you for the clarification does anybody have any questions any more questions or comments okay seeing that there's none let's go ahead since it's already been motioned let's go ahead and cast our vote for 12.1 and it passes 5-0 we'll move on to item 12.2 approval of the grant writing services agreement between asusa unified school district ausd and california consulting and company can athletes get a motion to move forward 12.2 and make a motion to proof 12.2 we have a first by board member rodriguez pena we have a second by board member career it is open for discussion yes and my question regarding this is you know i do know that this grant writer uh we've used her for for for quite a while but i'd like to know is you know how much money has azusa been awarded since we've had this sperm i can answer that question um we have uh we have contracted with them for seven years and in that seven years we have been awarded grants and the total is three million nine hundred and ninety one thousand two hundred and forty one dollars thank you dania because i knew that was a purpose and uh thank you for that figure absolutely it's not a clarification on that thank you any more comments or questions seeing that there's none let's go ahead and cast our vote and it passes 5-0 moving on to the next item of business and finance 13.1 approval of agreement between a souza unified school district and facilitron and company can i please get a motion to move 13.1 and make a motion to approve 13.1 second we have a first by board member rodriguez pena and we have a second by board member greer do we have any discussion or questions seeing that there's none let's please cast our votes and it passes 5-0 moving on to our curriculum and instruction we have item number four point one approval of the contract between a souza unified school district and nancy achovon consulting and company if i could please get a motion to move 14.1 make a motion to approve 14.1 second we have a first by board member rodriguez pena we have a second by board member greer any discussions or questions seeing that there's none if we could please cast our vote and it passes 5-0 moving on to 14.2 approval of memoranda of understanding mou between associated fight school district affiliates providing internships can i get a motion to move 14.2 so we have a first by board member greer we have a second by board member rodriguez pena any discussion comments okay let's go ahead and cast our vote and it passes 5-0 we'll go ahead and move on to human resource in our agenda we have item number 15.1 approval of resolution 21-22-35 declaration of need for fully qualified educators can i please get a motion to move 15.1 second we have a first by board member greer we have a second by board member rodriguez pena any questions or comments let's go ahead and cast our vote and it passes 5-0 moving on to 15.2 approval of the memorandum of understanding mou between the asusa unified school district ausd and asusa educators association aea can athletes get a motion to move 15.2 and make a motion to approve 15.2 second we have a first by board member rodriguez pena we have a second by board member greer any questions or comments seeing that there's none we can go ahead and cast our vote and it passes 5-0 moving on to our agenda items of policy and bylaws we have 16.1 through 16.4 and this is the first reading of our ar bp um there's board policies and administration what does ar stand for administrative that's right the minister of regulation from 6.1 to 16.4 would anybody like any information comments on any of these at our next meeting they will be brought back for approval thank you well now we're at the adjournment part of our meeting today so if i could please get a motion to adjourn uh 17.1 yeah oh i'm sorry you know what that is correct actually we are not going to adjourn we have a a few um things that we need to discuss and we're going to go back into closed sessions so i do want to thank everybody at home everybody that is watching on your tvs on your phones on your computers thank you for taking this time to spend with us as we are here discussing our isuzu unified school district um actions and information that we're sharing with you so you guys have a great night and we'll see you guys next week and we'll go into closed session thank you we're gonna go ahead
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there a motion dr santa cruz i move that we approve the performance bay comp performance-based compensation as set forth in the employment contract for dr mccord thank you mr cars there a second a second thank you mrs wood any discussion uh dr santa cruz i would just like to say that um dr mccord has led us to a very difficult year we've had to make some really hard decisions and i feel like he's done a wonderful job and i really appreciate his leadership i know that there are challenges ahead and i have every faith that will overcome those challenges thank you mrs humphries and i would just i would echo that and just add you know dr mccord we i think the last year year and a half we've been distracted a little bit from pandemic related issues and perhaps have masked some of our success along with our faces but in reality we have had a great progress towards our academic goals um towards our strategic plan uh i'm very we've we've made a list of accolades that i don't think get mentioned frequently enough i had a conversation a month or two ago with one of our local ld-12 members of the legislature and was talking about the state of education and his comment was gilbert public schools is amongst the best school districts in the state um and from somebody who you know coming from a l from from that group i think that's quite the compliment so i appreciate your leadership it's been a tough year and thank you for all that you've done thank you mr carr i alright dr santa cruz yes go ahead mr jetty i would like to also concur but mrs humphrey and mr reed mr powers excuse me said um thank you dr mccord that you show up every day and you still have a smile on your face and everything that's happened we can only say thank you thank you mr eugenie miss wood my thanks as well and i think dr mccord you have unanimous consent here and congratulations and thank you for your hard work and your investment in the district we are grateful for your hard fought efforts on behalf of the students and families in this district with that we will vote all those in favor of item 9.01 please signify by saying aye aye all those opposed same motion carries five zero item nut go ahead all of you thank you to all of you i i truly appreciate it but i i would also like to thank the folks in our cabinet that show up every day and do what they do for our students our administrators our teachers our support staff our families and i said it at one point earlier but coming out of all this i think it's our students who have shown us what resiliency is all about and how to move forward during situations like this and i we talk a lot about learning from each other but i think we can step back and and take a look at what our kids have done and learn from them as adults moving forward so again thank you to everyone thank you dr cord item 9.02 is advertisement for the 2022 proposed budget summary and public hearing notice dr record anything by way of introduction no this is jeez sorry this is just uh we're looking for your approval to advertise the 2022 proposed budget summary and schedule a public hearing on june 29th of 2021 at which time administration will make a presentation the governing board and the public this advertisement will appear in the arizona department of education website thank you sir so item 9.02 is before you is there a motion i move that we approve the advertisement for fy 2022 proposed budget summary and public hearing notice thank you mrs wood is there a second i'll second thank you mr carr any discussion hearing and seeing none we will vote all those in favor of item 9.02 please signify by saying aye hi hi all those pose the same motion carries 5-0 we're at item 10 adjournment of this brief board business meeting dr santa cruz just to clarify for anyone who joined late yes the agenda was approved without items 9.03 and 9.04 those were tabled so just if someone is following along but join late they may be wondering why we're skipping over those thank you mr carr i appreciate that i failed to mention that but we pulled those items when we approved the agenda item 10.01 is a motion for adjournment is there a motion i move it we adjourn thank you miss woods is there a second i'll second thank you mr carr any discussion i think there's going to be a race home and we already have two people who won oh okay so now so with that minimal discussion we will vote all those in favor of a german please signify by saying aye aye aye all those opposed the same item carries five zero we are adjourned thank you very much those of you in the room and those who watched live stream
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uh hearing uh with 603 deborah when you're ready i'll let paul call the meeting order okay i call the order the regular meeting of the building board of appeals for the city of ann arbor for june 17 roll call thank you flack uh president and i'm in ann arbor thank you very much uh jeff perkins president ann arbor all darling president and i'm an ann arbor and bruce carson i think he resigned did bruce resign glenn was that house that is correct for staff we have uh glenn dempsey i'm here in mason michigan randy lewis president and in adrian michigan mike lemieux president ann arbor michigan myself deborah williams in ann arbor roll call is complete and we do have a quorum [Music] we have five uh five staff it's like five board members okay um next item on the agenda is the approval of the agenda do we have a motion to approve the agenda so moved second second who's the favor aye aye all right agenda is approved the next item on the agenda is approval of the minutes from the may 20th 2021 meeting those were sent out and uh an updated copy sent out this morning today neither any other comments on the minutes from the board move to approve if not give you a motion to approve the minutes removed second second who's in favor say hi minutes are approved and then public commentary general do you have any public commentary uh deborah we have no one in the waiting room for public commentary i believe these are all participants okay appeals and appeals actions and show cost hearing the first item on the agenda is appeal 21-1187 at 603 east liberty street and over michigan so we'll ask the applicant to uh give a brief summary of their first it would be a staff report and then the applicant will give a brief summary of what the request for appeal is and then we will have uh the board asks after questions and then make a motion um one way or the other so can we have a snap report yes um 603 east liberty came in with an application to to provide a to add to the construction that would possibly allow the property loan to have an opening which was denied uh the property line will is the intended and it's intended to move the property line to that location which they had applied for but it was denied as code did not allow um you've seen the the code uh the code commentary that's been provided uh when that was applied for there are other two other buildings that are coming into play with this so this uh hearing is for the openings for 603 east liberty that will go into these other two buildings while the project that was submitted was a modification to their common wall um i felt it was proper to submit all three because i think the project total project is what uh is being looked at at this time it doesn't mean that the buildings will be approved for 212 cell state or 616 what west washington it's just the means allowing them to continue on with design um as the openings are on the property lines for all three buildings intended in the future here in the near future um so the applicant has applied and submitted information that he feels will be better or equivalent or better than what is required i will tell you that in the three foot from the property line there is technically no openings allowed and so they have proposed that they're going to have fire doors and shutters along with a deluge system a suppression system at that uh at that at the openings that are proposed for each of those openings are on the property lines one going from six one six or i'm sorry one going from the 603 east liberty to two one two cell state the other opening going to the uh 616 uh west washington from 603 east liberty then there are two other there's another fire door that goes from 616 to 212.
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[Music] so [Music] oh [Music] [Applause] [Music] do [Music] [Applause] [Music] [Applause] [Music] okay i called to order the workshop for the bullhead city elementary school board on wednesday uh june 16th 2021 at 5 p.m roll call corey burgess here genie borland here thank you uh for our workshop today we have a couple things that we are going to be going over uh just so i can let the public know kind of how we're going to be doing this workshop this is a time when we will have some input from the community and thank you all for being here i love to hear from our community and what they have to say and those of you that have actually reached out to me i appreciate it uh thank you very much gave me a chance to respond uh but we will be going through these items as they go items as you can see on the monitors around you those of you this the first time joining us we have it on the overhead behind me and on the monitors to your left and right we'll take each of these items as we go and if you do have something you'd like to address during the workshop please raise your hand we'll get to you but we are in a time crunch because we do have to start our official meeting at six so please keep that in mind call to the public will be done during our regular meeting so if you do have a call the public please keep that for the for that section of the meeting uh this is for the items on the workshop that you'd like to discuss all right so moving on to item 1.3 outerwear dr stewart uh mr burgess and board members and you brought this up as a topic for discussion and we'd like to know what what you all are interested in talking about outerwear okay i'm the one that asked for this on the on the agenda or on the workshop to be discussed uh because i did receive just before school is out quite a few uh letters from students uh at our schools wanting us to discuss the possibility of changing our policy on outerwear they wanted to maybe adopt something a little different uh see where we're at and it i love it when our youth gets involved in the political process so i wanted to make sure that their voices were heard and we did discuss it now our current policy is that they have specific during cold weather students may wear shirts sweatshirts jackets in the appropriate school colors with the school logos inside and outside the buildings students may wear sweatshirts and jackets that are not school colors or with school logos outside only but when they enter the building those garments must be removed or covered with a garment layer that displays the school logo in appropriate school colors so from the letters that i received to summarize most of them they wanted to be able to wear the non-school issued sweaters and jackets inside the building um from what i've seen and heard there's kind of two parts to that one they like wearing their sweaters i mean i still see kids in the summertime wearing hoodies which i don't understand but um they like to to wear those hoodies but another is some of the letters did indicate that some of these classrooms were extremely cold um especially in the winter time now that is something that we will be discussing is is the setting of those thermostats to kind of monitor that so we don't get into one classroom that's 65 degrees and another one that's 95 degrees so we can get a standard in that for these children now i taught at when it was bullhead junior high my personal feelings on this is that we offer us a hooded sweatshirt to students that they can't afford one or don't have one so we try to take care of that situation in that in those in those instances but it is a great way of identifying the students where they're at that they are in property address code that everything is going the way it is and it also eliminates the possibility of anything being where it shouldn't while being in the classroom um so while i'd like to get some other thoughts i i personally think we need to keep the dress code as it is however you may have kids who can't afford the sweatshirts and that is not something they're going to go ask a teacher or a principal for at that age well what's usually happened i'm sorry to cut you up what you usually happen in that is we'd send them to the office because they have the improper address and they send them back same thing happens in high school if the kid shows up in improper dress uniform we send them to the office and they're sent back with a school shirt or school that doesn't cost them they're they're given that that item so that's feeling i i think is kind of mitigated by that fact i didn't know they offered them those on campuses so yeah i'm also in favor of maintaining the school sweatshirts um there's been some things that have happened that i think that we need to make sure that we keep a uniform both in and outerwear okay all right do we offer a pullover not just a zip up i know i've got teenagers they don't like zip ups so i'm not sure but we can check they do offer i don't know the school's yeah i think the ones that um that are provided either by legacy or by some of the service groups are the zip up ones but there's no particular reason that we could not provide you know offer some of those um i think that's a big reason is they don't like zip ups might be yeah that might be so let's look into that and see i will look into that thank you very much and i think you'll find it interesting that um and this is just a side note but i was in a meeting yesterday with that that included casey mulligan from malc and they have had a very relaxed uh policy about non-school outerwear and they're going to required school outerwear this year so because apparently there were some issues of you know who could afford what and the very reasons that we went to uniform shirts to begin with you know of some of that who had what and who didn't so i thought that was kind of interesting that you know while we were going to be talking about going the other way that they weren't talking that way any other information or okay thank you next item uh 1.4 the music program dr stewart uh this was an item that uh mr wah asked that we have on the agenda um i did ask her uh recently if you know what we could do to prepare for this what kind of information she wanted and she indicated mostly that she was just mostly interested in making sure that we are promoting our music programs at the middle school in the junior high you know and that we're not going to let those drop which we won't excuse me so beyond that she didn't ask that we prepare anything or bring a you know bring a any report or any information she just wanted to make sure that we were going to continue to offer band and strings and uh and at the junior high the course so which we are and we did talk a couple meetings ago about uh finding funding for instruments to buy more we're still checking into that yes absolutely can we get an update on that next week um you will have an update partly in that direction when we have the meeting the second meeting in july when we talk about the strategic plan and use of esser funds and all of our various budgets great any other questions on the music program all right uh 1.5 update on employee exit surveys we have been doing those hr has been submitting those or you know sending those out to folks we'll let it get through this month which ends this fiscal year and get all of the reports and we'll have uh we'll have a summary report for you at the first meeting in july all right awesome look forward to seeing that okay adam 1.5 1.6 district stance on critical race theory uh dr stewart you prepared a statement i have thank you for giving me the opportunity um uh when i first read senate bill 1532 the i saw it before it went to the education committees and and it it wasn't that number at that time when it was rewritten as senate bill 1532 and i read it i didn't associate anything that i read relative to critical race theory what i did react to was the limitations that the bill imposes on teaching history accurately and civics in a meaningful way and and i'm passionate about our teachers being able to teach and that kind of thing so the sections b and c have some real limitations uh and restrictions on how teachers can teach and so that was the basis for the letter that i wrote to our representatives and our senator i'm adamantly opposed to teaching critical race theory in k-12 schools and was have never been in favor of that so um it's unfortunate that there was that interpretation of my letter i was talking about restricting teachers teaching and not the part of that bill that addresses the what um so i apologize to the board and to the community for inadvertently creating a disruption in this whole process thank you um i i too would like to make a public statement we'll get to you one moment sir uh i too would like to make a public statement that i also am against critical race theory uh i am a us history teacher and i don't believe that uh anything like that should ever be in the classroom that is not something that should be taught we are we are given standards that we are supposed to teach in the classroom and those standards should be met too if there is ever to be a change that change has to be done here with this board um i do want to say thank you to our community uh like i said earlier when we first started talking i had a lot of people reach out to me uh give me a chance i think i responded to everybody who who did if i missed your letter i apologize because i did have a lot of them to respond to but i can adamantly say that i oppose critical race theory um and that i don't believe it has any place in the classroom especially with our children i can't speak and like i said in your in the statements i can't speak for other people because it's the first time our board has discussed this um and this is the reason i put it on the workshop is i wanted each person to have an opportunity to give their their belief to give their statement so the community knows where we stand important topic that everybody does need to be aware of uh where we are at and thank you all of you for for being here for bringing this to our attention uh so we know where you stand and and the people in this room and the numbers we have here speaks volumes this definitely tells us where you're at as we move into our meeting there's a couple other things that we've changed we've added and as we discussed because those decisions can't be made in a workshop uh when we get to that point you'll kind of see where where my mind was headed as i was putting together this agenda and you can see kind of the direction that i want us going so we can let the community know where we're at but that is personally my stance any other comments that is also my stance that is also my stance i will tell you that the first um i still can't think of that word draft thank you the first draft i had some issues with as well and part of it was to do with um that teachers were not allowed to to teach anything that was considered controversial and for me that was such a broad statement i was concerned about that and so um i was fully in support of dr stewart's letter because that original graph was not i didn't think clear enough for any school board to have youtube so i am yeah i'm very much against this kirk ray's theory yes [Music] president burgess and board members uh thank sisson yeah now okay thank you for holding this i was one of the people who reached out to victoria i was i'm sure everybody does know who you are but if you okay i'm hildy angus and um i live here in bullhead city and i'm your county supervisor who i represent bullhead city and i was here last week so let me just give you because um i think we have to just clear something up for me okay and some for the community because we've been talking about it for a week so i knew nothing about this and i got this letter from leo biasucci our state representative and he sent it to me and he said is bullhead city elementary are they against are they for critical race theory because this letter is asking me to oppose sb 1532 which is a bill and there are some issues with it but primarily it's it's against it bans critical race theory and i'm like well that's news to me and that's when i reached out to you and to miss borland and i came here and unfortunately last week there was no quorum so i did speak to miss stewart and you know ms stewart was kind enough to take some time and talk to me and she told me about her feelings and that some of the stuff in it but i just have to say that your letter belies what you're saying because your letter starts by saying having grown up in the 1950s and 60s in a small 99 caucasian midwestern town i did not know until i entered college the systemic nature of racism nor until i entered the work world the systemic nature of male preference that doesn't sound like just some of the issues that you brought up for problems that sounds like what they're trying to get in on critical race theory while i did not experience racism firsthand until i worked for public school on the navajo reservation in the 1980s i did experience male preference from college and until as recently as 10 years ago here in bullhead city while the article reference is referenced below expresses my concerns more fully i certainly more eloquently than i can i cannot overstate the importance of its message arizona's citizens and arizona's legislature cannot continue to demand and expect higher academic success while denying a significant portion of its population both native american and hispanic knowledge about their identities nor can arizonans expect our future leaders of whatever cultural background to be effective without the critical thinking skills that allow them to make informed decisions so there's some good things and some troubling things in that so as i was listening to ms stewart and accepting what she was telling me that that's not what she meant okay she handed me a piece of paper and said that she was going to be talking about something called social and emotional learning sel and it was copywritten from the oakland school district and i had never heard anything about it and again because this is what it's for right we hear social emotional alert how can you be against that right it's social it's emotional right but after doing a lot more research i'm going to tell you what sel is it's critical race theory in a warm and fuzzy costume that's what it is and they're and they're trying to get it into rural districts rural elementary schools because they want to start them young okay and again social and emotional sounds good i'm just asking you please be aware of the tricks we are in a cultural war here for the hearts and minds of our country and our children you are the front-line workers you are here you represent us right you represent us the taxpayers the citizens and ms stewart works for you and i know this is being on the board member the only hire we get as a board is our direct report which for you as a superintendent for me as the county manager i'm going to tell you something and this is the god honest truth if our county manager wrote a letter like this without us knowing he'd be gone completely god because this all reflects back to you the job of the superintendent is to make you look good it's true so i'm asking you to please as you go forward with curriculum look for the catchwords equity sounds good right equity equity is not equality we in america we we offer equal opportunities we cannot it is impossible to offer equal outcomes and it is a disservice and a minus missing child abuse to try to make children believe that all that all everyone is everyone's outcomes will be equal so what's going to happen and i looked honestly i looked at you know the grades from your schools and you know they're not too good so kids are going to come out with sort of crappy education there's a lot of reasons for that i'm not blaming you but um so kids are going to come out with a not a great education thinking that they're oppressed thinking that they don't have a chance in america and that is not what america is so please please i'm begging you and i i gotta say that i know i'm a little disappointed that the full board is not here today because we wanted everybody on record as to where they stand on critical race theory but i again i thank you so much ms stewart i'm going to take you at your word uh for what you said but sel no thank you okay we will get one at a time okay do keep in mind that we do have a time limit um so i would like to hear from all of you go ahead thank you board thank you corey my name is steve d'amico a bullhead city resident and vice mayor bullhead city um hildy pretty much touched on i kind of i'm kind of lost down for words because she pretty much said almost everything i wanted to say um i when i read the letter i thought man is this what our school board thinks too because it was very misleading and uh anyway since she already went over that i'm going to go over a couple of things real quick on the les i believe it is and show you what hildy meant there social awareness establish and maintain healthy interactions and relationships across diverse communities embrace diversity and take the perspectives of people different from oneself demonstrate empathy for people similar to and different from yourself basically i'm not going to take up time everybody else here needs to speak but almost everything on here people different than you people different from you that can be interpreted in many ways but i did research too and this is just a watered-down portion of of uh critical race theory thank you for your time thank you one second [Applause] thanks hello um my name's abigail brown um i'm here tonight because i oppose critical race theory and emotional support and social skills immensely and i think that i bring a different perspective to the board because i've gone to the schools in bullhead from kindergarten to 12th grade and i'm currently going to be a junior in college in august so i did prepare a little bit of something that i wanted to touch on regarding the letter and the drafts because i did review the letter multiple times and i i do agree with what they're saying about the letter it is very misleading and so in the first part of the letter there is reference to censorship in the letter i believe the exact quote exactly is to deny this part of education is censorship and yet the biggest censorship of all going on is we are teaching our youth to not stand up for themselves and that is wrong this social skills and emotional support proposal wants teachers to tell your kids who they should be how they should act and what they should say and this is a part of the problem if we don't allow the next generation to become their own people we don't encourage them to how do we expect them to go out into the world and solve problems without someone holding their hand or telling them what to say or how to act we need to encourage the youth now more than ever to think creatively to not be afraid to fail but most importantly to not be afraid to succeed our teachers are underpaid and overworked and now we want them to teach students about deep in-depth feelings and social skills things why don't we focus on things like reading comprehension that we are severely lacking in and if we truly want to add more skills to help our students why don't we teach them things like how to handshake a future employer or person they meet and as they get older why don't we implement skills like resume building and interviewing things that are actually going to be with students the rest of their lives whether they decide to go to college or not one of the biggest social skills of all that cannot be taught nor softened nor shown on a powerpoint is rejection yes that sounds brutal but rejection is fundamental to everyone and the younger a child learns that failure is inevitable the more successful they will be in the real world because they won't be afraid to fail i'm about to be a junior in college and every day i see kids that have never faced rejection and you can tell because they are afraid to follow their dreams they are afraid to even dream because they're afraid of what happens when they fail we need to teach the youth that when you fail you get back up know how no matter how many times you fall down and lastly tonight on the draft i read deeply into the discussion about responsibility no student wants to sit in a lecture about responsibility to teach responsibility you can't assign homework about it instead students need to have expectations they need to understand that when they don't do an assignment or study for an upcoming test their grade will go down and they need to understand the implications of that and they also need to understand the benefits of what happens when they do turn in their homework on time and study for their tests we need to teach our youth what it feels like to fail when you don't step up to the plate but also what success feels like when you do so that our youth will choose success no matter what they do or where they go lastly tonight the emotional support aspect of this letter is what i find most alarming i am someone who suffers from mental health it started severely when i was a junior in high school and i still struggle with it to this day however the school district is not responsible for teaching a child emotional support if your child needs more emotional support maybe they need better parenting or maybe they need to talk to a therapist their teacher is someone they should trust and be able to confide in but a teacher is not their parent and certainly not a therapist mental health is super important and our society needs to pay more attention to it but the school district is not the place to have a child's teacher become their therapist i'm asking you as members of this distinguished school board to please look at some of the drafts on this letter and to ask if that is what is best for the youth my little brother will be starting fifth grade this fall and this community and the people in this community matter i care deeply about this community and i want my little brother to also as he goes through school and life our youth matters it matters what we center youth out in the world with please before you make a decision just think about what this could do to the children in this amazing city and how it could affect them thank you for your time and consideration tonight hi i'm kim godwin i'm the principal of diamondback school here in bullhead city nice hold on um this was a a very heavy topic to to come into because i see what we're doing on the ground um the political peace aside with regards to the social emotional learning that we're doing in the schools is to teach children how to be responsible for their own behavior and their own actions and to be accountable and to fix problem problems the young lady that just spoke one of the ish big many issues she talked about was that there there is we're not teaching kids this but this is what we are teaching and we are helping our teachers by giving them this training to help them learn how to guide kids into being more responsible at five years old they do not have the emotional or cognitive capacity to understand on their own the consequences of their actions we help and we guide them the bill that just passed that prevents almost all suspensions under grade you know grade four and under is a key piece in this we have to help them develop so that their behaviors are appropriate for society that they are accepting of all people you know i look at the population of our schools i've looked through the the racial diversity of our schools it doesn't you know our kids come from all over the world and they they all are getting a very good education here in bullhead city because we have adopted curriculums that address the needs of all of our kids they have they have units starting in the very low low levels that do teach critical thinking it teaches them not to just look at at what is on the news or what is being given to them by you know people randomly they're taught to think about it to not have to to be able to have their own ideas so that they're developing into the kind of adults that are going to help our country become as strong as it possibly can um i apologize i i was not planning to speak tonight i can honestly say that i can back up dr stewart because i've been working with her for the last year there is nothing that she has ever indicated that would would say that she is moving in a direction of the critical race theory i've never seen anything from the board it's this is we are we're taking care of our kids here and there are heavy issues right now in this country and in this world it's not and i having been abroad for five years it's not just here in america it is everywhere and our kids are being subjected to it at a level that they're not ready for so we're trying to help them socially and emotionally understand what they need to understand to be successful in school and in life you know the issues about consequences for not turning in homework or the rewards for turning it in that's part of what we teach them um i deal with a lot of discipline with our students at diamondback and i can tell you that the kids respond when we not just work with the behaviors that they have but we try to develop their emotional iq as well as their intellectual iq and that does need to and that is what our sel program does to balance in the schools so thank you [Applause] thank you i'm clint robbins just as a side note we can't hear you in the back unless you turn your mics on we'd appreciate it we'll speak a little louder or something i can hear you very good okay anyway i want to commend the young lady that spoke i think we needed to get back to reading writing and arithmetic i think sex education does not bling and begin begin in elementary school that has no place there critical race theory or whatever you want to call it has no place for and accountability i'm totally against you say we cannot suspend anybody in fourth grade or under you have to match accountability to what the child did if he brings a gun to school he needs to be suspended he needs to learn there's a consequence for doing that now if he spit bombs somebody he shouldn't be suspended but you can't say no you cannot suspend anybody under fourth grade that's just your circumstances you have to leave that open uh that's not our stance just so you understand that was that was a legislative bill that wasn't us oh we do suspend as low as you know so yes that's that's not our state anyway i think reading writing arithmetic get back to the basics high school teach them how to change a tire how to do checkbook this kind of stuff they don't have the people skills when they get in the open market to be accountable thank you thank you [Applause] hi i'm nan nickel and i'm here tonight well mike down they can't hear you sorry i came here tonight i had a lot of things i wanted to talk about most people have already talked about them one thing that hasn't been addressed is critical race theory or this social emotional learning actually comes straight off the unesco website which is the united nations and it's part of agenda 21 agenda 2030 and agenda 2050 which is a complete takeover of all nations to make us a global government this is serious stuff i've known about this for years my congressman knows about it my legislators in arizona know about it you must know about it you cannot be tell me you don't know about this this is not conspiracy theory and it's right off the website from 2021 for equity and sel resources emerging insights on advancing social and emotional learning as a lever for equity and excellence equity is the opposite of excellence when you have kids that are really smart that are not allowed to be able to process be able to progress in their uh learning and they kind of dumb down the people i don't know if you've heard that the deliberate dumbing down of america by charlotte izumi if you've read that book she goes into great detail how this is going on our education system for years in fact it's been going on for many of these people in this room weren't even born yet when this was implemented so we have to face facts we are at a turning point and we cannot return if we don't get our kids educated properly to love our country to love america and americans that's what i was taught when i went to school i was born and raised in san francisco i had people from all over the world that i was raised with i have not a racist bone in my body but i really have a test i detest people who are so arrogant that think they can take the parents place and teach these kids what the parents are teaching so i'm sorry i'm a little bit upset i don't mean to take all my anger out on you and it just happened but please pay attention we're serious here all of us we showed up i've this is the third meeting i've been to today this is how important this is to me we have to stop this in our schools we have to learn to have our children be children and love our country and love america thank you my name is janice johnston i'm a member of the community and i'm a humanist i don't think that indoctrination is the way to go if i may i printed out the 17 page education week from june 10th i'd just like to read the quick editor's note saying critical race theory has exploded into the public sphere helped no doubt by conserve conservative lawmakers pushing for new laws in numerous states to restrict what schools teach about race and racism in america but there's widespread misunderstanding and misuse of the term what it means and how it intersects with teaching and learning in k through 12.
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we are live okay hi wildwood hello everybody hello hello hello how are you all doing wonderfully doing wonderfully can you hear us somebody out there in talent show land okay i've seen some people there can't wait nicole yes sir leah carver yeah hello out there you can't wait we have a really big show for you right catherine we do 51 acts in total 51 fantastic wildwood talent show axe i can't wait nick you muted yourself off to a good start a mute unmute i had to do it once you know this wouldn't be an online event if we didn't mute ourselves and someone had to say you're muted so we are ready to get started catherine we have a great lineup it looks like we're we have so much talent that you divided it up into act one and act two yes with a ten minute intermission okay and i think you put a link right even at the bottom of the youtube so people could actually see the order yeah you can follow along you can look and see when the people you know are going to be performing and act one will start very soon and then act two will start at 6 30.
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good evening i'm superintendent mike morris and thank you for joining us for this parent foreman forum on guiding children through times of loss and grief um yeah just want to share what tonight's event will look like i'm just going to do a brief introduction in a few minutes i'll bring on members of the team both from central office and from the middle school and from our partners at riverside trauma center to both describe what's happened this year this week in terms of how we supported students and staff as well as what students and the community may be going through and provide some resources and supports for families students and the larger community so we appreciate you joining us joining us here just couple things tonight's forum as i said is really about supporting children families with their grief anxiety given the tragic passing of nate squires we will focus on that tonight about supporting children and families i will share available resources as i said and we're going to respond that the last part tonight will be responding to questions of how to talk to children about this tragedy uh and other other aspects that are very challenging for them at this moment tonight's meeting we won't be explicitly focusing on on any details about the tragedy or passing of nate or any details about anyone any specific person or individual really it's about how do we support the larger community given the unthinkable tragedy that occurred over the last few days so with that i'm going to bring on the team so that you can meet some of the folks who are presenting tonight and why don't we just go in order so hector do you mind introducing yourself yes my name is hector santos i'm the adjustment counselor for arms and um i've been working industry for two years thank you hector diego hi my name is diego sharon and i'm the principal at arms thank you faye hi i'm faye brady and i'm director of student services for the district thank you faye and doreen good evening my name is dorian reed and i'm the assistant principal thanks doreen and sir good evening everyone sarah gere with riverside trauma center great so we brought this this group of folks together who all been working uh in the middle school um this week so the first thing as i mentioned we're going to share a bit about what's going on in the middle school what's been communicated and what resources and supports have been available to our middle school students so for that i'll turn over to principal sharon to get us started thank you uh yeah it's been uh a very difficult week but it's a week that the community has really come together and i think uh students and staff have been really responsive to one another and we've been guided in the way that has allowed us to be really purposeful about our response and i'm really proud of the work we've done and really proud of our students for stepping up at a very difficult time and supporting one another part of that is because of the team approach and i'm really excited and and to share a little bit about that because i think we had really important supports throughout the process uh and as a result we were able to be responsive and supportive to student needs in a way that that felt uh really supportive and and and helpful i'm going to ask doreen reed to talk about some of the supports that were in place and then we'll have hector santos share from a clinical view some of the things that he was noticing and seeing in general absolutely thank you diego um our student-centered approach was also extended to support our faculty as well we were greatly supported this week by the riverside trauma center in addition to that we had surrounding community school clinicians join us to help us get through this difficult time and in addition we had our own clinical staff um students were invited over the course of this week to come into the library and really write cards for the family and express their memories their thoughts and um their feelings to to the family that was supported with um not only you know markers and glue but also supported by uh sentence starters uh for students that were having a difficult time coming up with correct words or phrases to share what they were feeling and thinking staff were supporting this environment in the library and also our clinical staff supported the students through this process we shared sample condolence cards and were able to help students come up with how to express what they were feeling this happened throughout the course of the week students utilize this space very actively and independently as well in small as well as in small groups um mr santos yeah yes the through the whole week after the event we've been having available counsellors all day for the students in the library we also set tables with arts and crafts for the students also um it was very nice to see student console each other in the in the library you know in in and there was a particular incident it was very significant in which one student asked the teacher for a hug you know the students said well why could you please give me a hug in front of me it was it was very hard for me to just watch that that but at the same time it was very nice you know that that the teachers and students were you know helping each other also we we've been in crisis uh mold so to speak you know we are observing and checking in with the students in the morning through the whole day and also we've been consulting with the teachers on on symptoms of change of behaviors of the students uh through the whole school um sarah i i'll jump in just for a quick second so thank you so much i want to uh really thank the middle school team the people on this call but lots and lots of people who are not in this call uh for supporting and leading in whatever way they were working uh our students uh throughout a week that we would not have imagined uh to occur uh and the way that it played out and so you know i just want to share my deep appreciation for the three of you but also for the all the staff at the middle school um and families who were also supportive of us so i appreciate that at this point we are going to transition to sarah from riverside trauma center so the rest of pplc come off the call there will be some slides i do want to note that there is going to be an interactive part of this uh session tonight and on the bottom right hand side of your screen you'll see that there's a kind of empty box and you're able to type in questions uh they have or any comments we probably won't be able to get to them until after sarah slides but it don't have to wait till the end of the slides if something on slide number two is prompting you to ask a question or make a comment please do so um there's no need to wait till the end even if we won't get to it until a little bit later but at this point i'm going to ask sarah to start sharing her slides and i'll bring those up for us and there they are so sarah you're you're all set and uh i think we're ready for you so thank you again for being here and thanks for your work all week with us it's been incredibly uh important to have the outside experts uh supporting us and guiding us through many many decisions thank you so much mr morris and to all of the staff at amherst we have um really been honored so often these things happen and communities shut in and that's not what we've seen at amherst we've seen amherst be really willing to do whatever it takes to provide the best support to their staff and their students and that's a wonderful thing to see in such a hard time my name is sarah gere i am the senior team leader for mass support network mass support network is a fema funded crisis counseling program responding to covid19 throughout the state of massachusetts and i am also a trauma responder with the trauma center just want to tell you a little bit about the trauma center and the work that we do we help communities recover from overwhelming stress caused by potentially traumatic events providing community outreach and counseling we also provide education to communities and organizations about suicide prevention psychological trauma and the emotional needs of returning veterans we work with schools communities organizations workplaces and individuals we are also funded through the department of public health and the department of mental health here in massachusetts we are very fortunate to have a state that provides us with this funding so that we can give these services at no additional expense to our local communities and we have been doing this work since 1990.
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great okay thanks we're good all right uh good evening everyone today is wednesday june 16th and i call the regular meeting of the brookfield board of education to order please 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 six of our seven board members in attendance and hopefully jen will be joining us shortly uh a person's public comment do we sorry do we have anybody signed up or you can go ahead up first if you i'm sure it's only and uh just a reminder you'll have three minutes and just state your name and address for the record please my name is ryan rodinis and my address is one dark angelo drive in brookfield good evening i first want to take the time and acknowledge the difficult situation all the board members administrators and educators have had to endure during this tough year none of you signed up for this situation and us as a town can appreciate you what you've done for this past year my name is ryan rodinis i've been a resident of brookfield for 11 years my family and my family and i recently moved across town and the major reason we decided to stay in brookfield is because of the school system my wife is a lifelong resident a teacher he's even worked at center school and student taught at huckleberry so we're very well aware of how good the schools are in town and it's a testament to all of you my oldest daughter mia was slated slated to start kindergarten at center school at the beginning of the 2020 school year and last minute we decided to pull her out and center to country kids the main reason was due to the hybrid model that brookfield started with in the fall of 2020 we made this personal choice for our daughter based on the fact that the severe illness is extraordinary extraordinarily rare for young children and the fact that we would have to spend that she would have to spend half the year of school on a device we don't allow our children on devices and have maybe read many peer-reviewed studies that show screen time has a direct correlation with lower psychological well-being one specific study from the nih showed that children that are on devices seven plus hours a day are more than twice as likely to be have been diagnosed with anxiety treated by mental health professionals or had taken medication for a behavioral issue we understand the plan is not to offer hybrid this year and we applaud the board and administrators for making that change i recognize that there was risk of community spread in 2020 and many vulnerable individuals were not protected via vaccination we are fortunate for our daughter to have an amazing school year country kids and we plan on sending our daughter at center school this year as a parent and a taxpayer i ask the school board to follow old lime and saltington and other school districts around the country and make masks optional to limit quarantine and limit quarantines and death shields according to the data out of the cdc 65.3 percent of adults in the state of kinetic are vaccinated the clinic in saint joe's has been open since april and will be closing due to demand with the risk mitigated for adults the risk solely lies lies with children according to the american academy of pediatrics children represent 0.00 percent to 0.23 percent of all coveted deaths and most deaths have come from children with underlying conditions my children's pediatrician is more concerned with art with rsv and flu than covet 19 for school-aged children i'm a financial professional so my expertise is not medicine but it's managing and quantifying risk one risk that has not been addressed enough is that the mask and other mitigation strategies have had on our children's mental health development and socialization my middle daughter madison has developed a speech development issue which could be triggered by the fact she's worn mask for for a year at preschool now that the vulnerable people are protected we need to start addressing a return to normal according to the study published by the new england journal of medicine sweden never closed schools during the pandemic instead they encouraged distancing but never required masks that same article cited from march 2020 through the end of the year in 2020 mr adinas we're at three minutes i'm sorry we're at three minutes so just wrap it up thank you thank you so sorry i have the signed up sheet but um if you guys are here for public comment um just step up one at a time each of you will have three minutes please just state your name and address for the record i timed it it might be like three minutes and 27 seconds okay my name is jenna scattino i live at 37 white pine drive i have two daughters who just finished first and third grade my husband and i moved here 11 years ago before having children and brookfield schools was the catalyst in picking our top town to settle not only am i speaking as a parent in an effort to be fully transparent i feel it is imperative that i share with you that i'm also speaking as an educator i've taught middle school for 19 years i have a leadership admin position have certain have served on my district's safety task force for seven years which covers everything from fire drill protocols after shooter drills building emergency response team and most recently a global pandemic i've sat along my side my building administration staring at grainy cameras helping them to contact trace and i can speak confidently to the fact that both building and district admin have not had a day off since march 12 2020.
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[Music] [Applause] [Music] [Applause] [Music] wow [Music] no no no no [Music] hello [Music] no [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] test one two three four [Applause] [Music] [Applause] [Music] okay the anaheim union high school district board of trustees meeting of june 17 2021 is called to order at 3 32 pm the following members are present brian o'neill al jabar catherine smith myself anna piercy staff has requested the following amendments to the amended agenda page three of the agenda pull item 6.2 okay page 9 of the agenda item 10.6 replace budget implication wording to clarify cost of 175 000. okay so that's the total okay page 23 of the agenda item 11.20 correct the amount for bid number 2021 22 for at orangeview junior high to 199 000. a little bit of difference there we have to add that one okay next is page 39 of the agenda pull item 11.61 okay page 43 of the agenda item 14.1 change the meeting time for the next meeting on june 24th to read 4 p.m okay next is exhibit r replace page one to include names of signees and they should be okay we even had the pages to correct that i see that all right okay okay then exhibit triple x we got into the quadruples on this one okay on exit replace pages 16 through 18.
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all right welcome everyone it is 5 30 p.m on june 16 2021 for all of our staff members and all of our parents here today um congratulations on last week what a beautiful inspiring motivating professional week we had with all of our graduations and promotions it was it was a sight to see and experience and be there and just congratulations again to all of our staff and uh all of our parents uh and of course our students um that were able to participate in that help and assist and and make that a reality uh it was it was a great week uh for sure um all right so i want to bring us up to up to speed on where we are and where we can go and what next steps may or or may not be so as everyone in this room knows on the 24th which is next thursday we will be holding a parent community meeting and at that meeting we will be updating them on the school reorganization process now keep in mind that that update we don't know i don't know what that update is right as of right now right uh tonight a myriad of things can happen and all of them work for thursday so so nothing doesn't work for thursday right today you're going to be asked to fill out a a poll a survey in a form and no matter where we land that is okay for thursday uh all that means is that we have to adjust our content our delivery what we're going to be saying and we have to adjust what we're going to be asking right we're either going to be asking model 3 or model 4 or these ideas versus these ideas or you know lots of different things that we can do but it all works um it all it all works um i want to clarify and just to be 100 sure i know i put this in the email but just for the record um there was a request to get the data from our staff survey again i just want to kindly remind all of us that the results of that survey were pre the program's presentation pre the budget presentation pre the staffing presentation uh so they literally voiced their opinions and ideas um not having any of that information that you all were privy to have um and they they did not so in my head um for the board of education um we need to re-assess and re-reach out to our staff to make it equitable so that when we go to the board of education and they see the feedback from the community they see the feedback from the staff it's it's equivalent right it's equal because the the staff feedback i'm sorry the community feedback will be more informed than the staff feedback and so we want to make sure that it's fair and that they're seeing as close as close to apples to apples as as possible it's not it's not a hundred percent that we can do that but as close as possible because the vision here is that the board is going to be taking multiple sets of data right they're going to take your data your data 24 people who have been on a journey and again we have said from day one that that data that recommendation can be one solid recommendation or it could be a divided split recommendation and that again is okay it's okay to say 12 people landed here 12 people landed here six people landed here six people landed here and six people landed here that doesn't add up to 24 eight eight and eight um so it is that is okay at the end of the day the board of education is going to have to make a decision but we want to bring your data set we want to bring the community staff data set and we want to bring i'm sorry community parent data set and then the staff data set and then at any point in time they can also be asking our data set our meeting district staff okay well this is what the team said this is what the community said this is what staff is saying what are you guys saying like what sense do you make of this right and that that's a possibility as well and then at that point in time we would have to chime in to say well this is you know this is what we would recommend or things to consider so there there's going to be a lot of data that the board is going to have to again chomp on chew on consider study uh to make a final recommendation i'm sorry to make a final decision and again we have been uber transparent with you all that you are not a decision-making body you're recommending body the board can agree with you 100 they can agree with you 75 they can agree with you 25 they can agree with you zero percent and again at the end of the day they're gonna have to listen to to um all this information and make a very very very difficult decision we know that it's not easy but we do know that it's necessary we have been talking about over and over here that what is happening is not happening just to azusa it's happening to the valley it's happening to glendora it's happening to covina valley it's happening to balwan park hacienda la puente duarte monroe it's happening to all of us and some of us over the course of years have taken some action other of us have kind of waited to see what happens and right now as we speak there are districts in our neighborhood who are taking steps in the same direction that we are there maybe maybe they're taking the steps in a different manner but we have one district very close to us that this up and coming school year when we when they show up in the fall of 2021 they will have four less schools and it's a small district smaller than ours and they're shutting down four schools this school year right all of us glendora covina valley charter old casino we've all everyone has shut down schools uh because again you have gentrification you have um low birth rates you have cost of living um and all of that adds to declining enrollment so it is it is something necessary so that we can provide high class programs high class facilities and high class opportunities not only for our students but for our staff and parents as well but we know it's not easy we know it's not easy miss melissa wilkins wilson perkins you had a question i did i wanted to request um another um bit of information um from the administration team i we still don't really know what the difference is between running two seven through 12 campuses versus a larger middle school and one larger high school i know we saw the programs that would be offered at the different schools but what i'm wondering is um a high school cohort of 900 to 900 cohorts versus 1 800.
⚗ AI-reconstructed · cite from original above