yeah there were there were quite a few but this cohort uh bless them had to extend their 14 months to 20 months because of kovid they couldn't do their clinical hours and so they really were a close-knit group and um they they uh i'm hearing that they're they they've all really have uh good uh jobs lined up because there's a nurse right there's a shortage and because they're really astute group and and everybody understood how long they've waited to do the clinicals and so they all i think were getting really great resumes i attended unfortunately due to car issues i haven't been able to attend a lot of the back to school nights but i did attend um brooker's it just seemed so long ago and the enthusiasm on the campus i noticed when i was driving around to get to the parking lot families were walking walking to get to brookhurst and there wasn't an open parking space in the in the area uh they were really enthusiastic they were there early and just there was a great buzz on on campus so congratulations to them i attended lexington and i only glanced at you you were i saw you there but i heard uh most of us were there at lexington um i couldn't hear the announcements because i had gone a couple halls deep and so i missed i missed the announcement part of it but i know um uh there were a lot of wonderful um you know conversations going on all the parents were really um interested in and speaking to the to the teachers i like that that atmosphere when they're out of their classrooms i really i really like that when the when they um are doing that it just seems like it's a more festive i attended oxfords and i also um briefly attended western and at western i got stuck at the front because there was um ambassador there and a couple of students and i took the time to sit down and ask them those really um difficult questions and uh they answered them and they were very honest with me about how they felt about the campus and it was all positive so just want to give that report um let's see uh i attended the um orange county delegate meeting online uh for our um csba orange county delegate meeting i also attended an ethnic studies task force meeting and i was invited to come to listen to one of the executive committees of the black lives matter group they had an issue to um to discuss and i also this past saturday attended an early moon festival celebration in the vietnamese community at the asian market so they were celebrating early and a lot of our vsa students were volunteering for the event so i got to meet a lot of our students there and i was asked to sing so that was kind of fun and gave a really great shout out to our student volunteers that's my report thank you and mr o'neal attended a sister city meeting and we're still meeting uh virtually of people i guess don't like to get together in one room yet so yeah but it works very well uh nothing has been decided yet on on our exchange of students going to japan so that is still being worked on i attended a principal's meeting and i think i've attended all back to school nights i think it's around eight except for magnolia i had a conflict with magnolia i was at a city council meeting instead but i have to say that uh all the back to school nights have been from my perspective been well attended uh the student the teachers have been very engaged with the students and parents uh so i think it's been working very well i know that they have enjoyed being outside because of the situation as of right now so we'll see what happens in the future but i'm looking forward to the next go round of back to school nights and see how that those are thank you mr javar all right i'll start off with uh i actually attended all the best so south junior high dale junior magnolia sycamore anaheim burkish oxford western and lexington again same same as mr o'neal i had some great conversations with teachers who are very very interested or very excited to be back on campus same as parents and students as well i love the fact that catella high school ambassador was at south junior high i saw i think magnolia was at dale i also love the fact that anaheim high school performed a dance team performed at south junior high so that was really nice to see a collaboration between high school and junior high uh then attended the anaheim high school football game their first football game that was there and then i attended a meet and greet with our state superintendent of public instruction tony thurman and education uh senate education committee chair khan eleva so that was a very good discussion actually brought up the cif rule information and that's why they said well let us know how we can help so if there's anything that we could do we could get on it i did have a uh attended a press conference and this was actually my boss convening the press conference with the chair of the board of supervisors to welcome african refugees we attended a um meet and greet of afghan refugees who had attended or come to orange county in the last two to three weeks and they were actually at access california we do have an mou with them and i understand that we have a couple of students who have actually already come to savannah high school so they're open i know i put her in touch with you so renee if there's anything that we could do as a county too let us know there are some systems with our social services agency which is in place to help refugees so we don't expect a ton of refugees to come to orange county we're actually looking about maybe about 200 of them but i don't know where they're going to settle most likely around anaheim is what i hear because of the services which are concentrated here that's about it thank you thank you mrs smith all right well i was overjoyed to attend the back to school night at oxford and i went with a a seventh grader and his family and we went to all of his different classes and he told me his favorite teacher was mrs gruver and he said when you see her door you will light up and when i went in and she made her presentation along with all the other teachers presentations i went over to her afterwards and i said i can see why kids groove on you because she is a personality plus it was just a lovely evening and a wonderful time to reconnect with teachers that were there when we started the school and gives me great heart what we've accomplished over the years the insurance committee we have done i think wonderful work and as grant reported tonight the numbers have come down and considering the medical crisis that we are experiencing that's really heartwarming and then the discipline committee i attended but i just want to say one thing in addition to what mrs piercy said for the moment of silence i am in awe of watching television of all these reports throughout the world of just tragedy after tragedy after tragedy and the problems that we've had with just hurricanes and fires in this country and we i watch it from the sanctity of our home with all of the things that so many people are having to go through weather we have friends in new orleans he's going through chemo and my husband served in vietnam with him and they lost their roof and they're not enough roofers so you can understand i just feel such gratitude that we have this community we are so fortunate and i just love so many of you wonderful people that have worked through all of this with everything that we are going through and it's heartbreaking but all i can say is i hope everybody takes a feeling of gratitude for how fortunate we are that we have weathered what we have everybody else has weathered we've come through what we've come through and worked together and i just feel heartened that we've got wonderful people doing wonderful things and caring about our community and so thank you thank you and thank you manuel and i welcome you absolutely all right nice to have you hon okay it has been back to school night season and it has there have been a number of them and it's really it's great to go i love getting to the back to school night and what i really enjoyed seeing was how some of our schools are really connecting well to their feeder junior high to see the western and and orange view come together western was at orange views back to school that i mean they were there right along with you know the rest of orangeview and it was just you know really um i liked it i really did and and i think a couple of the schools have gotten some real good connections and then to see our ambassadors at the junior highs so i went to 10 schools so far and that's about it you know i haven't made it they're still i miss some and but we've still got some coming there's one tomorrow and there's some others so um i also did an e cadence workshop we had a neat cadence uh school i mean class actually on two days and i thought well maybe i could learn something well it kind of left me in the dark you know i was there the first day and i'm going okay this isn't quite what i was looking for so it was actually teaching people who kind of already knew what they were doing okay and i didn't have any clue so i kind of gave up the second day i've attended a couple of the opening of school task force because they meet every two weeks and that is really an interesting uh meeting i mean because we've got at least 40 teachers that come together and they bring up questions and ideas and i just i love it and i think jeff is doing a good a great job of kind of keeping things going and and manuel too because manuel and jeff morgenstern you know are running it but i i really like it and i love hearing what the teachers have to say um i also attended the sister city bd online and we're we're not even getting trying to get them actually to japan this year we're just trying to get them online maybe if we can get some kind of an exchange between our students online so we're working on that i attended uh the csba webinar yesterday on uh dealing with board meetings and disruptions and what you can do and because there's a lot of uh how do you say campaigning or protesting or demonstrating demonstrating about people and how what they feel whether it be a class or a mask or grades or whatever they're they're out there so i attended cypress elementary school districts ribbon cutting they have now moved to a new site they have abandoned their school district building that was built some 60 years ago and isn't quite adequate anymore and they have now a nice large building on corporate way in in cypress and state of the art state of the art so it's really nice they had an open house but i wasn't able to get to that but i i was there for the ribbon cutting and got a tour of the place um here's something i did okay i went to the buena park state of the city and i have been going to the buena park state of the city now for several years and it was very nicely done but i was more than a little miffed okay we have a large number of point a park residents who populate our schools and i know about four years ago they mentioned our schools and and that their kids went there but for the rest of the time it's only been mentioning schools that are in buena park well i wasn't happy so i pulled uh dr beth swift aside and complained to her and told her i said you know i'm just miffed i said this is i said i come here and we have all your students in our schools but you don't mention anything about what's going on with anaheim union and then she said well okay you know i hear you but you know so then i said where's the mayor so i went and found connor trout and i'd shoot on counters here about the same thing you know he should have known better and he said well you really need to talk to our city manager so i said the new city manager aaron france i went over there and i talked to aaron and i gave him the same thing so i just i'm sorry i was just i woke up thinking i wonder if they're going to mention us and i was just really we were there jaren was there and adam hernandez was there and louis lemonier there were four of us from anaheim not a mention so i just you know i let him know i was disappointed i think because we have and i'd like to know how many and even beth said swift said there you have about a thousand you know half of kennedy is probably going apart a little over 50 50 okay and then you got walker then you have savannah and then you have brookhurst then you have western and you have you know so and did i say kennedy yeah no kenny lexington and cyprus and of course oxford they all have boynton park residents we have a section of boynton park that they call the boot in cyprus that's surrounded by cypress and i've always called it and a lot of us living in cyprus call it buena cypress because those people live in buena park but they do everything as cypress residents so anyway that was my thing i just let them i just had to let them know how i feel you know come on we you know we service a lot of your students so anyway hopefully next year when they have their state of the city which is always very nice and they do a really nice job and there's a lot of housing projects that they are having done for affordable living and i'm sure it's going to help us as far as attendance out of the press 2700 students from buena park that attend uhst 2700.
now again i just want to state the obvious but right these are people's opinions right and their ideas not not to say that these are trues or falses these are the opinions that are that are out there right uh people who chose model 3 said hey model 3 this is a better use of our facilities it gives us better capacity and so this is a better use of the facilities that we have another idea that popped up from people who voted for model 3 is that this notion that it would avoid future need for further closures right and again that was said in a lot of different ways right one way that it might have been said is if we go with model four look at the capacity we're going to be back here again in three years and having to think about closing schools again um and then lastly uh they felt that model three those that chose model three felt that it provided our parents and our community the most choices meaning i can send my kid to elementary and then to middle school and then to high school if that's what i want or i can send them directly to a tk8 and then to a high school so felt that there were more choices for parents those that voted for model 4 the number one driving force is that if we went with model 4 that would result or not results i'm sorry in loss of students again said a lot of different ways some people said if we go with model 3 we're going to lose a lot of kids others said it if we if we go with model we're not going to lose kids a lot of different ways but this notion that model 4 would not result in a loss of students uh for model four also uh a lot of comments around that this would be less waste of the funds and projects that have already been completed and funded um and i'm gonna assume here uh based on the comments for measure k um again not explicit a lot here and there but they felt that if we went with model four there would be less waste of those funds than those projects um for model four uh you'll see here that both the people who who voted for model three model four model four though feels that middle school students would have a better experience and more opportunities being with the high school student and being on a secondary campus a lot of comments also around model 4 shows respect um for tradition uh and shows respect and pride for the alumni and the city of the two of the two high schools so a lot of comments around around that around respecting tradition and respecting pride another recurring comment is that if we went with model 4 it keeps the high schools closer to the families right so again sometimes the comment came the opposite well if we go to for model three it's gonna be too far for some parents to go to high school but again basically the same the same idea right and then lastly comments around that the high schools would be less crowded if we went with a 712 model again this is a summary based on uh some frequency um of the survey qualitative data and again um these are people's ideas these are their opinions um and so we just wanna want to capture that here for you all um so yes ma'am i have a question so on these rationales um the reorganization committee did they have the similar rationales um why they they preferred three and four very good question i would say yes definitely some of these things did come up uh during the school reorganization uh team process um i don't know that all of them came up during that during that time but yes some of these points did come up uh during the process and the journey of the school reorganization team but i was actually going to ask a very similar yes i was going to is board member rodriguez are you done with your question yes so i was actually going to ask a very similar question but i was going to do a comment i know you asked but it's not a comment related opinions on the thing i was going to say this skills really go back to the comment that the question that sabrina asked earlier around like what is the rationale coming from the committee for these two models and i think it would be very helpful for us to understand that articulation and i so i'm not i'm not understanding how that was why that was not articulated as decision making was happening because i would think those would be driving decisions right um so is there a way to be able to summarize the decisions behind these two models without saying it's a single person's opinion right so again as best as i could right these are personal near and dear so we did not come out and say hey you must build these models based on capacity you have to maximize the capacity of the building or we did not come out as a as a district to say hey when you build your models you must make sure that you have uh schools represented in in all the quadrants of the of the um of the city um so we we did not set up the the process in that way we were forcing um a certain criteria uh to to do that because we did come out us as a team when we first brought our model we said we built it on capacity that that's what we feel um is is an appropriate way to look at how we're going to build that but we wanted to honor the teams again wide variety different places that they're coming from different opinions different mindsets and allow them the space to say um well i think it's better to have north south east and west and and honor that and say okay great that's that's if that's the way you feel that this is the way the decision should be then that's how you're going to build your model where somebody else might say no i don't see it that way i don't see that this should be about capacity i don't see that this should be in north east southwest this has to be about we have to keep our border schools open because if we don't keep them open the moment we shut them down we're going to lose those those kids and so that's their opinion and so we wanted to honor that opinion uh as well um but every person that put forth a model had the opportunity and did explain why they created the model and how they created the model and was that captured a note that's captured in in all of our recordings and videos yes we can you could go back and look at model three and four and see what was the rest of it yes thousand percent so just just for clarification um you would like the the minutes and summarize for that meeting uh for model three and four is that is that i would like a list a bullet point around the rationale behind them and i i appreciate that they may it may not be exhaustive i appreciate that it may not be um identical to what every reason why ever like maybe adrian's feeling different than i am for different reasons but if that's the only way that's the only thing you have i would like to i would like a bullet point yeah but not not a summary written yeah that work for you too um okay so again uh at this point in time what we wanted to do is again create this is a thick document and so wanted to create a space uh and time uh because it is thick we were thinking of doubling the time and just give you four minutes of uninterrupted time uh just to peruse uh through um these comments uh and get a sense but again if the board does not want to then again we can we can keep moving on but we felt it was important for you to have an opportunity to go through these um you know some time to go through these and you you captured the comments here yeah one more time this this thick packet is summarized with what you you have that is correct and uh and we already have the graph for the data so we already know the final total numbers and this is the qualitative data correct yeah so this right here just is all the comments that's all the comments that were placed by uh the people that wanted to place comments not everybody placed a comment are these comments only from parents nope it says all of them parents students and staff so you sent out different surveys but aggregated the results or is there yeah so there will be eventually there'll be something like this so this first set are spanish parents then there'll be another page and that page is going to be your english parents so every time there's a pie graph that's your delineation that it's a it's a different we're now on a different survey okay that's four minutes obviously that's not enough time to read the whole thing but just hopefully to give you a flavor and to kind of see some of the comments that were there before we move on any questions or comments about the comment since there's no comments or questions for this we're going to go ahead and move back to our survey quality data so i'll just well just with the caveat that i'm going to reserve any comments i think it's obviously from i had um several questions that i wanted to pose to my colleagues on the board um so one question i had so i'm just going to ask all of them and then their response from staff um i wanted to get clarification if these responses of categories are ranked i thought i heard it i thought it was mr ticka say that number one was the most prevalent reason but i wanted clarification if their rank um it it seems that this is a list of pros but not bonds so in looking at the thousand plus responses um i think it would be helpful to see why people voted for model 3 and or not for model 3 and what people said in each of their comments um i also think it would be helpful to see the responses by sub group though from parents from teacher or from parents from staff and from students is even taking a quick glance through the responses um i think the the audience or the responding group has different ideas different sentiments and then my biggest question is um i'd like to know what resources we use to code these comments um because i think there is a lot of rich data here and i think that if we considered coding them a little more scientifically we would be able to get some more quantitative data around the qual around these qualitative responses so for example if we knew that you know there were 500 comments that said this it would kind of give us a little maybe increased perspective around what people are saying um in addition to seeing the in addition to having the raw data so those are my observations around this summary sheet and looking at the thousand plus comments from the different um subgroups i can answer so what was question number one are these are these response categories rank yes they are ranked from the most prevalent uh to the least but this is not exhaustive right there were more comments as well so that just doesn't capture all of the categories then what system did or resources did you use to code these this data yeah like i said in the beginning this is not scientific at all this was literally reading a comment oh this is about losing students this is a comment about uh middle school should be together and then just tallying as as we went through but not scientific at all do you have the tallies um i think i do but i mean but one of your further questions is should we should we uh do this in a more scientific manner and so if we did that then that that would peddle that i think there was another question i haven't answered though the resources it was have the same question how did what research do we use to code this yeah no i think the other question was about pros and cons yeah so yes deliberately these were written in the pro word and the pro way uh but i and i i obviously failed but i tried to capture that like for model four um i choose model four because it would not result in a loss of students so that would be true but somebody else might have said that um if we go with model i chose model four if we go with model three all those all all the high school students are going to go to another district and so that counted as would not result in last student so we just put a positive spin to it noting and accepting that there are both a positive a pro and a con but they fit in the same bucket which is model four people who who voted for model four feel that there would not be a lot of students or that great of loss of students if we went with model four one of the questions that was uh just like before the board is would we prefer kind of a more scientific approach to to um you know assessing the the data uh board member beau you suggested one one way to look at it is coding it and and providing information such as of you know this fed yes or no and then at the same time uh arthur you're saying that you you did you you tallied it what would be the difference between what you're saying you did and what you were asking for so this is what i'm imagining um based on different experience in education so this is a big you might think if this is a big research project where are we gonna you know what are our criteria what are we trying to accomplish and how do we get information from a variety of group surveys team meetings right and then how do we synthesize and put it all together so if we have a thousand plus comments having someone go through and categorize them and say you know fifty percent of a server respondents indicated abc and with representative comments like actual quotes built in for that if this was a report like a three-page report how would it read like how would we describe this whole process if you had to read it in two or three pages um but having the raw data is important right we get to see yes i can tell this is a student that wrote it seems like a teacher seems like a parent wrote this um but in the absence of not having tally mark and saying it's not really scientific i don't it leaves me wanting more i'll say that yeah and if we go the scientific route then i i would i would suggest that we go the scientific route right so submit the comments to uh to a professional or a company or a person that this is what they do and have them come up with a summary of of the of the comment like dr bo said categorized by subcategory students parents uh spanish parents uh staff combined you know those kinds of things pros ponds i think i mean what i i think that's very important i think the question that we i would have us ask before we do that is do we feel like this survey data is representative of the entire community before we spend time trying to quote it to understand like where you know where most people and i mean i think it would be good to be clear about the data so so i'm yeah i'm okay with with getting it quoted i just want us to make sure we keep in mind that maybe this data may not be as representative as we would hope because we have no right in the way of no i would like to ask board member rodriguez for her thought yeah i agree we coded uh coded them i think it'd be easier to understand so in a more um concise uh manner kind of like research data being able to go and have a more uh detailed information with the quote i mean you know 50 of the parents my question i just have a question right now that you just said um 50 of the spanish parents what is the difference between the spanish parents and the regula i mean the english parents and in terms of i don't know you just mentioned right now we would do a subcategory for spanish parents i'm just saying that if there's going to be an exhaustive um summary of the data then that i will i would expect that that's something that they would that they would point out so you would hire somebody like a hanford that would write it for you correct but then my question for the board is is that the direction that we would like to go ahead and give our superintendent okay the majority of us and can i just ask the question regarding to how long would this take and how much would it cost right and i unfortunately do not know the answer to any of those questions i i would have to i would have to look into it i am not sure i like to know about that answer when you when you get it please absolutely so then my question to to the board would be would you like this before we continue you know before next week uh i mean would you be able to get it right so we would have to then um if we wanted to have another conversation about the reconfiguration we would wait well i would like to take it back on board member cruz gonzalez's idea of gathering more data what do we think as a board of knowing that we did surveys by email and what was when was the survey administered what were the administration date of the survey um it was in the beginning of august if i'm not mistaken and how many days was the survey open so it's a it's an open question do we want to take an opportunity to provide paper copies to students to parents or how do we feel about that um i have perhaps a suggestion i throwing it out there for the board one of the things that i heard board member chris gonzales say how do we know who took survey right and so one of the things that um parents do have is access to their children's area and so that could be a way where the survey can be administered through aries if that's possibility i mean because that's how they get messages um through aries they're able to go ahead and um register their children through aries could that be a possibility that doesn't seem like a possibility to me um it's a student information system i don't know that we can do that i i don't know but remember also that um i walked away with the understanding that this was not just for parents but it was the community as well the community but in here i don't see it's it's parents community because we don't know if they're a parent or not a parent the thought i have in regards to that board member beau is that there's and uh there's there's really no way for us to collect additional information as i say to collect additional information that supplements what we currently have we would we would be setting this aside we would be setting this data aside and and conducting a new a new survey and and having new strategies to be able to notate who has taken it and who hasn't so i guess that so more just to to be more specific the question should we should we set this information should we set this data aside and collect new information or do we do we see this information as use useful as is is it is it is it's not sufficient enough and so therefore not useful whatsoever or do we do we use it based off what we have um i think all data is good data and it depends on what you know how you interpret it and what you do with it i would not say to discard this in any way you perform i do think it needs additional outside analysis um you know it comes to mind that we have atu here in our neighborhood there are probably teams that would do this for us um or there may be teams that would do this for us um i think we're always gonna want more information and so i'm i'm interested i brought it up again because i want us to talk about it so you know if we did this what would that mean or would that put us in would that give us additional information that would be useful or would it would it appear to invalidate the prior date the data so i don't have a great answer but i want to say i would like us to toss it around and if it's settled with no further action then i'm okay with that so i mean i think it i think it's valuable to synthesize the status that is digestible right so that that piece about the coding um you know i would ask you so in terms of the committee i mean was the feeling that the committee's the committee's work was done and this is coming to the board is that where you left it off the last meeting one thousand percent yes right so i think we would have to ask ourselves and the data would really be for us right um and and ask whether what's this role with this or whether we feel like we really need to have like um i i won't say scientifically valid but i'm a much more rigorous approach i'm okay with it i feel like this is what we have it's a good it's a good representation of their opinion i mean i'm gonna have opportunity to read it all and see um but it would be good to have a synthesis of you know general general overall board member rodriguez pena i'm comfortable with the information we have at this time because it was um you know we have parents input spanish english we have community we have staff we have students so i'm controlling the information that we have at this time so what i'm hearing for the from the board is that um [Music] the data that we have right now is useful um if we can go ahead and get this synthesized and into groups and be able to that way we can read it um and and see it in a more concise and precise way um and one of the things that i'm also hearing is that and i would like forward what i'm hearing is that you would like to have this data size before we come back and have another conversation about reorganization i mean that would certainly be helpful is that is that realistic i would ask just a different question myself personally um so there's going to be a lot that going to be swirling through your heads right capacity enrollment criteria survey data the team and so i guess my question would be can we still begin this conversation and i don't know the answer to this question this is a question for you can we still begin this conversation next week even if we don't have that survey data because again there's so many other things i i that you're going to be looking at and thinking about and considering um or is it essential that we have that before we we begin that conversation so can i can i ask that we just hold that question until in the end yeah you know but if you ask me right now you know i want to read everything yeah let's go ahead and process this and go through this and process it together and [Music] only because i was asked in the beginning so i'm going to change my mind and say this is not going to take two hours or less because based on the way we kind of frame this um this is going to take it'll it'll definitely spill over two hours so just want to give you a heads up so just like the conversation that we had right now in terms of um you know what what we're going to need um we're going to shift really quick to some appendices that were attached to the board agenda item and so i'd like to turn over to latasha who want to talk about um potential cost thank you so we have appendix a what which identifies potential costs that are associated um for each model majority of the costs are model specific meaning no matter how we spliced or diced it those costs remain but some of the costs are associated with the schools that were selected for the for the model so if we look at model 3 this includes one tk eight six pk stick one middle school and one nine twelfth high school so we have um the first cost for a potential cost would be new branding so you'll see in this model the selection was to convert valley dale to a tk8 so that would be fifty thousand dollars projected to rebrand valley dale we also have the sixth grade curriculum and that's for the three core subject we also have modernizing our kitchens to make them larger and the 250 represents the increase in square footage and right now the construction cost is about 400 per square foot going to the high school we have rebranding for the idea that it would be a new high school not a physical building but you have the opportunity to reimagine free think school logo school colors vice versa we would want to rebrand the gym floor again if we change the logo change the colors um re do the turf build overlay or to be consistent with the new branding the new logo we also would anticipate additional equipment such as football uniforms shirley uniforms soccer uniforms and vice versa we will also need to monetize the kitchen increase it by 500 square feet and we will upgrade the locker room so for model 3 based on the school selected and recommended as well as the potential cost that would equate to about 2.5 million dollars now there's other additional costs that we could consider so if we wanted to add additional classrooms that is noted at the bottom i'm looking at the ellington model if we were to add three portable classrooms the projected cost is 1.7 million and if we ever wanted to add additional parking spaces out of sight it'll be approximately hundred thousand dollars uh latasha um may we point out that when we say uh ellington type right when we think about portables or modulars can you explain a little bit what the ellington type means yes and i apologize for that so currently um ellington is the one campus that has the new modulars that looks like an actual building it's a full fod fix fix finishing with the doors windows they have their own restrooms and it's built in place and so if you go on the ellington campus the new wing which is considered the middle school wing that is considered the ellington model do i have any questions on projected costs for model 3 when when you say projected cost uh for the ellington type and you have three rooms all right you're saying that there are three additional rooms needed or you're just saying that is the cost if we were to add three rooms yes that is literally just additional consideration if we wanted to add three additional wings so like to say for example if for valley dale if you wanted to add a wing of classrooms and you want to do three this is the projector color just to have a perspective when we're looking at different schools and different opportunities if we wanted to add classrooms that's the potential so is that a part of the conversation at some point as as we move forward where we would look and we would say if i messed up if if we say valley dale that we're we're shifting things over to valley dale we will need six additional classrooms or and and so these are those costs yeah that that will be part of the conversation but we don't have enough information at this point to know those true costs because we don't know which schools type exactly yes but they are added cost yes sir and it can also be um if when we get to our specialty programs me we may want to build a lab with two side classrooms this is just to say if we were going to do additional costs if you're looking at three classrooms at a minimum it's 1.7 million dollars just so we have a perspective you're welcome i have a question on um kitchen modernization so the 250 square feet what site is that for um right now this is considering foothill the branding is would would be under this model for valley dale to rebrand it as a tk8 the modernization the vacation under this model as proposed would be at foothill um could you tell me more about the kitchen monetization in the locker room upgrade yes so that would be at the high school to make it larger since we're converting to one classroom i mean one um high school this is just projecting to make the cafeteria a lot bigger and have other opportunities and again these are just optional is not required and then the sixth grade curriculum um can you tell me about purchasing new curriculum and how that relates to reorganization um so right now this is to do the core subjects um to adopt uh actual sixth grade curriculum to be at our elementary campus i can add a little bit uh so not too f in the too far distance uh we used to be k-5s and so when we adopted curriculum and we went through the the adoption process uh we adopted elementary curriculum we adopted a middle school curriculum and we adopted high school curriculum so back in the days when we were in the k-5 uh that that uh elementary curriculum could have been you know curriculum a but then at the middle school they wanted curriculum b so they got curriculum b so now we have moved sixth graders back to elementary recently and so as we have been considering this it to add um um continuance to to the schools uh and to the students it makes more sense that the sixth grade not be a separate curriculum than the tk5 and that should be the same curriculum as the tk5 so that when you're talking about professional learning communities when we're talking about moving from you know one system to the next that it would be regular um but if i'm not mistaken dana uh we have we have already made some of these moves is that correct that is correct we've already started making the transition with language arts and mathematics and then at the elementary level if you think about even further there's a possibility of a five six combo and so now you're a teacher who has a fifth grade and sixth grade combination classroom and then you have a different curriculum for fifth grade and a different curriculum for sixth grade that makes it really difficult yeah i have a question so it'd be good to know um like the new branding the gym floor and and so forth the uh turf over like where is this going to be done at what what school sites are you making these changes so this is um again these calls are based on the uh model selection of the committee so right now this is looking at uh azusa high school but this is just a recommendation so this is not the school that ultimately it will be up to the board to decide what school this would take place if we did model three i'm going to ask board member rodriguez did you mean like the new branding and then like um right next to the gym right the gym floor or the new turf right school it would is that what you're asking for for it to be written next to it so you understand where yes i would like to know where are these changes going to be made where are these funds going to be sent right so right here modernized kitchen and then right next to in parentheses the school that you are meeting yes no problem right okay yeah thank you for the clarification yes um can i just ask yes yes so um now back to the kitchen um so do we currently have a kitchen we do but it's also very small yes we are utilizing it and then um with the modernizing kitchen um is this anticipation of just expanding the ability to continue the current service or would this incorporate the ability to provide freshly prepared this is to evolve our current operation so it evolves so even if it's freshly food or to incorporate a salad bar incorporate different opportunities of how our students receive meals we will need to increase our capacity right but i'm asking when you estimated these costs was it with the idea that we would be evolving our food service approach or is it just based on current costs and what it would cost this is just a cost that expand our current size of our cafeteria so conceivably it would be a lot more if we wanted to talk about evolving your word with those type of food that we deliver to move away from processed foods and think about i would have to say um that doesn't have to be a yes um because we can evolve without i mean we could modernize and rethink things it doesn't have to increase costs but it could be a potential cost if we were to drastically change our operation kind of backing off board member kuznets um serving more of the nutritional more uh what is it um yes fresh there there are um companies out there that do provide that have we that's something that we can look into as well if we were to provide uh freshly prepared food that would be us cooking it not contracting out with the company to provide i'm sorry can you repeat that that would mean we will be cooking it not contracting out a company to provide it so our nutrition services would be cooking it in our correctness in our kitchen and then i just have another request because you mentioned it and i just i can put it in a follow up but i'd like to get a list of how many combo classes we have across the district and where they're is that just the parking lot any other questions on model 3 okay moving on to model four with the same mindset the model for those seven pk stick and two 712 model so we will have the rebranding i'm again at the tk stick um in this case it is referring to ellington it will be rebranding ellington from a tk8 model to a tk6 model we also have just as model 3 the sixth grade curriculum i'm going to the two high schools we would anticipate rebranding for the cost associated of adding 712 to our logo into our name as well as modernizing both kitchens increasing both by capacity of 500 square feet we would add potential two of the ellington types of four rooms each with the idea of having a wing on each campus for the seventh and eighth graders and then they would only cross onto the main campus for common classes electives and pe um we would also incorporate a new bill schedule to identify the 7th grade 7th and 8th grade on courses and bill changes as well as the 9th through 12th and we will upgrade the locker rooms for both high school campuses right now with the projected costs and the schools that are selected for model 4 we're looking at 11 million and again we're adding the additional considerations which is the same as model 3 the parking spaces and additional classrooms just for consideration any questions on model 4 board member career so with model 3 we did not list whether it was not listed outside of additional consideration a specific set of classrooms that would be needed we're saying that however with this model we are already aware that that we would need these additional classrooms in order to create a wing for the seven for the seven eight correct there's a desire i'm sorry the desire of the committee um they expressed uh the like the desire and the comfort of having a wing for the seventh and eighth grader can you speak to how this model what what does this model do for them though those seventh eighth graders you talked about examples where they would cross over and i think the term used was into common areas or or electives you said pe what would that look like yeah so in a quick and i'll ask dr mitch also to share but in the curriculum based um so if they were taking a course um let's say they're doing trigonometry and they're in seventh grade they can actually take that with the um ninth and twelfth graders if that's based on that classroom so instead of being in the wing for the seventh and eighth graders they can come over they may want to take ceramics when they go to pe they would have to come on the main campus to utilize the pe equipment as well and those are just examples think it's also important to note that um when we're when when we're talking about bringing seventh and eighth graders to to the campus in addition to the desire to have like you know a village if you will so we're not talking about like gated out or nothing like that but just a an area or a space for them um it's it's i know for me it was tough to try to understand like why would we need new wings right if we're at 50 capacity right now but but the difference between elementary and secondary when when you take us an elementary school and you say there are 50 percent capacity that literally means that probably half of the school is empty like half of the classrooms are empty now they're probably not empty because principles are amazing and so they're going to put thing together in there they're going to convert one into the parent center one's going to be the pe equipment room and so they're being utilized but they're literally empty at the secondary level that's not the case if if the school is running at a 50 capacity that doesn't necessarily mean that there are 50 of the rooms empty because the kids have to take all of these courses what what this really means is that the the case loads are running at an average of 50 below so there might be a classroom that's at 35 kids and it's super packed but there might be a classroom that only has five kids uh or a course that only has five kids and so unlike if i were to put more ninth graders in the campus they're feeling gapped in in rooms that where those gaps are at but if i'm putting a brand new grade level seventh and eighth grade then that's where you we are prone more to think we're probably gonna need a a wing at least a wing of new rooms to be able to accommodate the new students on the campus and then again just to clarify so there will not be a physical separation because i know i've seen examples of middle school high schools co-located but they're two physically separate camps that was not that's not that is correct our our thinking would be that if we're going to go seven this it would not be a separate campus or gated off or not it would be part of the campus but that they would have like a village or an area if you will but we know that kids would be going to lunch to the main quad right they wouldn't have like their own lunch areas they might have their own lunch times but they'd be in the quad they'd be going to pe they'd be going to uh band into music and so they'd have to cross the campus to go to class just like other high schoolers would have to cross to go to class just so i can have a better understanding of this model can you can you speak even more specifically though you talked about lunch it was helpful that you said maybe different lunch times to get it to get an image of what options are before us can you speak to what behind this model is the thinking in regards to lunch and and i guess also let's say pe as as well what would the separations or integration look like so right now we can only speak high level because again we haven't right divested or invested uh that that time for that but the conversations that have been uh around and depending on master schedule and how that works out um that there is a possibility to have two lunches for both models actually we've talked about having two lunches right to to address the number of students on campus um we've talked about can we create a master schedule where students in seventh and eighth grade they're having their pe in the locker rooms and with the pe teacher like only them um so those those are like as we've talked about that we've we've challenged ourselves to how would that look like but again specifically um we don't have like a a plan specifically but we have had those conversations and again we've talked about what what in what capacity does it make sense to try to separate them out and then what capacity does it mean to integrate them and so when we talk about integrating we're talking about for sure electives uh electives is a good opportunity to to maybe integrate but to the seventh grader be with a 12th grader or should that elective be maybe a seven nine elective and then an eleven twelve um so those conversations have had but again to say we've landed on something no as as you're speaking about physical education one of the things um and i'm looking at both models right now and my question is that in a pe classroom there are there could be a a capacity of a 60 student right that you know is it 59 i believe it's 50.
yes okay it looks like the summer of 23 there's pretty minimal life safety i mean it's it is looking at the like safety work in and of itself if you just look on page four you know if you look at the dollars assigned by summer you're completing 5.6 million in summer 22 and you only have 700 000 left to do right in the summer of 23. that's great yeah okay i just asked one more question just help me with that the timing here then so we're saying that the temporary cooling rooms could be in this year maybe by the end of this year our plan is to have them in by april um okay so at the end of the year if we had hot days then we have all next school year where we would be using the temporary cooling rooms in just those four buildings in those four buildings but then the following school year we'd have the hva we'd have the so we're talking basically one full school year and maybe some months of another one yes all right i just want to make that clear because i thought somebody said two years and i thought i was not reading it correctly yes and i want to clarify i didn't make a mistake i didn't mean conservative i meant to say the number was safe i did say that wrong for sure no that's a good point it's very good can i have one question yes who's going to oversee all this work being done at one time there is uh and again one of the things that i have done is i've kind of restructured our our building grounds department so keith will be overseeing a lot of this work along with myself um and that's why we're going to split this package so we have a couple different construction managers here uh general contractors handling the work along with our architect so it's going to be a combination it's it's uh you know it's it's an aggressive uh project it really is um but i i will tell you this uh i was i was very happy and i've shared this with the board i was very happy with the way things went this summer in this project uh and the work being done um you know it was crazy i i mean i'm not i'm not gonna deny it it was crazy but uh it's doable but it's just getting the right people on board that's awesome i was just wondering how that was all going to work because you're going to have a lot of stuff going on constantly do we have the people and i'm not slighting anybody in this room do we have the expertise to know that what's going on is the right thing and that it's meeting the standards and we're moving along at the cliff we want to move along that type of thing yep i don't want to select anybody but no do we have somebody qualified or do we know what we're doing i i believe we do at this point you know again as i get more closer to the project i'll be able to see that but i think at this point we do uh please know that um i'm not i'm not shy by saying hey listen we're gonna be you know deficient here and we need some help you know i'm not i'm not shy with that at all um you know that so um i i will let you know that if that becomes i i will tell you though that as these projects go we have weekly meetings on these projects um so all during this summer we met on a weekly basis uh on these projects with the team you know to make sure we're on track because that contractor knows we're opening school on a certain day you know that's the way it is you know and so because you've got four schools that you're going to be doing so that's twice what you've been going through and that was my concern that's all it was was are we spreading people too thing then do we need to look at this whatever yeah actually next summer it's seven schools yeah i didn't like crazy i was just talking to four projects yeah it's okay it's seven yeah projects so and that's all it's just it's an abundance of work to have going out there so i i like that you're honest enough to say that you'll ask for help if you need it and sure i i think as speaking for myself i would really appreciate that because otherwise we get ourselves in a bind and now how do we get out of it sure so thanks kim not a problem let me let me just touch on just a couple of things and then i also want to talk about the financing of this too before you before you move on real quick ken the highlight highlighted block here with the demolition on the sixth grade center and dome i don't know if you are aware or i'm not sure if you sent something out in the fyi dr coghlanis but there is a house bill out there that has been signed this year that i'm paraphrasing here that states that anytime a school district is looking to rid themselves of a facility or building must go out to the public and have three or four meetings something to that effect prior to so many days prior to taking action okay okay so i don't know if you're aware of that and if this put the bill um i i am not aware of that bill um but i can i can look into that i will check that out i haven't i haven't seen that come across but i'll check it out mr i'm sure our legal team can check it out i know there's something in regard to the closing of a school but i didn't know if it meant tearing down an unused facility yeah that's what i said i don't know all the ins and outs of it but school buildings or facilities something like that okay i'll check it out i'll check it out make sure we okay so i want to uh what i've done in this again in this report is i'm going to turn your attention to page five so you're gonna see in page five and every school has the same formatted section so page five is balmoral elementary school you will see starting on page six kind of a narrative of things i'm not going to go through this but again it's just kind of a narrative of the building some of the work that may be done and all of that hey ken you have about four page fives here what's up with this huh well yeah you have to look at the blue numbers mr brown look at the blue numbers all the way down the bottom corner where it says page like okay there's paid five right there too right i'm sorry look look at that kid that's a page um so you'll see some pages that kind of go through uh some of the things that are there kind of give you a little history of the building and all of that stuff that the architect has pulled together you'll see starting on page 9 of 110 which is the blue number pages so page nine this comes from our our engineering group and it kind of go through the entire project and associate some cost with all of this of everything that's going to be done now again some of you may get bored with this and looking at this some of you may enjoy that but again it's there so that you can see the work that's going to be done and then the last thing i'll share with you if you look at page 16 and 17 of 110 you will see everything at balmoral that's going to be done with cost estimates based on and you'll also see it broken down again by the school year 2021 summer of 22 summer of 23.
okay i mean 21. one is you know that 200 000 that we took away would have been savings in fiscal year 20 had we not pulled it so that's coming back on top of um just the hybrid model in general is a less costly model to pay for and so all of that savings then did fall out so it's it's it this is a little bit more than we've ever seen but some of the line items and where i'm where i'm happy with where we landed if you look at healthcare we're finally right on like we had a little bit left but that was what's generating a lot of savings for us in previous years right so the things that we have control on that are going to be on a normal cycle came in where they should have had it's more the variable cost based on how we are operating that generated the savings so and we clearly wanted to give back all the savings to the town so they can take advantage of the opportunity that um we were able to in this one particular year um not utilize the whole 26 million dollars right so and because most of that savings are related to hybrid we can't count on that for next year we have to assume full operations substitution oh absolutely so just you know when we built our fiscal year 22 budget those were the budget you know those are the assumptions we're at five days in person regular operations so this is a one-time situation based on the circumstances thank you [Music] um so any other questions on that okay so um just a couple highlights on your um statement of uh special revenue and revolving funds um if you remember i just want to highlight my cafeteria they were running they were going to be running a deficit but so we took that norfolk county assessment that they usually are able to absorb and move that over to the general fund so you will see on the line item for retirement contributions on your general funds how that was over budget but you cannot end the year with a revolving fund with a negative balance so and we didn't want to leave them at zero so that um transfer then brought them on the other one i was gonna you can see the regional transportation how that's in and out um and something that we haven't seen definitely in my tenure is the use of the unemployment fund so as you know unemployment was a very liberal process this year where more people than normal were eligible to apply for unemployment so we did see um at this point we've uh paid about 25 000 unemployment i have some additional claims we're still disputing um but that's one of the highlight to you that that was actually beneficial to have it unemployment fund we sort of self-fund ourselves so we don't pay the state and for unemployment we pay as we incur the claims and just to give you a little flavor the claims are coming from say coaches spring coaches who weren't employees of ours employees who had worked for us unless and left in less than a year they then subsequently become unemployment as you know they go back in time to assess unemployment cost so it was a conglomerate of things that sort of brought us up to the the 25 000.
out of our district okay thank you very okay so i've got some more ammunition okay anyway i kind of thought that was funny but i was hot under the collar i just wanted them to know okay uh that will be it i think for now and we are going on to advanced planning 15-1 any our future meeting dates our next meeting of the board of trustees will be on a thursday again october 14th at 6 p.m and then in november it will be november 18th and in december it will be on a tuesday again on the 14th of december so suggested agenda items anyway because yes go before okay seeing none do i have a motion to adjourn second i have a motion and a second to adjourn we are adjourning at 8 40.
oh 50 50. um but there is no pe aid in the locker room with this physical education teacher and at times right there's no pe teacher but girls are changing our boys are changing and there's no aid which is happening currently right now at our middle schools and high school so as we're moving into into these models what you know are there conversations about bringing back those pe aids you know because you have 50 kids changing you have one teacher trying to they're sitting on their numbers they're looking outside coming in fights are breaking out i mean that's that's the reality of it are are you guys having conversations about bringing these physical education aids back into these classes we do have a a staffing uh piece that jorge is going to go over but to answer that question specifically no that's not part of what we have talked about so far but again right now these are only initial drafts and initial ideas i know we're not there yet but but i have a question just one second let me go ahead and finish i i think that's something that could be considered um especially because the amount of students in you know and in both models um are going to increase um whether we go model three model four that's something that probably should be considered yes a very good point uh just a point of clarification at our uh two comprehensive high schools we do have uh our ee locker room attendant positions for both we still have them for both uh the boys and the girls um locker rooms at both comprehensive high school uh we are in the in the process of filling a staffing gap at the middle school um so we were aware of those those needs and we are quickly feeling them one of the one of the positions maybe has already been filled then i could i could get confirmation of that and another another position we are in the process of filling uh but i but like mr ortega mentioned i will be going into support staff uh later in this presentation thank you we have board member rodriguez pena with a question yes i have a question so you're saying that um if it went to the 7012 model that these students from 7 to 12 will be interchanging when they're going to classes you know um in in the same area i i had the assumption when we started thinking about this at the beginning that um just like they will say like the the sixth to seventh and eighth grade you know the the seventh graders were would be in their own area um or or building buildings and then the high school students would be in another building but now you're saying that they would be interchanging in classes and everything so for the most part uh that is correct board member regis pena so again if we if we have this concept of building like a village or a section for the middle schoolers for the most part that their their classes and their and their courses would be in this wing but there might be um opportunities for students to take uh electives or courses that are not part of the regular seventh and eighth and so those kids would be allowed again this is our current thinking allowed to go into uh other classes and other electives uh as as they can um and so lunch again we origin right now we're not thinking that there would be a separate lunch area uh they'd eat in the quad just like everyone else but we are thinking about that should that should be separate lunches right so that you don't have a seventh grader and a twelfth grader out at the same time um but yes for for some pieces and for some students we are seeing that they would be uh on the main campus for for a variety of reasons so would that be an example of band or art that they would be in the same um that's in elective right right or an advanced course you know or something like that okay thank you do you have a board member who's have two questions um so getting back to the curriculum piece um so just clarify for me dana since the sixth graders are sitting on the the elementary campuses right now did we have we already done this purchased around the curriculum or this would be addition yeah we've already we've purchased the uh language arts and the mathematics so what would be missing uh science history social science um so that's what here in that hundred yeah when we originally did this this was a few months back this was before we actually started purchasing this um but we um we had our staff really requesting that they were ready to begin to transition and so we gave we wanted to give staff that option especially when we do have those combination classes and it does it does come down to the way that the programs are situated and so it's a little easier to be able to manage those combination classes so we wanted to give we wanted to give our teachers an option um and this year to begin to transition if they wanted to do that but just for just for clarity um on on here this is language arts mathematics and science uh and if i'm not mistaken the reason social studies is not here is because social studies is up coming up for an adoption and so we're going to adopt anyway and so i think that was the thinking and so um when you see the three there that's those are the three uh content areas language arts mathematics and science and right now we have already transitioned the language arts and the mathematics and then science is in in what's timeline yeah so um that is the next piece uh we need to really take a look at um what the uh publisher offers uh for that sixth grade science when we adopted it it was a dk tk5 curriculum so that's the next piece to see whether or not they have something that is substantial and something that uh they would offer that that would align okay so i'm just haven't done that yet so but i mean i think that's misleading because we've already purchased a majority of this so um and then is that the next 10 science standards that that's they're linked to the next generation yes and then just just for our clarity and when are the next adoption when do we anticipate adopting new math and english art so history social science we would begin the process next fall and then there is a there is a timeline that the los angeles county office of education has i can look that up and put that in a packet for you yeah that would be helpful so that we understand when that's actually coming up in the next year um and then related to this just these decisions um can i just get a reminder and like a written reminder of our um you know within our attendance boundaries we have like a policy around like how much of our students could travel right can you please you know like if you're in elementary schools you know if you live this far and we would do bus you know what you know what i'm talking about right now can you share what our current policy is on that those distances yeah um i'd like to know that any more questions on model 4 all right so now we're going to move to appendix b where we're going to talk about capacity so here this is just giving us on the current capacity of each pool as well as their projection for the current year and the next four years these are all projections and we do not certify our enrollment this year into the second tuesday of october so these are all projected enrollment so as you can see here dalton is currently projected at 68 capacity for this current fiscal year when you fast forward to the next four years they're holding steady at 67 percent if you look at one of our campus like lee who's currently operating at 56 of their current capacity in the next four years they're projected to be at 55 percent um we have sites like a paramount who's currently operating at 95 capacity and in the next four years they're standing um remaining steady at 98 and valley dale we have currently operating at 67 and they're projected to be at 66 in the next four years any questions on our elementary campuses did you skip call um i just touched on a few i didn't read each one oh i'm sorry okay thank you i can read that for you michelle i have it here thank you very much okay no problem maybe you missed it that's okay all right hearing none i'm going to move over to secondary now secondary is a different um picture and as um superintendent ortega stated middle school capacity and and high school capacity is completely different from elementary we currently have all of our secondary schools operating at at least 50 capacity or below so we have center middle school who's currently operating at 26 capacity they're projected in the next four years to be at 23 capacity um we have azusa high school currently operating at 47 capacity and they're projected to be at 45 in the next four years any questions on our secondary effect i just want to ask a question regarding why we didn't use enrollment instead of well where are we using capacity instead of enrollment so the enrollment is under each fiscal year so if you're looking at center um they're projecting enrollment is at 277 um then you go to 269 269 and 245 and then four subsequent years but their capacity is to have a um a thousand and eighty three students on their campus so we have both i'm sorry no my question was just why are we using this whole reorganization by the capacity instead of the enrollment of the school site um i think um i'm going to try to answer but if i'm not answered just let me know okay because i think i get what you're asking so we are using enrollment um and so we're using the aroma for each site but what we're showing is even with their current enrollment they still have over looking at center 70 of their campuses available to have more students understood okay thank you you're welcome for my recruitment zealous yeah um i have a question about long-term demographic um and so what what if any data did we look in terms of long-term outlook for student population so we utilize decision insight who we've contracted with for the last few years and they do birth rates as well as population rates for an entire community and how far out do they look um they go all the way to 24 25 and this year they'll add another year so not not looking out a decade two decades um no but i'm certain that we can request that so i'm just gonna say i know native americans say they planned seven generations out i'm not suggesting that we do that but i think when i think about when i went into hodge and city we were on the same size we are right now so i think good for us about so yes i don't know i wouldn't i would i would turn to the rest of like how far out we want to look or what maybe working with the demographer about what makes sense but i would like to get an understanding we have a community another remember yeah i would say i would agree with that completely and like on a low end a decade out on a low end if we were able to contract our demographer to look at that if we could get 15 20 years out it would understanding these are projections but it would be it would be helpful to see some of these projects i know that we've already had conversations and talks around just the the cycles of communities and so having some of those experts come in and speak to that um that would be invaluable information as we're looking to make some of these yes sir board member rodriguez pena i'm fine thank you i agree with looking at a longer term of ideally 20 years and i have a follow-up question so that the data that decision insight uses is that tied to the current census data uh from last year um not the not the current since that that's produced so they would utilize that once that's available okay and when do we anticipate that we'll have the census state i know tied to other things that the district is considering what's the timeline um i can't ask that according to our presentation they said that it's going through a couple of departments but they said that they anticipate that to be released this month and can i just ask one more question i'm sorry um natasha can you please explain the projection enrollment how that works for our um people that are looking looking in our community please yes so um what decision insight does is they look at first the grace ban so they look at the trajectory of our current third graders for example going to fourth grade um they look at our current trend of our high school senior class that size versus our incoming kindergartners they assess the birth rate over the next five years to anticipate our enrollment for uh tk in kindergarten thank you natasha you're welcome i think um the board we are good on the questions okay um i i do want to say before we move on i am going to propose a 10 minute break um for the board um this is it looks like we're not going to be here just two hours and it's okay but um we need to take a little break thank you you guys okay with that sorry okay thank you yes and we have board members turn it over to miss dr dana good evening so the school reorganization process provides us with a very unique opportunity to begin to imagine and stream and to innovate and explore what is possible we're going to show you some slides that provide some examples of ideas about what might be possible programs for our students nothing's been decided we just wanted to provide the reorganization team with ideas around educational programming as it pertains to the reorganization of our schools so we have model three this option includes a tk stick pka one middle school and one high school and within this model would be um would be base a base program options that each school would have so here's an option one in this dk six and tk8 option 1 every school would have these programs at each school all schools would have high quality for school which is aligned to curricular programming all schools would have our sobrato early academic language that seal it's an english learner-focused uh language-rich instructional approach all schools would have mild to moderate special education programs all schools would have stem units of instruction and each school would have an innovation lab which is essentially a science lab uh space that teachers could take their classes for units such as robotics 3d printing just to name a few things all schools would have visual and performing arts programming uh right now we have our meet the master's program uh students would participate in the various after school parks and recreation activities there would be think together programming would be available all the sites and we would have opportunities for before school care we have a partnership with the western justice center for peer mediation and restorative practices we have spark which is our physical education program we would have equity focused project-based learning instructional methodology that supports uh pk6 instructional units of study and we've actually already begun professional learning with teachers with that with high tech eye and so that would be something that all all schools would have in addition to these what we're calling base options in the previous slide two sites would host the dual immersion program and one site would host life skills program and one site would host the visually impaired program and i just want to remind you that this is just one up so as we continue to take this opportunity to imagine dream and innovate we want to think about creating new 21st century learning spaces and have the opportunity to create what we're calling specialty similar to a magnet school concept a specialty option includes not only all the base options that were in the previous slides but also would have a programmatic focus integrated into disciplinary unit study we want to show you in the next slides what some possibilities are what might that look like one possible idea for a school focus might be avid which stands for advancement via individual determination this is a program that we currently have at our middle and high schools it will be a schoolway program that teaches higher level thinking at a younger age children learn about organization study skills communication self-advocacy it's a very strong college-going culture another option could be a wall-to-wall spanish dual immersion elementary school all enrolled students would receive aosd dual immersion and the model that already exists at some of our schools dual language helps students to excel academically while becoming bicultural biliterate and bilingual right another idea might be a health sciences academy in this specialty model curricular units of instruction would intentionally integrate and connect concepts of health sciences and that would align with our middle school stem labs and our high school health science and medical technology career technical education pathway we have a very robust college and career traffic program and this specialty option would lead to that pathway another option might be the innovation and design academy this is a prototype that's modeled after the high-tech high network of schools in san diego this specialty option uh the school-wide project-based learning curriculum is based on design principles of equity personalization authentic work and collaboration and students engage in challenging and open-ended questions that are relevant to them their community and their world student products uh well and presentations have an authentic audience and they also beyond the school wall another specialty school might be what's called byp which is the primary years program and this would be for students in grades three through twelve and this specialty option would be part of a sequence of programming the one primary years program the pyp followed by the middle years program the myp which would be in middle school and that would lead to the high school international baccalaureate program the ib program that we currently have there are ib world schools um across our our globe and 150 um countries and many uh colleges worldwide recognize the programs and offer university credit to high school students who take those courses just like we have now another option might be a steam academy this is a specialty model that would have curricular units of study intentionally integrating and connecting constant concepts of science technology engineering art and or mathematics into units of study this could be where our project lead the way program is located which is a program that we have at dalton at middle school and high schools at azusa high school right now in the engineering and architecture collagen career path another option might be a visual and performing arts academy this specialty option is modeled after our very own powell school of the art in this model vapa is integrated throughout the grade level curriculum and instruction arts integration is an approach to teaching where students construct and demonstrate understanding through an art form they engage in creative process and they connect art to another subject area and they're able to meet the learning objectives all right so um looking at model three that has one middle school there are base programs that would be included in one seven eight middle school for example project lead the way provides transformative stem learning experiences in computer science engineering and biomedical science students are engaged in hands-on activities and projects and problems and the curriculum empowers students to solve real world challenges this lab actually connects to our high school engineering and architecture pathway a pittsco or a patters paxton patterson stem lab that's a possibility uh this also engages students in authentic problem solving um learning modules this is a lab that we currently have at center middle school students would be able to take elective courses in world language leadership avid media journalism and vapa there would be after school sports and think together available we would have special education services as well as a program for the visually impaired students middle school students can participate in parks and recreation offered by our city we also continue to have our partnership with the western justice center with opportunities for students to engage in their mediation restorative practices and students would have the opportunity to engage in equity project-based learning during use of instruction but that's an example of middle school programming all right high school and model 3 has one high school one just one question so you said with 7 eight middle school programming uh our students would have the opportunity to engage um with parks and rec yep yes is that is that is another way to say that that we would not have port on there there would be no type that we would not have after sports we would have yes we would have after school sports and students would still be able to participate if they wanted to in parks and recreation that sometimes when um in previous years there were students that would try out for our sports would not make the team and therefore parks and rec would would they would join their a b i'm thinking but we would have it at the school yeah i think um that's that's that's definitely a possibility um and to really think about how we can work with the city you know in terms of you know what they're offering yeah one question sure a favorite board member vote dr mitchell so on the sheet that lists seven eight middle school programming um which of these are would be brand new and which of these exist i'm guessing which of these are brand new would be easier to answer or quicker to answer the brand new um there's not there wouldn't there wouldn't really be anything brand new however you would have the um uh the program that would be combined so for example you have project lead the way um at two of our middle schools right now there is the pisco lab and another middle school right now so this would be an opportunity to be able to combine some programs and offer a lot of different things isn't the peer mediation with the wjc fairly new though it is yes and i believe uh center middle school foothill i think center is new this year but foothill middle school already has it um and slauson they have uh had some um some staff trained this last summer as well so yeah good great questions and then what about the project-based learning and the dueling yes so um so dual immersion for for middle school that's something that we already have in terms of you know our our plan to expand uh dual immersion so that would continue at middle school um in terms of project based learning we've already started with um professional learning with that um with a pilot program we started at gladstone high school last year and had lots of professional learning over the summer and are going to continue with that so that is that going to be integrated into our core curriculum approach correct one more follow-up question about after school sports can can you speak to how that model would work with just everyone being at one on one campus yeah there's a couple different ways you could do that so right now our um you know with the with the four um middle school opportunities we have three middle schools and one k-8 right um they they play in kind of an inter um you know school league with one another right in this case um this will be an opportunity to um you know participate in uh sports with other with other districts and that's something that other districts you know already do so this would be something that we would explore um another piece to that might be um an intramural um opportunity which more students would be able to participate in that as well so i think there's a lot of different opportunities we could look at all right so let's um the model 3 has one high school and we would offer a variety of programmatic opportunities based on enrollment and based on student interest so we know that azusa unified has a very robust career technical education pathway that students can enroll for elective course offerings as well as participate in internships a possibility might be a middle college program and that's a collaboration between a high school district and a community college for high school students who want to take a combination of core high school courses and college courses to be able to receive a diploma and their aaa degree another opportunity is a community schools model which leverages community resources our students are healthy prepared for college and ready to succeed after high school wellbeing centers support our students health education and mental health support and students can take a variety of electives there's avid and vapa they can participate in clubs and activities and sports and think together ap classes international baccalaureate and dual immersion courses as well and continuing with our partnership with the western justice center opportunities again for peer mediation and restorative practices another possibility is block scheduling and so this is a type of scheduling where students have fewer classes per day and they're scheduled for longer periods of time so for example they might attend a 90-minute class instead of a traditional 50-minute class um so um is early college in here or i'm trying to plan it um early college in this high school model yeah that's that's a possibility as well our early college program um middle college program i mean there's definitely a lot of possibilities we would definitely and the health and science would be considered the medical pathway that we have already at ghs okay thank you yes i just want to ask the same question that was asked the previous slide so how many of these are currently existing on our high schools and how many would be i mean besides the black students obviously knew of how many would be between all of them these are programs that we already have this would be a combination of those programs that's the idea that's a compilation it's just a summary of what we currently have right now yes um and then i want and then i would like to i'm adding to my parking lot i'd like us to have a conversation of how we how we turn our early college into it i mean it has i mean really terminology doesn't matter right but but uh but a program where students finished with both their a and the high school diploma whatever we end up calling it so i would like to have that conversation regardless of where any of this goes i think pictures signaled that they were interested in that like several years ago but we haven't seen that yeah you're right he pointed out that the middle college program is not something that we have right now but i mean it's criminology some people call their early college kids getting a's they followed early people they also would like to know but for this for this purpose as we were dreaming this high school would morph the early college program which right now uh 10th and 11th graders they get one year of uh college out of the way this would morph into a middle school a middle college program so in addition to the one year they get the extra year just graduate with a high school diploma and an aaa again we're just these are explorations but this is what we would think that that early college program would grow into a middle college program right and what i'm requesting is first have a conversation on an agenda that talks about that possibility regardless of where we move for either model to go ahead and move forward with middle college i mean there's plenty the term middle refer to middle school or what is middle in relation to go ahead so it refers to like in between so you're in high school you're in college there's like a middle college in between um and so in this program you are basically taking your first two years of general education uh and when you graduate you're graduating with a dual um certificate so you're graduating with your high school diploma plus your graduation you're depending on how you set up the program you could be graduating with an aaa or an as one of the things that i i don't see here i mean i see the pathways that we have right now currently um we brought you know together for this one high school what [Music] like becoming um asphalt is that something that we have considered to bring is it something that we can bring to our adult school just that is not something we have considered but um that's something that maybe the adult school we could take a look at that i think there's been some conversation around some different programs with that um so sometimes you know when you're thinking about some of the pathways for example public services transportation um i think there there's both right you have um you can have uh trade in there as well as that can lead to um you know a college and career pathway as well or college baseball uh we have one more question okay on my hand yes board member rodriguez i i also i i noticed um we do not also have the um what is the uh fighter um the fire department or we have that again also at one of our high schools right we do yes we do so i i would really like to see the list of um all the programs we have with the two high schools but which high school has which programs can someone um can someone get that sure we'd be happy to provide that problem okay yeah i think but list all of them because i know some of them are missing here but um would be good to know you know all the programs that we have we have a lot of great programs pathways thank you so moving on to model four model four includes a tk six uh and model and seven and two seven twelve schools so in the model four um the t the tk six base options are the same ones that uh we saw in the model three base options as well as the programs for dual immersion life skills and visually impaired so the same thing that we saw before and then with the um the tk6 specialty options uh the specialty options on model 4 are also the same ones that we just uh were shown in the in the previous slides for model 3.
so each building that is in here has a section like this and we'll break it down for you and we'll break it down for the public and give me an example for example in baltimore and just a number stuck in my head life safety from baltimore was about 163 thousand dollars that was 2013 right dollars where is that today so that is well again those numbers again if you look at page 16 right at the top the life safety projects of 140 000 that's right from the life safety survey i haven't escalated those costs at all i've taken those numbers directly from the life safety survey and then from 2013.
um but i will have to say that was a job in itself for my payroll coordinator along with the fraud um i know most of central office was even though we were there at work every day showed up on the unemployment reports um so there was a massive amount of fraud and then just sifting through all the claims that were there definitely was women's work so i want to thank my payroll coordinator because like i said that was um a very nasty sort of meticulous task that she had to deal with um and then i think i'll highlight the miscellaneous gifts if you look at the back page detail you will see that what makes that up and the mud funds uh you can see where the curtains were purchased not yet paid for june 30th but that's where you can sort of see that activity distinguished them and then as far as where we stand right now as i said our emd packet has been um uh filed um the auditors start on monday and um i feel like they were just here and um we are currently working on our end of the year report um that is due to dusty by october 1st um and so we're on on schedule to address all of that the one last thing that i will just highlight is why we had some savings even though we were in a year where we might have had some unbudgeted expenses is that the state and the federal government did provide us with funding for those unbudgeted expenses so you had the two grants the cares reopening grant of about 280 000 and then a smaller state coded prevention grant of about 35 000.
and model 4 there are 2 7 through 12 schools and both schools have the base options as we described in the previous slide um previously described programs and possible options or london are listed under each school both schools would have different cte pathway and programmatic options that you can see school number one and school number two which is aligned to what we currently have right now all right so i'd like to just uh open it up if anybody had any any other questions or any comments it doesn't seem like we have any more questions we can go ahead and move on i'm sorry we do have all right one question um the list the menu of possibilities um can you share with us how that list was developed was that part of the school yard committee or is that with superintendent and cabinet or some combination it was really a combination of many things so the education services department um keeping our ear to the ground listening to uh the different comments and suggestions from the reorganization committee and things that we've heard over the years and the other piece is that when we're looking at these specialty options in what ways can they align to the programs that we have at our at our high school right our cte programs our pathway program trying to think about some of the different options that um that would that would align now there could be i mean there could be a specialty option um and maybe it maybe it's a maybe it's a you know the health academy right that's the elementary school that would be um a possibility for students to just go right into um you know the high school that has that program but that doesn't necessarily mean they have to um they could use anything that they want to do so these were just some options uh that we came up with um that were teeming with possibility um and uh aligned to some of the programs that we have already uh before i turn it over to jorge just a quick on the on this on this piece of it um compared to this piece of it when this was presented to the school reorganization team again they looked at it they had questions as well um but that was kind of the end of that conversation you're going to notice here that for this one uh we had a staff support staff 1.0 and not only did they have questions but they had recommendations for us to go back and rethink and so this is the latest information and the latest thinking that was provided to the team thank you mr ortega um before i go on i see that yolanda has her hand resolution remember rodriguez did you have a question no i'm sorry my hand is not up sir sorry okay oh that's okay thank you good evening uh board of education uh member staff and community uh early in the process as mr ortega mentioned the reorganization uh team requested that we include support staff as one of the factors to be considered in this process the information that i'm going to present here is not specifically organized by model 3 and model 4 but i will speak to both of these models um and like mr ortega said uh this is our current thinking uh regarding support staff by uh regarding sports that's organized by school enrollment there was a point in this process when the committee started their feedback uh and we went back to the drawing board and we have retooled and rethought and what we're going to see here is uh what is our current thinking around that information uh this information is organized uh into two groups um in the district we'll start off with our proposal for support staff for classified employees then i'll share our current thinking regarding certificated support staff uh so the table that you're going to see on is a staffing table for classified elementary schools are reading from left to right the first column list the support staff positioned at elementary schools the second column lists our floor uh with base staffing at the site up to student enrollment the third column provides the staffing for schools with enrollment from 401 students to 500 students the fourth column provides the staffing for schools with enrollment from 501 to 600 students and the fifth column provides the staffing for schools uh with enrollment from 601 students and uh positions of the support staff that we were reviewing here are listed in the first column so every elementary school will have one eight um secretary uh regardless of the size of the school so um the that that that the great boxes essentially represent that um regardless of where they're at that will be the allocation every school every elementary school will have one three-hour health aide every elementary school will have one three hour library aid and each elementary school will have one day custodian and two night custodians this is an increase of one additional night custodian first full fortnite sodium work uh this plan also proposes to increase the number of computer texts i want to note that throughout the presentation you're going to see the reference to computer text but these are our mis fact 3 workers we have in the district and at each elementary side we are proposing to have one four hour computer tech first elementary site uh in essence one a one mis tax three worker would be serving two sites uh one um i still wanna make sure that you understood that that four hour computer tech position was referring uh as you can see i'm sorry for clarification so one computer attack that works eight hours would do three hours at one school through three hours another four hours at one school four hours at another school um and and that could be organized into uh one day and then the other day at a different school site for four hours um beginning of the day four hours up the day are you gonna are you gonna get to how that will play out when you get to the second third column with that one position because it wouldn't it wouldn't then you couldn't have one person going to two campuses there'd be two there'd be extra hours i'm not following you sorry when i look at the floor when we're looking at oh excuse no i'm wrong that's only on school clerk i'm i'm wrong you're good okay thank you uh for school clerk on the floor is a for hour um [Music] one four hour school clerk for um the floor as you can see in that column but this is where you start seeing that with increases in enrollment we start adding hours to that um allocation so uh a school site uh could have one five four hour plus an additional two hours uh for the schools that are between 400 and 401 and 500 and then an additional hour for that band that's above and you can see how that that works i have a question so the four hours and says plus two hours with the two hours be uh the same person but uh what is that called when you overtime not over time it's you do the uh extra hours extra hours no we would we would have to uh well work with the with the school to actually change the prime assignment to a six-hour physician okay so it would be a sixth hour it wouldn't be an hurricane yeah we call them workflows now uh but yesterday it wouldn't it would not be an extra hour this would be their base assignment it would be an additional and it would be made into a six hour um depending on what column it falls into then that's the hours that it would make be made into correct correct and that position would fluctuate so if i'm making a stop right if we go into another year and it fluctuates up over the 401 mark and then the next year it fluctuates down correct that position itself would fluctuate based on the enrollment it could it could and so we actually did have a discussion about how um where that determination would lie because um you could essentially go into that next band with a new enrollment uh and that wouldn't necessarily be practicable to uh just be changing hours on prime assignments uh so we had determined that uh there is a the first wednesday in october is when we uh really work with the state to and that's what our enrollment is um see beds day so that would be the date that we would determine for the following year the allocation for that site um enrollment uh for staffing so you wouldn't be basing it on anticipated enrollment but you'd be basing it on actual enrollment of the previous year's ebay i'd like to have a conversation at some point about that because wouldn't we want to base our staffing based on our anticipated enrollment of the of that year even if i understand that we're going to get the same amount of money for you know for students so i don't need to have that right now but i'd like to understand why why would why we would do that because i mean in declining enrollment that leads potentially to over stuff possibly yes but i welcome the comments and your thoughts around the topic uh the um just to kind of continue on the community liaisons uh similarly uh the hours would be determined by the enrollment uh and then what the part that's different here is that for noon supervisors uh we have a allocation of 40 hours uh total hours per week uh for the um for the entire site so that's the floor and then that increases with increases in enrollment um so um the the 40 hours a full site can determine how they would use that 40 hours they may have um 20 two hour noon supervisors or five on eight hour eight five hour unknown supervisors whatever that allocation is um and each site is different um and uh there they have different ingress and egress points so that may need to be um addressed so that's that's why that that's left that 40 out go ahead please continue that is that hours per week hours per week yeah i apologize uh so the next couple slides are snappy we're looking at three hours and i'm looking at the third column it's three hours plus plus one hour um we fall into now now we're talking um it's four hours right so would when it comes to when somebody works three hours and 45 minutes now they're working four hours so that they would fall into um a different category correct imagine i understand what category you're referring it's the what is it the union i'm sorry are you talking about a benefit yes yes that is a six-hour position um which i if the schools and one of the things that i failed to mention is right now all of our elementary schools are currently at a three-hour community liaison um and uh we have now the or based on enrollment we can start growing a number of hours for community liaison and it could potentially essentially have an employee who uh is in a benefited position but we thought that this was an important position to have at the full site especially at our larger great thank you for the next uh couple slides are snapshot examples of what support staff for classified positions would look like at the different uh enrollment bands so here you have like your uh school that is uh up to 400 students since i used these sentences broken up so um i i talked about this we could move more quickly to these slides this is the band from 401 to 500.
yes yep oh i thought i thought we test our architect to give us some updated numbers there are some but i just wanted to be consistent with some of these numbers i i just don't want to make up numbers you know so i can get some numbers with him and come back at the next meeting when i bring the architects here okay so this report is not our architect report that we test them to do for thousand no no no no no okay oh that's not this has nothing to do this is completely different get it okay okay carry on sir okay no problem no problem so again you're going to see that for each one of our facilities in that so i'm not i'm not going to go through each facility but again each facility is broken down that way for you and for the public so that you can look at that great the other thing i'm going to talk about is i want to talk about the financing of this so if you would turn your attention please to page 98 of 110 and this is we're going to get some mixed pages so i asked pma our uh our financial advisor to put together uh the borrowing and again what we're looking at is a total projects projects totaling 48.7 million so i asked bob to put together a scenario of borrowing 49 million my premise with him was this i want to roll off the current building obligation debt as quickly as possible and i also want to reduce the annual debt payment to the taxpayers to save them money if we extend out debt okay so what that means is that i wanted to try and uh lessen the tax burden uh to people so that being said if you turn to page and it's going to be hard to see page 100 of 110 which is page 3 of his presentation it's going to say current debt service levy so this is our current debt structure right now so again you will see those green bars there that's long term debt that's still a lot of the debt from the high school and the elementary school that hasn't been paid off yet and all that and you'll see it comes up to 12 million dollars so our annual debt payment is 12 million dollars okay bob is recommending that we finance 49 million i asked him for 49 million he's going to do that and he'll be able to talk to you he wants to do that as a combination of working cash bonds and funding bonds you'll see that on page five of his presentation and then you would also see on page six of his presentation the new debt structure and so if you can if you compare what you'll see is in 2025 you'll see those green bars at 12 million but then our debt payment would drop to 10 million dollars a year that amount saves the taxpayer about 140 a year in just that amount okay and again it does still give the district some leeway to borrow in the future as you will see that out in the future it still gives them some leeway if they wanted to borrow additional money in the future yes so the short term is 49 million but on your graph at the beginning the green with the cosmetic improvements is 10.6 that's not included that's not included in there so that's a separate discussion if that's to be if you want to add that we can add that but i did not add it because again the direction i had was to complete life safety and to get air conditioning in buildings so that's a separate discussion ken what advantage will it be if we borrow because we then specifically borrow money for life safety we borrow working cash to address life safety and you're saying we have about almost seven million dollars of life safety issues to complete what advantage will it be if we borrow seven more seven out of this 49 million dollars we borrow seven million dollars just for life safety bonds only there's no petitionary petition period with that anything like that so what advantage is it is there somewhere along the line we get a lower interest rate or anything like that no what advantage will it be i know one event again there's no petition period yeah there's no petition period the only i don't know if there's that much advantage to it i think districts will use that so they don't have the petition period especially if they have a lot of life safety issues the problem i sometimes have is that it doesn't give you any options you're locked into that that's true you know and that so you know it lacks a working cash gives you more options but but all i'm saying is we still we know we have to address life safety sure yeah and and you know we know we have to do that right and i think that's you know i was just looking for any other advantages well mr brown i i would uh i'll i would pass it past i'm going to pass the bucket out when bob comes i think yeah save that question and ask bob okay and he would be better equipped to answer that for you okay you know what would be better for the district in that regard okay thank you the the last thing i did want to share then on when it comes to financing is if you look at paige the next page page seven of bob's presentation there's kind of a timeline there of events so you'll see october 19th which is the regular board meeting the board would adopt a resolution authorizing sale of death certificates so there are some death certificates here again bob would be able to talk about those and everything but we would start the process on october 19th and then we would close on the bonds you'll see february 9th there is a petition period here you'll see that on december 20th there's a 30-day petition period and that's when it ends so that would be all included in here you still need the binding uh buying a hearing like we had before and all of that so the process is very similar a little bit spread out a little bit because of the type of financing bob is recommending but again if the board wants to move forward on this i'll have bob here next committee the whole meeting that he can address any questions that you need to have so ken the question i have and just kind of looking at page six of bob's presentation with the 49 million of new money have you gone out and kind of dovetailed this with what you're thinking on long-term plans are and just doing this hamstring future boards from really accomplishing any longer term facility you know consolidating reducing the number of facilities that we operate uh that type of thing yeah i why that's a good question to be honest with you because i have a lot of things going through my mind on that one [Music] i don't know i i think the way i'm going to answer that mr albrecht is i i don't know if if we'll ever be able to agree on a long-term facility plan you know i think this option does give some flexibility to future boards if they want to pursue that to be honest with you all right because i i use this premise like i've shared last i believe committee the whole meeting i think we have too many facilities i i think that's the bottom line in this district and it poses what i call an operational deficiency you know in staffing in services and all of that but i don't know if we can ever agree on what we need to do and that's the difficult part i know what i would like to do i will i can share that with the board i'm not opposed to that and sharing what my thoughts are and putting it in a plan but i think this does give options for future boards i think the other thing that from a financial standpoint that the district and the board needs to look at is when that main tiff rolls off in up i think that is a key uh moment in time that is gonna give the district some much needed operational revenue and you're talking probably about five to six million dollars or more or more per year couple years i think it's 25 or 26 one of those two you know so again i i i think the best thing you know i i've sat back and thought about this you know because you know let's be honest i i've shared with the board probably three or four different plans you know and that as we've gone here um and i think the best direction for the board at this time is this okay i think invest your money into the buildings you have and that right now get your air conditioning in your buildings do that i do think there needs to be some cosmetic improvements what those should be i don't know but i think they need to do that i think the second thing you also need to concentrate on in the very near future and i know dr hall brings this up is your football stadium i do believe that you need to address that sooner than that because um i think your program and i'm talking football program i'm talking your overall both athletic program into scholastic athletic program and your communities deserve a better facility and it could be used on a community standpoint too by having camps not only not for football alone soccer and baseball and so i think that also is something that needs to be addressed and then again i think looking once that when that moment in time comes for those operating funds i think then is when you have a conversation along with your strategic plan on developing where your facility should be okay yeah i you know i'm i nelson i i hear you i hear you loud and clear and you know we've been around the corner quite a few times on the facilities and things of that nature and again it's a lot of moving wheels a lot of dynamics out there and you know we have to move forward in some capacity and is this the best bang for our buck you know that's for interpretation but i think this is a plan i wasn't i wasn't sure what exactly he was bringing to us tonight and i i really want to commend you that hey we're addressing life safety issues we're addressing these big guns out here with this ac and then i think it lends itself for a conversation for a football field i don't yeah that's right that point that way okay i'm a life safety guy he just forgot his checkbook yeah you know but so so this is a in my opinion this is a huge step moving forward i asked ken a few days ago for me for him to obtain and send to me the 2003 life safety issues and there was a binder out there but i was able to receive something and a lot of these like again i'm not pointing a finger at old boards and previous boards and all of that but a lot of these are i hate to use this phrase repeat offenders out there that we are finally addressing finally boilers and pipes and things of that nature when that work was done here at elc and and talala i'm like wow we actually replaced pipes out there so to get that knocked off our plate to get the air conditions i know again you know putting all that that turn putting good money in bad schools you know what that's the move point we can move forward and focus on the education of our kids because there's been a lot of conversations about facilities and this and that let's just move forward that's that's my gut feeling and i hope the board approves this and get it get this work done and i i i personally i mean i agree i mean we've got to get hvac in these buildings just for air conditioning one but more importantly probably is just the overall quality of the error in in the buildings for the health of the students and staff but what i my concern is that we're going to vote to put in you know 10 million dollars of building into hvac and then we're going to turn around and get a long-term plan five seven year plan that says well we're gonna get rid of that building we're gonna consolidate it into another and now you've you've limited your borrowing capacity because you can't you you know for that future board to make that decision you've borrowed this money you've hamstrung yourself because you don't have the capacity to to do that make that that next decision so and and maybe that's you know something that is just the cost of doing business and we have to sell it that way and something that this board is willing to accept and vote on and that's fine but i just want to make sure you know we kind of lay it out and we're not just thinking next two three years and kind of reacting to what we've experienced over the last month and not thinking long term i i and i i i agree with that too i think the other thing to keep in mind mr albrecht is you look at the financing plan after one two three four years you know you have a bunch of money that's rolling off that you're paying off right you know that gives you more capability in the future you know i think you know again as i sit back and i analyze from a financial standpoint i also think your annual debt payment is too high i think it should be around that 10 million mark and i think this gets you to that and then once those years roll off you know you're clear also in the future so that you can add that up to that 10 million mark and still in the future you know you have some years that are zero especially now again i hate to say the r word i just say but i'm going to especially if you do something and you go to referendum you also have the option of going to 30-year financing so so it does it does open up some things for you you know and it doesn't strong you know hamstring i will agree though that there may be some investments in buildings that maybe in the future you get rid of that may be possible again i think you wrap that discussion all in your strategic plan in the future as you move forward to determine how you want to move forward because i know there's also some curriculum issues i think you know when you talk about magnet school and stuff like that so you know i think there's other things but i think it will give you some flexibility and for future boards also i want to say this i think that it's maybe it's not too many facilities but it's maybe too many old facilities that we're working with and i think that the it's great to have a plan and i think you all did the best you could with what you have because no we don't we don't have the ability to have new facilities i think it just comes down to a group of leaders who are willing to make the tough decisions regardless of what people say because sometimes you have to make decisions regardless of what the community says they want but we have because we're here we have to make what we know it's the best decision uh for example we uh i think mr brown points it out that they've been haggling with this facilities plan probably since forever because people are afraid to make a decision because oh well this group doesn't want this and this group doesn't want when what's best for the oak the um students is what we should be focused on not what a group wants and i think that if we remember that then making the the plans for example say we we didn't have to go to referendum but that was just an option and we decided okay we're going to go to referendum well we could have not gone a referendum had the facilities built and by the end of everything being built everybody's like oh that's so beautiful we love it and then they forgot that we didn't go so that's kind of what what we will face against but we we um and i don't know if that's what you all were faced with i wasn't on the board that's just an example but i'm just saying if we're faced with that again i'm willing to put my seat on the line to say let's do what's best for kids versus what see which group wants what and um have the battle of the communities because at the end if it is what's best for kids i think everybody will be happy at the air versus being in this position where we're like oh what do we do nobody's happy now so there are qualifying factors when you have to go to a referendum right i get that i'm just saying if we were in a position where we didn't have to because i know like one time you knew we did it here right but that was time that was there may have been a situation where it wasn't just an option um it was probably favorable i mean probably from a from a standpoint of it looked better to go to referendum because of the amount but we really didn't have to go to referendum that's what i'm saying if we're in that situation um so that's that's my two cents so mr albrecht i i i guess i would ask for you and the board if i could if i'd get to go ahead to continue to move forward on this my plan would be uh i would authorize probably our architect to begin doing some engineering plans for for these things including uh the uh you know the cooling rooms and all of that we'd start that moving forward and then at the committee the whole meeting in october i would bring in our architect and uh pma to have final discussions with the board on both the plan and the financing part of that if that's okay so i'd leave that up to the board well we're not just i think he's just looking for a consensus to kind of continue to move forward so he can present it at the october committee the whole continue to put the work in see looking for anybody i'm i'm for it same here because i don't think we have any choice i mean now the choice was taken away so what what else do we have nothing yeah so i'm for it okay i i will also develop we have already developed a facility page so i'll make sure this is posted on that page so in case you know the public or anyone wants that i can get that done by tomorrow or thursday and this is online also this is already online in board book we have it in board book online and the public can get it yes the public can get it well thank you for this it is amazing oh not a problem thank you you're so easy to understand for school that was fabulous he does i don't know who did it but so i was actually thinking of this earlier how nice it would be to have this so when you put this down i was like wow this is like i thought it and it happened and you shall receive right when you bring pma back next month can you do me a can you bring a financing picture of what it looks like with the improvements the cosmetic improvements as an alternate just so that we can see what it looks like with the financing sure i can do that all right okay thanks ken thank you good job okay uh next up uh do we have any old business any new business okay we do have uh do need a closed session tonight can i get a motion to go into closed session to reach for the purpose of discussing the appointment employment compensation discipline performance or dismissal of specific employees of the public body five ilcs 120-2 c1 in litigation when an action against defecting or on behalf of the particular public body has been filed and is pending before a court of administration administrative tribunal or when the public body finds that an action is probable or imminent in which case the basis for finding shall be recorded and entered into the minutes of the closed meeting bill that was long-winded it's about three different topics okay roll call brown is an eye dr hall aye mrs galbert aye mr smallish aye mrs walters aye vice president ruth aye president auburn hi we are in closed session at 8 11. go okay well so we're going to go down and then we'll okay it is we got enough they don't have to be here can i have a motion to adjourn a second [Music] okay and galbraith it's over and done with okay all right okay when you say all in favor do you usually put she usually put when it's all in favor just put the eyes down documents for all the kids we're
those had to be spent by june 30th and we did um expend those by june 30th and i listed the primary ways that we utilize those funds when we jump over to the fiscal year 22 update i'll highlight that there's um three grants that we have that will two of them that we didn't spend last year that would carry forward and a new one that had just come out so we can talk about that [Music] so that puts fiscal year 21 to bed until you have the audited financial statements uh presented to to the committee hopefully in january okay thank you okay any questions for don [Music] all right so just briefly on 22 you'll have your first set of statements at your october meeting but i wanted at this meeting just to attach a summary of the status of our capital projects i was pleased that so many say completed now we actually had a very productive summer and if you look at um at least what we had put on the docket for fiscal year 22 we had both water systems both at the middle school and high school have been replaced the middle school floor hallway so if you look now all the floors and the common areas have been replaced and that if you go into the inner stairs you can see on the exterior stairs you'll see new stair treads which i think actually look really nice okay um and we're going to paint the stairwells just uh the railings to sort of bring it up to par with you know with the mouse equipment you've got to continue to bring it out so we were very pleased to get all of that work done before school reopened uh the two projects that we have left um i could not get a paper um to actually join us this summer to do so a little bit of paving so we'll we'll pick that back up in the spring and we still have to do some duct work insulation on lindquist the biggest project that we had outstanding from the previous years was our big ems project and i'm pleased to say that that has kicked off we'll see all those numbers encumbered now on the amounts all the way back to um fiscal year 18 because that's where that first set of funds were set aside and now all the funds in 19.
um to note that the computer are mis tech workers and then the new supervisor hours are in the next slide this is your enrollment ban of 501 to um you'll see that you have more hours for certain positions um than we currently have because we're allocating more hours for our school clerk and is and then this is for the largest tools and up um but now you start having a lot more hours um allocated uh what comes next is uh a slide that resembles the previous one um this is for our middle schools and again reading from left to right the first column is support staff positions and the second column lists our floor time r4 is 600 uh third column provides staffing for schools with enrollment 601 700. the fourth column uh provides staffing for schools but with enrollment from 701 800 and the fifth column uh provides the staffing for schools enrollment from 801 and up so uh the positions for support staff uh that we're reviewing here are listed in the first column every school every middle school will have one eight hour secretary and every middle school will have one three hour health aide uh every middle school will also have one three hour library aid uh each middle school will have one day custodian and two nights again this is an increase one uh night custodian from what we currently have and just like the elementary model this plan this pen also proposes to increase the number of computer techs the mis uh tech 3 workers at each middle school we are proposing to have one six point four hour computer check for five days a week follow me for a second uh which translates to an eight hour computer tech four days a week on the fifth day of the computer text work week would be sent at a high school wherein they would be supporting the computer tech at the high school for jobs that support or but what we're trying to really address is our need for additional um support staff around technology uh so the middle schools would have either uh 6.4 hours a day five days a week of a computer tech person and then the balance that's 1.6 you'll see on the next slide when we talk about high schools that 1.60 at the at the high school the more practical way of organizing the day would be a uh four days a week uh at the middle school and then the fifth day would be exactly yes yes 6.4 hours for five days um or slash flash hopefully for four four days a week uh i know it's a um not ideally written there for clarity but i wanted to make sure to walk you all uh for clerical uh you see the increase in hours here we would be needing to add additional people for clerical support because one uh one person only worked eight hour days so we start getting into the bigger enrollment bands start looking at additional individuals building these extra out uh media liaison and primarily increasing the hours based on enrollment and then similar to the elementary model 40 hours per week would increase the enrollment the next slide i have a similar example on this for our largest pool uh if i would have a uh be what's represented on this table at the allocation course this is the high school um the table for you now is classified support staff that we're proposing for i'm sorry jorge i have a question i'm going back to the middle school [Music] why why is it that if it's um less than about um we have one community liaison thank you on the high school uh this is the um similar table that lists the positions this time the um the enrollment bands are uh 12 1200 is the floor so if we have people that's less than 1200 they will at least get what's on that um second column as the enrollment banks increase to have that increase in staffing but the very least you have every high school will have four eight hour secretaries every high school will have one eight hour alpha aid um high school also have one eight hour library aid uh and then the high school will have one eight hour community delays on um at each of the full sites we're proposing to have one dedicated um eight-hour computer tech mis-3 worker for five days a week and then that now you see that 1.6 uh across five days or an additional day it's just one day that it's decided of an additional tech from the middle school or with larger projects where where the um mis degree workers would need additional support on the allocation of custodians are represented here and again here's where we start increasing based on increase in enrollment um and we have the preschool clerk as the floor and then additional um bookmarks as we start getting into larger bands of students at each of the heist um and then every high school will receive uh a base of 25 hours of campus aids and then that will increase um to uh 32 for the bands of students from 1200 to 1600 and then for goals that are more than 1600 they would have 40 hours of campus paid um of work can you can you communicate what is our current what is status quo now for custodians it says five eight hours in this model i i notice it's not broken down night and day as some of the others are but can you communicate what we currently have and what change this would be or not i mean one second i think i have that right now we have um including the senior custodian we have five as our floor and so what this will represent is if we move into the bands of 12 or 1 to 1600 would be adding one more for current allocation and then the next band would be adding and that five includes a split of knight and correct i also wanted to give some attention to the seven wall um model so if we have a 712 model um then we would have now five eight hour uh secretaries at site uh one eight hour half aid one eight hour library aid one eight hour committed liaison uh the computer check would follow the same same plan that i described earlier on the custodian uh we have statistics and the board member careers question and addition of one to our current allocation and then we'd add one if we would move to a higher enrollment band uh still clerks would uh start off at four instead of three previously saw and then add another one if we go into the higher enrollment band and then compensate at 32 base hours and go to 40.
i mean in fiscal year 21. so um that i will keep you updated on how that's progressing a lot of the wiring has been done now that we have students back in the building they're going to be working you know different shifts because now they have to test all the points and they also have to wait until it's almost time for heating season right because that's important so we're slated to have um at least everything up and running on the region's campus by the end of december um and that will be fabulous because um we're at the point now where it's um we know that there's issues with our current ems system and so we're just you know partying along until we can get this one up and running but we know it's going to be so much better and everyone's going to be trained to be able to use it so um the high school will be just as taken care of as the middle school so that is all in play and you can see most of our years are actually at zero so we finished them out you have a little bit left in fiscal year 17 of um it was supposed to be a feasibility study but we had a little bit down so there was only 3 400 left i think we are going to go ahead and return those funds back um the state doesn't like to see you holding open projects for too long of a period and if we ever decide to do a feasibility study in the future we would probably cover that not as a capital but as an operating expense so i don't have any qualms that we wouldn't that were giving something away we could still take care of that at some point down the road but i think just to close and clean our books we plan on turning that 3 400 actually back to the towns because that wasn't under an ima or some of these other years if we have any extra funds it'll just go back to the region because we funded it um and other than that i gave you i've given you a summary of the um esr grants um sr1 sr2 sr3 sort of our thought process right now of how there's gonna be how those are gonna be spent and how much each of them are so as we get further um into the year we'll provide you some updates on that and we will definitely be talking at a future meeting more about the sr3 grant that was a larger grant that came out of the american rescue plan that has a few more stipulations around how it needs to be spent so we're working on that right now it's a little early in the process we have until we have almost three years to spend that grant so there's no need to rush right out of the gate and spend it and i think we're taking the fall in order to accumulate the data and really synthesize what we need to use that money for so i think we'll be allowed to sort of file the initial grant application that it's due on october 4th in more of a broader bucket type scenario not knowing that we don't have all the activities clearly defined yet because it's still early coming back to school and trying to figure out where where we are [Music] you so much thank you for always leading the charge and doing such an amazing job [Music] questions for dawn thank you so much um okay that brings us to our second read of our mass policy this is um we have the first read at the end of august and it's our face covering policy um we always do a second read so this hasn't changed do it does anyone have any questions before i entertain motion okay um then i will say in accordance with the cdc desi and our town sport of health i'd like to make a motion to approve the second read of the dover sherburne face covering policy as stated in our package that requires all people to wear masks while indoors on our campus and on our campus until further notice for the second so moved second thank you elaine any more discussion all in favor bye so can we do that again all in favor say mr reed or is it an approval from this okay thank you um okay um that leads us to our consent agenda [Music] which includes the approval of the minutes from june 8th and the communication about the high school field trip um do i need to read the high school communication shelter but no we just okay um so i'd like to make a motion to approve the consent agenda actually i have a comment on the minutes there's one set of minutes that are not popping up on my screen right now but there's a set of minutes that reference uh uh community comments and it's describes uh ethical violations discussed at the meeting and i want to say alleged do you want to look at my copy sure there's a different set of minutes if you look at the june 8th community comments there are multiple comments from community members addressing the recent election for a regional school committee in dover falling school rankings curriculum content and the ethical violations that were referenced in the resignation of a committee member earlier this school year yeah i think we should say alleged ethical violations okay yeah [Music] okay thank you um so i'd like to make the motion to approve the consent agenda with lynn's um so moved second thank you any discussion all right all in favor thank you um [Music] i know the hour is getting late um we have communication in our packet um for our own information um and then um items for october the october 12th meeting please feel free to reach out to me um with any items that you want addressed put on the agenda maggie i do realize that the night is getting late but before we adjourn i just would like your point of permission to just share some gratitude for our um as they departed as a retired school committee member which has been our practice um for really all the history of time that i we have worked many of us have worked on the school committee um is that a no please yeah so thank you so much for the opportunity to speak to the community and gratitude for the work of our two former school committee colleagues part of i think what's been lost in the zoom meetings and the sort of constant emergency is an opportunity to stop and thank our former colleagues for the many many thousands of hours of volunteer work that they've done on our behalf michael jaffe served our dover and regional community over the past five years spending three years on the dover school committee and two on the regional committee during this time michael has been a fierce advocate for the needs of all our children he was the driving force behind the return to examine the school's start time issue and was the co-chair of that task force for quite a period of time his research skills were unparalleled continue to be unparalleled and michael would always be counted on to do his homework and to present carefully researched analysis and support of issues related to student mental health and the positive benefits that might come from providing our adolescents with a school schedule that more closely matches their need for rest it is not an exaggeration to say that without michael's leadership the challenging of the the challenge of addressing start times would have never made it out of committee meetings we are grateful for his work in supporting all our students his commitment to examining our programs with a critical eye at every juncture while michael is no longer serving with us on the regional school committee the lasting impact of his dedication to students remains evident across the region we wish him well in his future endeavors and appreciate his continued service to the school community community as the co-leader of the guidance advisory council this year i'd also like to take a moment with deep appreciation to recognize the service of our newly retired colleague anne hubby anne has been a tireless volunteer for the sherbourne and the regional schools i believe she served two terms on the regional school committee as well as one year as its chair during that time anne was known to advocate for the whole child and to ensure that our schools kept student needs at the forefront of all that we do when joining the regional school committee in 2016 anne used her institutional knowledge to inform all that she did to serve to inform everything she did to serve our communities her thoughtful and thorough approach to sensitive matters was appreciated by all of us who worked alongside her ann prepared meticulously for each and every meeting and served as the de facto chair in her second year when her chair needed to be away frequently to attend to some unexpected personal issues she assumed those unexpected responsibilities with grace and diligence ann led the regional school committee as the chair through the first stages of our covert emergency and facing with us facing the need to implement remote learning she worked collaboratively with our leadership to bridge the gap between the challenges faced betw by a school system in response to a health emergency and to our families escalating concern about the state of their children's school experience undaunted by that challenge and transitioned to lead our superintendent search last fall she collaborated with our local school district search team members and a search farm to conduct a thorough and thoughtful search in the midst of an ongoing growing health emergency though that search did not yield a successful candidate anne's graceful leadership and attention to detail has continued to serve us all as we completed an interim search and will begin the search for a permanent superintendent this fall while we are sad to lose anne at the regional school committee we recognize the long and lasting positive impact that her work has had on our school community and wish her well in the future please join me in offering our appreciation to former members for their dedication to making our community better for the countless hours that they have volunteered in service to our school our community and most of all for the betterment of our children thank you maggie thank you and finally you thought you were going to get away with no thanks from us um i would also like to extend a huge gratitude to scott kellett who will be retiring in a few weeks after several years as a teacher three years as assistant principal on eight years as principal of the dover-sherburne middle school did i get that correct yes scott's quiet strong and supportive leadership will be deeply missed by students staff and parents middle school can be a tough couple of years for many kids that was certainly the case for me it takes a special person to understand and love that age group scott the depth at which you care for your students and staff has created a happy and thriving place where kids are supported wherever they are in their journey of academic and social learning there are numerous obvious ways in which mr kellett has supported his students and staff but i think many of us will remember him for the quiet and thoughtful things that he did that might have gone undetected mr kellet has always loved the underdog like the child who quietly managed their personal challenges on their own he always found a way to support them daily with a joke a welcome a story or his own special hello so with tremendous thanks we wish you a wonderful retirement you will be deeply missed thank you very much [Applause] all right thank you everybody it's late um make a motion to adjourn [Music] so moved seconded all in favor bye thanks everyone thank you
now i want to spend a little bit of time just talking about our post staffing for uh certificated support for that ask the question please um so with the with these staffing ratios is this something that's negotiated or this something that we and we said in a great question and i'm glad you asked it uh there are um we do have uh we are required to negotiate reductions in uh hours uh so wherever there is a reduction in there really has not been um many examples of where we have reductions and hours that would that would require us to negotiate um and uh any any work that changes the working conditions uh for for employees um that would also uh require us to negotiate the impact of our of our so certificated staff i we again we're just looking at support staff for certificated so we identified the principal every site will have principal every site will have one resource feature and we are introducing an additional uh credentialed position which is the sel coach which stands for social emotional learning uh this is a certificated employee that will be working with teachers on social emotional instruction uh we talked about the western justice center that they would be integral up an integral role with any uh work with students and staff um so that's that's something that were to borrow some phrases and terminology that dr mitchell has been using this is our time to dream and innovate uh think outside the box and so this is really giving us an opportunity to push that push these ideas out there so would you like to add anything to this sure um so we have been doing some professional learning um with our teachers around social emotional learning modules and um this is a way to be able to continue to sustain that learning and really work on how we integrate social emotional learning into our instructional practice thank you and then i want to ask some questions um so in the in your imagine right you talked about um adopting the broader early academic language at all our schools right um so where would the coaching component of that fit in here say that one more time the coaching component i think most still schools have like a dedicated coach at each site um so where does that fit into this um are you do you mean just in terms of just sustainability for the um for the seal program after we've done all the training right so are we gonna i mean are we gonna have a coach at each side is it gonna be the ptosis i'm just saying because i see that you're building in a culture for seo yep yeah so i think that's something to think about i mean um we're we're thinking about our teachers on special assignment who are also going to be part of the training we have resource teachers as well um and so this could be this could be part of that um you know yeah that could be part of it as well and then my other question i think is for parking lot is um and actually i think you'll appreciate this question i think um we have we have um often used their resource speakers as an interventionist right um and i know in other districts they sort of use it as like a a place for budding leadership right to sort of bring up create a leadership pathway so um can we either can we have discussions are you having discussions around how we can really maybe utilize that position in a more asset-based approach where it's not just like we're going to use that intervention but we're building capacity so that we have first best instruction right so i think i'd appreciate having a conversation about that in terms of what is the point of that research teacher and what are the res you know the job is that does that make sense dana it does yes thank you you know why i say you appreciate it and uh here you see the secondary certificated positions and um the this table is broken up into middle schools and high schools so middle schools uh if model 3 for example and you'll be looking at those columns 2 and 3 and for the staffing and for the enrollment sorry of middle school at 800 or less you'll look at that second column so that one would be one principle one assistant principle one counselor uh one sd output so the new position we're introducing and then an instructional code is also listed here as well uh for the um schools that are greater than 800 um now we're the the significant difference is the additional counselor on that that is in the middle school um uh the for high schools uh the for the high schools that are less than 1200 uh one principal two assistant principals uh one counselor per um 400 students um which is what we're currently at uh two sdl coaches so now we're talking about two social emotional learning coaches and two instructional coaches um that will be supporting the high school um and then uh the salient difference in that last column for the schools that are above 1200 is the additional assistance principle yes i have one question um so with this instructional coaches um with this where would the toasters that we currently have like the secondary choices where would this fit where would they fit into this this is an additional instructional code so we would continue to have our secondary choices as as well as on-site coaches correct and do we have a sense of what their focus area would be or it wouldn't what what kind of instructional coaching would they be doing so um when we think about instructional coaching um coming from a a very data focused lens um and you know when you're talking about asset based right what is it that students need um to be able to accelerate their learning um so really thinking about um you know how do we make sure that we're connecting students to the resources that they need um not just academic um but also you know social emotional as well so um there's something that we've been working on with our on-track collaboration uh right now we're doing some um some uh pilot um uh plan do you study act models around that and so um so there's a lot of things i think to explore but i think instructional coaches can really help to really help to personalize the learning for students to make sure that they're successful thank you oh and i think uh doctor uh mr have a question about counselors okay so um i heard you say that our current ratio for counselors is one to four hundred they're about um so how does that reconcile with um academic counselors and social behavioral comfort is that one in the same correct so our counselors have uh the three different domains that they do work with students on on academic social and i believe the third one is career um so the counselors would work with uh students in all those areas so i'll put my more detailed question in writing to you so that the questions for all of the board to have the answer to but i happen to be looking at the serp the 1920s for azusa high school today and i saw that the for the 1920s school year right i know it's one year out when you're back the ratio for academic counselor was one to 273 and then it also listed the social slash behavioral counselor as 4fpe i'm trying to understand that staffing level with what's listed here okay and i'd have to look into what that what was used to come up with that calculation so i again i will write it out as a board request so that we have the same information fantastic thank you very much i'm gonna go ahead and um on the counselor's side and um how you guys have you guys had a chance to as you guys are creating this um have you had a chance to be able to have a conversation with the counselors now kind of like what um board member beau just said you know the ratio at this point right now even just visiting the high schools um we went to both high schools these last two weeks ago um that this looks like we're cutting down on counselors and so i think it would be um i would like to invite uh you know so so the way the way this would work i mean it's a good good question right so um maybe we should use the word max for instance if there were 800 students there would be two counselors but the moment you went to 900 you're gonna need three counselors because because we would be if we only had two counselors that means that each would have 450 and so we're thinking about maxes so if there was 900 students you can't bucket them by 400s so that means that we would we would bring an extra counselor and then their queso would be 300 per counselor so so maybe the word max would have been appropriate here so we're thinking about like this is your max load and so any anytime we hit past you know the 400s 4 8 12 16 20 like that triggers a a a new a new counselor position currently right now what is the load of each counselor at the high schools i mean just speaking both of our high schools are either right at a thousand or right under a thousand and they all have three three counselors correct so that means that right now they have less than 400 students on their caseload each because with three counselors if they had 400 or more that means that we would have to have 1200 kids on our campus and we do not have that any more questions i have a comment um so as we look at specific numbers um and think about um capacity so not just with rooms but also with people and teaching those and case loads i'd like us to consider what's best for students in whatever maximum ratios we set forward as our side thank you and then the last uh slide here is uh what a seven well secondary school proposed certificate staffing to look like um here we have the two bands um that are that are represented is full that is uh less than fifteen hundred and so that is more than fifteen hundred and high school would have one principal three assistant principals uh one counselor dedicated to a seven eight um students in the uh less than 1500 a school that has more than 1500 and they would have two counselors uh that keep in mind that that 1500 is all students seventh through fourth grade uh and then each of the um for the 912 counselling the max number would be for uh one for 400 mr ortega would mention and then the sdl coaches instructional coaches would be does anyone have any questions this slide nope so that uh concludes the um study or the the the content uh for tonight i want to thank you for your great questions and your great insights um the plan um was to move on uh to our regular board meetings and create info action items uh moving forward uh not knowing right now if this is one meeting or 12 meetings um but that we would have this recurring meeting where we're going to continue to chip away at trying to get to a decision i know that earlier today we talked about should we put this on hold until we get the um data uh that's going to um take our survey uh uh comments and and create a report and so i just look to the board should we pause until then or do we begin to have conversations now around again likes dislikes other other points of information uh needed or or whatnot i would like to hear from each board member um on how you feel about this would you like to go ahead and start um remember yeah i'll say that i would i will though we do not know how many meetings this conversation will take i would foresee that it would certainly take more than one and with that in mind i i would see that we do have margin would be my estimation that we have margin to begin a conversation even if we don't have every every bit of information i would want to be careful because i wouldn't want to get too far into the conversation without some of this the synthesized data so i i would ask that we i would be comfortable if we went ahead and started the conversation but before we had a second conversation uh we had the data synthesized board member cruz gonzalez and i would actually prefer that we have the data that was requested like especially the demographic data um demographic data [Music] i think that i think that and then this probably the president um just because i know for myself i mean that's going to factor into how i approach discussion for this item so i would you know i mean i guess we can talking about it but i would prefer to wait um but i mean have a real clear timeline for you guys internally in terms of when we expect that to come like within a month or within three weeks i'm so it's very clear and then i just also want to put on the table i am very uncomfortable with what you just said about like we'll start having info active meetings and we'll see where it goes i am not comfortable with that i think yes we can have flexibility like let's say if it takes more than two meetings but we should be clear from the outset that we're going to have one meeting to discuss and the next meeting we're taking action or we're going to have two meetings to discuss and when we take action and i would not want to have an action item on the agenda until we know we're gonna take that because i think it's not fair to the community send that mixed message like one meeting and then we push it off again one meeting and so i just want us to be clear from the outset that it's gonna be you know whatever max meetings um because and i'm sorry to say it this way but i don't want us to more from a five meeting the seven to 18 meeting process i just board member rodriguez tanya yes i would like to um continue the discussion at uh our board meetings you know have it on our agenda but of course not make a vote until we do get all the information that we asked and i would like to see a timeline so we know we're not going for 18 meetings or you know we're gonna know where we're gonna stop the community can know when are they gonna hear the answer one way or another because it's fair to the community parents and staff to know where we're going um if this is going to be happening in the next school year thank you board member i agree with the uh sentiment to have a defined timeline for this process um i have beyond the questions that i post here i have a series of detailed data requests that i would like to see um for us to have as an info item that will influence right because none of the pieces of data we're taking in isolation they all i believe they all really relate to each other um so i would ask for president arianes to work with superintendent based on board requests that we might send and to see how meaty those are how long it will take for staff to produce that and to um come up with a timeline that so that if maybe our next action item is to adopt the timeline what i'm hearing from the board is is is uh is crucial which is which is a timeline time frame of how we're going to go ahead and be able to approach those what what i'm all right ms rodriguez can you please mute i think um i'm hearing that um we can start the conversation but then the conversation can open up a can of worms such as uh well we're kind of gearing towards model three or model four or model four model you know three and so um a lot of the the influence um and um that that i'm hearing from the board and you know and then where we're all in agreement is is that we would like to have the the data synthesized and the data pretty much mapped out so that way we're able to go ahead and review that and it could change one of our views on you know if we're having questions on model 4 or model 3 therefore if we have it right in front of us therefore it is answered through the data so moving forward i think it would be in the best interest and correct me if this is not what i'm hearing from the board um for us to be able to to have a timeline to have the synthesized data to have all of that in front of us for us to be able to have um another conversation right before having that other conversation because that conversation could could lead to one more conversation then we're going to go into action so or it could just be one one meeting just like today four hours that we can go ahead and just talk about that and that could be the only thing on the agenda item um for that meeting um so you and i can um go back and we can go ahead and create that and um see and we can uh let the board know um a time frame of when we can receive that data and we can explore that and come back to you guys can i add some nuance to that just to just kind of what i heard on top of that um i heard that there there might be data pieces that we haven't even uh that didn't surface right now that still might be surfacing through an email or saying hey i want to see this or i want to see that and so my understanding is that we we would look at that okay well we want the 20-year demographic data we want the survey data to be submitted and get and here's two additional pieces of data or whatever that's also requested based on all of this as we work with decision insight as we work with either apu or a company and we get timelines then what i'm hearing is that we would bring we would bring that back to the board and what i'm hearing is that we do not want info action it so we would say okay look based on this we're thinking that it should be info info info and then on this board meeting we're going to take action or info info m4 m4 info and support me in action or info and then action is what i'm hearing i think the info and the action item needs to be on two separate dates but not multiple info i think correct we need to do our i'm feeling like we have we're asking for a lot of data externally and i think over the next couple of days we're all going to process and say oh superintendent want to request this so we give ourselves some time to think about it put on our data request and then for ford president ariana and superintendent to decide okay it's going to take three weeks for the survey coding it's going to take you know the census data is not going to be out yet so based on that timeline and then whatever data the staff is going to compile it looks like x is the date for info and then x is the date for action and then we can go ahead and publicize that to the community although i heard and i just want to make sure that like for instance this day we're going to have two days of info on this i'm just making i'm just making dates up october 1 we're going to have an info item to discuss october 15th we'll have another info item to discuss and then october 29th is when we take action is what is i think is what i heard but again i just want to clarify um i want to clarify career yeah i would say i'm not i'm not sure that uh board member bill you're you're it sounds like you're suggesting that we have only one info meeting and and then only one action meeting i i could i could first i could see the value in having the potential of having more than one info meeting because here we received information if we were to have another info meeting where we were actually now discussing i mean we were i i had i had thoughts that i kept to myself tonight and so if we were to have another info meeting where we have some we have some thoughts and we're and we're discussing those there may be other requests for information that could come from that as we're discussing as a as a group which could warrant a separate info meeting so so i would i would say that as at a minimum that i would request that we have two info items and and one action as a as a minimum i'm okay with that i just think when i think about our community like this make it to some people but you know i think it's the next me i'm okay with you and then voting on it um what i would like to understand is an overlay on we on our our um our board member right because we're going we're also going through that hearing process and we'll be developing that as the public input so are these on the same timeline is that that's gonna take a little bit longer i just don't remember offhand what that timeline is the uh the board member or by trustee area elections uh there are three meetings left uh you'll have two meetings in november uh where those you'll have options on how the the district can be divided into the five areas so you have two meetings the first mean hey here's some options we get input they go back to the drawing board they bring those revised options to the second meeting by the way i should be telling you dates that first meeting uh meeting number one happens at the first november meeting um the second hey here's based on your feedback here's the options that we created that happens in the second board meeting in november um and then at the at the december meeting you will be voting on on the five district december 14th so that one's laid out so we have three meetings to info if you will to talk in november and then the final decision happens in uh in december uh based on um september 14th i i think that there there might be some over overlap i just wanted to okay are you okay with the meetings in a boat yes board member rodriguez no i'm sorry go go on i'm sorry no no i had a different thing so it's fine okay yeah i agree with board member greer i'm not comfortable just having one meeting in oliveson voting because again like you mentioned we might have a question again for the second time and um so i would like to have two two meetings info meetings and then the vote but a timeline when is this gonna happen that's i think the important part of it i think it's uh before we want it's important that we in the next a couple weeks a thursday report we go ahead and send that out we'll talk go ahead and talk and do that okay board member uh bruce gonzales yeah just one last request because i've been staring at it um can we um in your update can you share those two questions that were submitted via the q a app on zoom because i could see i know it's not our practice we're not engaging in a conversation right now that should be doing public comment but i since they're there i want to know i don't want to open them right now were these questions i just want to make it clear um you just wanted to see the questions yeah just yeah i mean just send them to us but it's i just want to clarify that we during our board meetings we don't accept any questions and if those questions they should have asked when it there was public comment so um i want to go ahead and continue that um we can go ahead and look at them but we we have to remember we have to uh ask our community to uh remember that only during public comment you you may ask those questions and when the meeting is happening there's no questions that we can answer right then it would be a good idea to disable that because you can disable yes can we have lika disable that feature may i just ask one clarifying question because i know that we we have been set out for a task but i think it got very clear uh tonight which is great so then our test then is when do these two info items happen and when does the action item happen that's that's our task right yes okay and we can go ahead and one of the things that i also heard since we do have the crva meetings happening as well that um if it takes a little bit longer that it it you know we have to go with with um we just have to have a time frame i think it's the most important thing to let them know and communicate with the board um and just keep that open communication you mean timeline like sending the timeline or that having long meetings or do you mean both no what i mean is uh communicating with you once we once we get together and create the timeline time frame and being able to communicate that with you guys so can i just add one more thing um and we i probably said that at the beginning of the meeting but i do think that we should express some appreciation for those committee members who had 18 meetings um so i just want to thank all of them big kudos because i know that they put a lot of time and effort into this thank you i know a board member expressed um already her appreciation um anybody else yeah just completely agree good thank you um for bringing that up because this is a lot of work a lot of iterations and and even the the meetings that i didn't see everyone but but those that i did see i mean a lot of times even i mean strong opinions emotions at the same time a lot of maturity i i was i this was this was huge and so yeah thank you to the committee and i and i also like to um thank them for and the staff members they were involved and and the cabinet everyone that was involved in and you know you lose their time you know making these decisions and i appreciate that they're able to bring us something that we can look at so they actually did the hard work and i want to thank everyone for that that was involved you know um thank you i would like to thank our staff our cabinet the the reconfiguration committee for them to be um coming up with these ideas coming week every week for for a long time and then having that break and coming back and i did see the meetings um and being very candid you know having those uncomfortable conversations bold conversations that they were having at the table and um you facilitating um thank you for for doing that and how you guys as cabinet came together and so i know this is not easy um [Music] this is not easy this is reconfiguration means change growth and with growth comes decision and we as a board i know i i am extremely grateful for all of you guys who did take the survey and you know look at this i mean it's big and who you know collecting all this data just is amazing these are your words and i'm gonna take i know we're gonna take the time to be able to read all this and we value your opinion um we're all in this together and this is a journey that we're we've embarked together and i'm i'm really grateful to be here um and yes it's a lot to process but i think we all have made that choice to to be here and to be able to take on that this task and we appreciate you all at this time i would like to go ahead and move forward if there's nothing else i would like to go ahead and move forward to our item sorry our agenda item 5.1 which is our german it is make a motion to adjourn 5.1 thank you i was going to ask for the motion we have the first motion by board member rodriguez pena we have a second by board member greer it is 8 58 and i adjourn this meeting i'm sorry that's right before i adjourn we have to roll call board member rodriguez pena president yes thank you board member cruz gonzalez yes board member oh yes board member career yes and board member ariana is that's five yes it is now 5 59 and we are
foreign I'm going to call the September 15th regular meeting of Chico Unified School District back into session we have been in closed session um and there are no announcements to come out of closed session so um our next thing would be uh let's see should be the flag salute right yeah okay flag suit if we could all stand please and salute the flag I pledge allegiance to the thank you student reports well school is back in session we've been in session for about a month now and we have student activities that are resuming and we wanted to ask some of our groups from our high schools to update the board on activities that are happening so I'd like to introduce Mr John Shepard who is going to introduce some of our amazing students thank you superintendents daily so we're extremely excited as superintendents daily indicated to be back in session there are many wonderful things happening and again you're not here to listen to me and I don't want to insult any adults in the room but this is typically the best part of the meeting for me I'd like to introduce some students from Chico high school and Pleasant Valley I'd like them to introduce themselves and they will talk with you about everything that's going on on their campus in their realm so we're going to start with Chico High School how's it going um my name is Alex I'm a senior at Chico High School hi I'm yanisha gray I'm a sophomore at Eagle High School um firstly I just wanted to say thank you for having us today it's a great pleasure for uh to be here um first off I just wanted to talk about our mission statement about our club our club is um acronym name the BSU or the black student union and as our mission statement we want to connect the students or connect ourselves with more of the community and to help us and help people understand is the history of the black community in the U.S and and the world and develop voices and connections within deep within our community of Chico and uh to explore education opportunities and and also more importantly um I feel is to do some activism and do some volunteer work in the city of Chico as I feel that's something that is greatly needed in our community and yeah Alex said here we will have some fun activities to plan uh during our time here back at as a club at Chico High we will have we will be partnering with Chico State and some other colleges along with middle schools around the area to just like get the club out there and get what we need to do to like focus on our stuff and what we need to do um along what he said with volunteering we will be we will be doing some volunteering work we will be uh supporting black owned businesses in the area and as he said on um activism we need to get our voice out there and we will do so and we will just work on that during our time there's a few key points with our group that is the fun education volunteering and activism um fun we plan on doing some field trips as typically outdoor field trips like hiking and all that because we feel that that we should be connecting with nature as well as the inner community um as Chico nature is a big part of our community um and also further on maybe later on we'll we will be going to museums sporting events and the like um with education and we will be hoping to um connect with Butte College and Chico State as my son and we will be also mentoring that's something that um that we'll be trying to connect with the middle schools and our in our community and um see what we can help with there what he said I just wanted to add what he said as mentoring it's part of or volunteering program so we will be like going around like mentoring kids or being tutoring tutors and we'll be doing like all that stuff like Middle School to like all the way back to Elementary so I just wanted to add on that yeah and also um also going with education will be um try to help people like find stem resources because that's something we like to focus on is um STEM related um careers as that is a big future of society um and yeah I think we would like to open the floor to any questions at the moment yeah thank you I have a question yes many members are in your you're a club as the moment I am unclear but I we had just gained 20 new members to was it 22 it was it really I thought we added okay um yeah but as of the moment I am unclear but we have recently added um as of this year um a fresh new amount of uh students to our group so the 20 something that's just new members that's just new members yeah that's not including our um original members I assume you have a non some non-black students in the club also very much so it is um we are open to allies and uh we do not wish to you know yeah segregate yeah yeah thank you I have I I know it's hard with our Mass to tell who's talking um I've thrilled that you're going to be um talking with the middle school kids and and mentoring there I would like to encourage you to move down even further into taking a look at what you can do at the elementary level to begin to introduce the elementary kids to thinking about future whether it's future education you know just I I think it's important for them to begin to get a vision at that level um because there are many decisions that need to be made when they're in middle school and if they haven't already have had an opportunity to take a look at and think about what you guys are presenting or what the middle school kids are presenting down to the elementary that would be something I would encourage candidates for the BSU so yeah football and basketball Miss dalby yeah I'm I'm super excited to hear about your goals this year I think that it's great that you're going to get in the classrooms with the younger kids um and also love your connection with nature I think that's a great goal for everybody to set and just really be in tune with that and it helps with our mindfulness and just you know really turn inward and and unwind I I feel the same I just wanted to make sure that you know that um we as a board would love to hear from you if you ever have any need for assistance or if there's any way we can support you and your efforts to not hesitate ever to reach out to myself or anybody else up here um I'd love to help support you in any way that I can personally for sure thank you very much it means a lot to know that we have some I know that with me growing up in the way I do like it helps to know somebody's there and even when we're trying to do what we're trying to do to know something's there for us to help us and have our backs helped a lot so and that's the reason why I try to get into this because I know that there's kids that even are at my school and they're younger me that it's like they're alone you know so I just I really like that we can you know feel like we have something behind us Elvis it's also great to know that we have the backing of the board behind us and our efforts it means a lot just like the least thank you thank you thank you for having us again thank you for being here [Applause] hi um my name is Ali I'm a junior this year at Chico high and I'm part of the Nami Club on campus um I recently joined the club last year I lost a friend to Suicide actually last year and that was the the spark of everything of me wanting to get involved me wanting to be present um Nami is an acronym it stands for the National Alliance on Mental Illness and it was founded in 1979 by a group of people who had family members who were diagnosed with mental illness um on campus our main goal is really reducing stigma as of last year we had or last semester we had a lot of growth in that we had posters all over campus we had students wearing colors to show support we had teachers hanging up posters we had I was actually on the news for part of it which was really cool it was really good to see the publicity we really needed it and we're still hoping to continue that on campus um we are always we are hoping to be the group on campus if anybody needs help that they go to because I feel like on campus students who do need help or know people who need help they need a base to go to someone that they can connect with to get resources to get the help they need and we're hoping to be that resource for people help them get connected to the people who can really help them or friends family anyone in a situation um last week we had our first club meeting of the year we had over 20 new students join our club and our presentation was talking about suicide awareness we talked about potential reasons signs to look for on how to help I actually brought some of the resources that we passed out at our last meeting I'll show you guys those um we have our meetings every second Wednesday of the month from 11 40 to 12 30.
um one of the main goals in our club is we are trying to just not only create a safe space within the club but on campus in General within classrooms for like students teachers that kind of relationship things like that not only within the club but the whole campus and we're hoping to or at least I know I am hoping to expand not only from Chico high but to Middle Schools Chico Junior Bidwell Marsh PV other high schools any sort of Campus I feel like there should be a safe space for students and that's really what we're trying to show is that there is a safe space there is somewhere that kids can go to or anyone if they need help we are that resource and we're hoping to you know back that and show people that we really are making an effort and yeah that's that's it yes Miss Mr tennis I have a question for staff associated with what she's talking about with the safe space um what is the status on our what do we call them the quiet rooms or the the anybody know what I'm talking about yeah [Music] what's the status on the whisper rooms so we do have whisper rooms at several of our elementary sites those are used more for counseling services and then some of our sites and I don't know if Chico high does or not but have um larger rooms that are quiet spaces and I think Chico High actually does that's what I was going to ask if if there is something like that if that's what you're talking about or in the realm of what you're talking about yeah we're working and how is that we're working on creating that right now we just remodeled our library which created obviously it it gave a new sort of vibe to our library it's definitely I feel like a good space to go to as well as counselors I know that those offices are always in open space we're still in the process of creating some sort of a space-based quiet room something like that but it's definitely something that's on my agenda and the clubs as well yeah are you hearing what you want to hear from from the district and on that project from what I've heard I've heard nothing about support so far I have not heard any you know sort of uh discouragement or anything from what I can tell it's all support which is amazing to hear obviously as a student I have friends all the whole so so many I can speak for the student body everyone is really happy that there's support around this because it's a priority we need it oh thank you any other questions yeah same kind of thing just no always reach out if there's anything that we can do to help support you and also don't forget that your other clubs on your campuses are great allies and I think that it's it's a great opportunity to cross collaborate sometimes um you know reaching out to different student groups for for certain things um you know going on nature walks is good for mental health too and it's it is 100 what you said important that we destigmatize mental health awareness and talk about it you know let's make it a Norm that's what I've always stood by as a teacher and I you know support your efforts 100 and then as a side note sometimes I forget that we have high schoolers that are talking to us like I'm just listening and I'm like oh yeah you're in high school you carry yourself very well so yeah super impressed thank you so much for the work that you're doing thank you I appreciate it I have um some cards I'd like to hand out to you guys that's okay before you leave the microphone you said something that was intriguing to me about wanting to not just Target students but everyone as far as the the mental health needs and I would suggest that you reach out to one of the adults on campus that's that's involved and ask them to give you the information on what's available for employees in this District in the way of mental health support because many may not be aware and so as you're getting the word out to people you might include getting the word out to staff as well as the students yeah no I agree 100 I think that that's needed it should be just as much of a priority as it is for students and just because students the population you know the difference there's more students than teachers that should not make a difference between the need for help thank you [Applause] hello my name is Molly Brown I'm a senior at PV and I'm the editor-in-chief of The Saga School newspaper hi I'm Destiny Lee and I'm also a senior at Pleasant Valley high school and I am the news editor this year for the Saga and it's our pleasure to introduce you to this amazing club and group of students today this is our second semester as an official Club on campus so we're still pretty new um but at The Saga we believe that every individual student voice is really essential and is the biggest step in creating a unified and healthy school Community our mission our mission on campus is to serve as an outlet for students to express themselves and to make effective change in their communities um last year we only had a small group of about 20 to 25 staff Riders but this year our club has grown to over 41 staff members which is really exciting and we encourage all students to embrace the fact that they do have the capabilities to make a difference at our school and our goal is just to provide all students with these opportunities for expression that will give them the voice and influence at PV that that they deserve and we have gotten some wonderful feedback from not only staff members but our students as well and this summer our principal Mr Whitaker was kind enough to provide the funding for us to have our own professional website so we are so excited to be able to have this new platform and because we are an online newspaper it's essential that we have this easily accessible and easily navigable website for all users and so we are so excited to have this new editing system and we can't wait to see what we can do with it additionally we also would not be here today without the amazing support of our faculty advisor Michelle Martin who without her never ending support we would not be as prosperous and at this strong Foundation that we have today who she puts every ounce of her time and trying to make the Saga a great place for students to feel confident and empowered to voice their own opinions to be be connected and stay connected with each other so we're so excited and so lucky to have her thank you again so much for having us here today and we are so excited to announce that our first official issue will be out next month you can find it on pvsaga.org we'll be we'll have new issues out every uh first week of every month we're so excited and we're available to answer any questions you have now board yes Mr Lando left a question than a comment um I'm just really excited to see this Saga back yeah I was the op-editor before you were born which is a terrible thing to say but I when I heard that they were putting it out again I was super excited I read the issues as they come out thank you very much for I think having an on-campus newspapers so important to the body um so much I want to ask um what is your personal favorite or most interesting story that you guys have have covered or posted so far our first feature was on diversity month and celebrating um unity and diversity so with that we had students who had articles about their own personal experiences being an underrepresented group so we had POC students speaking lgbtq students speaking and so it was so exciting and empowering and inspiring to just see all that happening and as the first issue also so yeah that was definitely my favorite feature we ever did the support that we got from faculty and the support that we got from a lot of students who came out reached out to us was really really um it was very um it was really exciting for us and it was our first issue too so we felt very proud of that should be thank you very much well I'll second Mr Lando as far as being really excited about seeing the Saga come back to life I looked forward to having it dropped on my desk at PV in the office I was I was there for a couple of years 30.
um and and I I I know that your instructor has always just really supported this side of your creativity and um hmm oh my microphone wasn't on um anyway I'm looking forward to continuing to be involved with what you guys do and we do all get copies of the Saga as board members so we are excited and again as Ms dalby asked some of the other students if there's anything at all you need and Mr Whitaker hasn't come through with it give us a call thank you on that note too um the flip of that actually is um you know we we hear a lot from teachers and staff and we hear a lot from community members at large and parents and I think that the student voice is still underrepresented to the board and so as you know people who disseminate the news if there are issues that students feel strongly about please remind your readers and help them navigate how to give us comments or how to reach out to us because you know I know that that's a really powerful thing and I I think as a news source it's it's a really good thing to remember that you have the power to empower those individuals to reach out to people who can make a difference in your lives yeah thank you for what you're doing thank you thank you so as you can tell our Future's in pretty darn good hands and I do want to thank all of our students for being here tonight I know you have busy schedules but we appreciate you coming and sharing just a small part of your life at school with us I also want to think we do have advisors so the advisors that are working with these students if you would please stand because we want to be able to recognize you as well thank you so much in fact go ahead and just walk up and introduce yourself very quickly so that we have a name and a face and because we know this is extra time for you as well so thank you hi I'm Joe Modi I work at Chico High I'm a school psychologist and I'm the club advisor to Nami nice to meet you thank you hello everyone my name is Travis Chu and I am the club advisor for the BSU thank you hi I'm Yolanda Young I'm also an advisor for BSU at Chico High School hi Kathy thank you thank you and we know you have busy lives and homework to do so we will let you go now I mean you're welcome to stay but you don't have to okay the next thing on our agenda and uh is the superintendent's report is there anything else Madam superintendent yes so one thing that we have learned over the course of the last 18 plus months if we did not already know it before then is the key role that our School nurses and health aides play in the school system our nurses have been absolutely crucial as we have navigated the challenges of covid and for this board meeting both Diane and Tina work very closely with our nurses and recognizing that our nurses have very very busy schedules and they'll talk about that a little bit we want to talk about them recognize them tonight that they're going to have to actually come and get their canteens at another board meeting because this is a very busy time for our nurses as we found out so Diana and Tina so thank you for taking this time to recognize the nurses we had planned tonight to recognize our School nurses and School nurses a lot of people don't realize that there actually RNs they're registered nurses they have all the licensing that's required to work in a hospital and public health and in any other position that is for registered nurses they have dedicated themselves to the health welfare and care of all of our students here in the district they've been instrumental in our planning and our response and our protocols for the pro for the coveted cases for the quarantine processes and for contract tracing in our schools and unfortunately as Kelly said not all of them were able to be here tonight because they're involved in other things that their RN duties taken through such as TB testing in order to have all of our employees be able to continue to work and new employees come into the system one of them was TB testing to about 10 minutes before the board meeting started tonight some of them are working with covid testing for other agencies in the evenings and on weekends and so they weren't able to be here and they also help with contact tracing for current cases for our own schools late into the evenings and on the weekends so these dedicated RNs have given so much of their time that that is the reason we wanted to recognize them thank you I want to add just a little bit more to really acknowledge your next meeting we will look forward to fully recognizing our Chico Unified school nurse is here with you as Diane mentioned tonight did not work out for all of them but we really want them here to be with you and also to invite their families to come as we all know our families of anybody who works in the school system work along with us and I I have been proud and extremely humbled this past year and a half to work alongside our nurses they're smart kind-hearted compassionate and have all maintained a sense of calm these past many months we look forward to all of you seeing the greatness we are fortunate to work with every day I look forward to thanking them in person with all of you here too and we will have them there and give them their canteen which I just learned you don't set up like bowling pins because they fall down like that too thank you madam president that concludes my report okay thank you superintendent Staley next is announcements are there any announcements Dr Kaiser so the students have left and I'm kind of sorry that I missed the opportunity but we just had a major election in the state and um I was working the election for 10 days 11 days and we had a pretty consistent uh turn out um but the last election I worked in the bmu we had a lot of Student Activities and even student employees and so that's something I think that we probably don't encourage our students enough that they could go and work in the election they get a great experience they get training and they would get paid so um I think they have to be 18 but for some of our seniors that would be a really good experience to see how it happens because we still had people coming in who had various conspiracy versions of what was going to happen you know and so you you're trying to educate people um and the other thing I just have to Echo about the School nurses having had a preemie born at Enloe and uh our granddaughter tested positive after the birth with covid so nobody could go and be there with her so the whole time it was you know it was the nurses who were providing that tender loving care so it was really important so yes definitely so thank you for that any other announcements sorry yes I just wanted to because I feel like the the recognition was a little anticlimactic and I wanted to say thank you to our school nurses for your work not just through covid but always and school nurse aides holy moly that they deal with a lot every single day and just give them a round of applause yeah [Applause] thank you items from the floor do we have any requests we have no items from the floor no requests we do we don't okay uh okay negotiations update Mr Hanlon so we have previously met with both couta and CSEA we are close to a three-year agreement which I hope to be bringing forward next to our next meeting or the one after that and we will continue to meet we're in our next meeting with cotas on September 22nd and our next meeting with CSEA is on October 1st so we plan sort of a one of those years because it's a potential three-year agreement where we'll have a tentative agreement at the beginning of the year and we'll probably bring another one forward at the end of the year which is more language-based issues rather than dollar issues so kind of a separation of the two but great progress with uh with both uh with both groups customer ready anything you want to add nope Kuma has no report right I know you're not I know you're not Kuma um is there any public comment on this issue there is no public thank you okay next item number nine the consent calendar um this is the items that uh can be approved in in one motion um is there any discussion or anyone would like to pull an item from the consent calendar I would like to pull 10.3.2 10.2.2 oh I'm sorry I'm sorry wrong one four point one I'm sorry 4.1 certificate 4.1 yes 9.4.1 sorry um we need to pull um the minutes of the September 1st meeting Mr tennis you were not in attendance during that meeting correct until after the meeting was over okay so yes that is correct okay so we'll pull 9.1 or no I'm sorry we'll pull it 1.1 uh nine one point huh 9-1-1 yeah ah okay so 10.2.2 9.1.1 and 4.1 okay do I have a motion for the um uh remainder of the consent calendar so move uh do I have a second I'll second that thank you Dr Kaiser has moved Mr Lando has seconded um we'll vote uh individually MS dalby that's all the I Kaiser I tennis Robinson I that's unanimous thank you board okay the first one would be um 1.1 no 9.1.1 excuse me this would be to approve the regular meeting minutes of August 25th first do I have a motion I move second okay a motion by Dr Kaiser second by Mr tennis December 1st I wasn't oh okay yeah that was the September first meeting all those in favor no this is not the September first meeting this is August right we are voting on August on the August 25th meeting because both were pulled yeah both were pulled yes okay all those in favor of 8.25 signified is saying I I proposed none that's unanimous now the September 1st um minutes I need emotion I moved uh okay uh member dalby and moved and uh member Lando seconded any other discussion all those in favor um signify by saying I don't we have to do a voice we were unanimous on our last vote I know but you can't vote we have to recuse myself right well you're you're just um not voting I think we can record you as a not voting okay let's do it by uh individual Dolby I Kaiser I when do I Robinson I tennis non-voting correct thank you for four four to one uh I I'm we didn't confuse her okay she's okay uh not uh 941 thank you um I just have one correction I need to delete one of the resignations uh Michelle Rose um the date the resignation date is incorrect we'll bring It Forward at the next meeting thank you so we'll strike it from the approval this this time okay all those in favor of approving 9.4.1 with that um no actually we we're going to be tabling or do we need to approve the rest of the action we can approve the rest of it we just need to go well table Michelle Rose for the next meeting and approve the rest of the items on human resources certificated all those in favor uh that would be good I move the acceptance of item 941 with the amendment from Mr drive a second second thank you Mr Lando has moved Dr Kaiser has seconded um we will do this again by Voice vote Robinson I okay to 10.2.2 why did I write down 10.22 oh okay that was the beef that was before we were corrected okay I'm going to move on then to the discussion action calendar number 10.
um this is the resolution 1548-21 the Williams textbook sufficiency for the 2021 school year Mr marjon yeah so every year we come to the board to let you know that we have met the needs of our students with our textbooks and sufficiency to my directors of Elementary and secondary to make sure they go to Every principal that goes to every department and every grade level to make sure that we have sufficient textbooks for every one of our students and I want to let you know that we have met that standard members do you have any I do need to or the Williams act our soil open the public hearing is there any public comment on this issue we have no signups for public health okay then I will close the public hearing okay uh do I have a motion for it so move 10.1.1 yes right okay second a second there I have a motion and a second um any further discussion okay let's have our vote all those in favor signify by saying aye aye thank you was unanimous thank you board okay the next item um is informational only it's a chance for Mr Marshawn to give us a state of the Chico Unified School since we've opened Mr Marshawn please thank you president all right so we're going to first of all discourse some of our successes for our state of our schools update again we want to be able to say that students are again following the Mandate where they need to wear masks in our classrooms they were doing a very good job of continuing to go to the classrooms and wear their masks and we are still following the guidelines where they could go out that recess is in between the class times and not have their mask on at lunches so far we are having pretty good success with that I want to also let you know we have we did add those 17 counselors and those positions are filled as we had some of our students talk earlier the wellness centers are being built and completed on our campuses and we talked to some of our administrators and they said our counselors are pretty busy right now with our students working with the social emotional supports of being back to school full-time and so that seems to be a success for us we have rolled out some of our first Universal screeners for social emotional learning some of our students so our students have been filling those out as a survey the next we have our All-Star parent support program that kicked off and this time I want to be able to introduce our homeless sponsor liaison as she's the one who was in charge of the All-Star parents for program kicking out and if I could get her to come up and introduce her so this is Jamie McLaughlin thank you hello all thank you for having me tonight I'm Jamie McLaughlin I'm the homeless Foster liaison for unified as a toasted position and I wanted to inform you a little bit about our All-Star parent program that we will be kicking out two rounds this school year and our All-Star parent program was helped funded through a grant who Nancy our targeted case manager at Fairview applied for and received for the community of Chico Chico Unified School District is helping support that program through different resources that we can allow to match match funding so that we can make sure that parents have food have child care all their needs much that they can attend these programs the programs are for 13 sessions the first round will start in October with a second round starting in January within the 13 sessions there will be three presentations at three different School sites two will be held in the in the PM one in English and one in Spanish and one will be held in the am one is in Spanish for so that we can maximize our reach towards parents in need um and accommodate those who have English and Spanish-speaking families at home I also I wanted to let you know that on our agenda is to have roll out a homeless presentation working with the e-house and the families that live at e-house in Phase One and phase two to provide them with the same training the training is Raising highly capable kids and I want to let you know that we trained 22 people this last month and of those all of our targeted case managers have been trained and we also had community members trained as well to help support the program because it is a community-based grant and um they made a lovely flyer which I can email to you guys and I would also love to email you a calendar invite to all the parent uh Pro All-Star program trainings so that way if you did want to attend and see what it was all about we would love to have you there any questions I don't have a question but I have a kudo um I don't know if uh if everyone saw the Facebook post with the picture of some kiddos that were out at the airport um official resting Center and by the time I got done looking at the Facebook post and picking up the phone and making a couple calls found out you already had those kids enrolled and so I appreciate the work you're doing to reach out to our homeless our seriously homeless yes kiddos and as far as I heard as far the ones we are aware of are all in school they're all in school and not only have we provided them School enrollment but also making sure that they have internet capabilities so that they can be successful in school as well great well thank you very much Jamie not really they can only tell you that we were very happy that we stole her from Orland I believe when she finished her interview she said she had some more questions but we we didn't allow her to ask us any but we called her I think before she even got home she jumped right into the position very quickly jumped on the hot spot so we made sure that we had the families that needed them and what didn't need them anymore to get them done but she says done a wonderful job and she's been a great addition to our ed services team so thank you great [Applause] another one of our successes again it's been it was a challenge early on as our modified quarantine home quarantine Etc process and vaccination status just to give you some example one of our high schools that was at a peak time for the for how many kids were being quarantined at that point we we surveyed or actually Mr Shepard gave me the number so I want to make sure I give you the props for that but we had 85 percent of our students that were vaccinated or on modified quarantine attending school 15 were on the 10-day quarantine so at that point we had 85 percent of our kids still in school that were quarantined so that's a huge difference from the year before when everybody was at home quarantine our students are still coming to school on that at one of the elementary schools that was at the time was our highest level of students that were being quarantined it was about a 50 50 split that they were using a modified versus the the home school and we continue to see a trend on that also if I could get um Mr Vincent to show the graph that is now on our dashboard that so eloquently Miss Smith has developed for us as you can see we've had a downward trend of students testing positive in our district and the the blue one is our students and I believe that's red because I have new contacts and they're not working very good is our staff numbers so you can see we've had a downward Trend I don't want to spoil that I'm going to knock on wood that that continued and I want to let you know today as Miss King told me that neither one of our high schools had any students test positive so this I believe one of our first days that our high schools have not had any so I again I want to make sure I have not jinxedosis in any way on that so that has been a success for us a long long success oh sorry we had a question well just uh just a comment um we were told of the individual who we could call on the school about whether we needed to quarantine two elementary kids because of their mother's exposure and it was really good information and we were able to not have to do that and because the contagion point was not valid so it was really really positive to get that information okay thank you Kathy okay if we can go and then I want to another success is adding our covet staff if we could click on that link too right there so what we've what we've added one we have our LVN Debbie Campos who helped manages our covet hotline so she's continuing to do that and we've worked a way that we could work with her to make sure that we can continue to have her do that also I want to enter we added also two eight hour itinerant people one on each one of our high schools right now to help with the contact tracing today was their first day and I think that was a good positive that they showed up today in our two high schools to make those contact racing and we did not have any cases today to do any contact tracing but there are tenerate employees so they can go to another school site to help make those phone calls they've been trained to do that so that'll help support our schools in that way and I have another young lady in our audience that I want to introduce she is she last year she was a second grade teacher at Sierra View and this year she was going to be a reading specialist at Neil Dao well we stole her she's in the admin program right now at Chico State and she's very organized she's very techy so we called her and asked her to be our new covet person that will help take that load off a Tina and Erica when we're posting everything out of thing because they have other jobs that they need to be doing so we were able to steal it so if I can get have Michelle Bunch stand up all right you [Applause] so she'll be starting with that on that so we are very excited to have her I'm working side by side with that and that will help again like I said Tina and Erica be able to do the other jobs that they're supposed to be doing and uh so I'm we're very excited to add her to our team so thank you Michelle thank you okay another success Oak Ridge it's not part of the covid but opridge has received their County District school CDs code so they are now they're on site before that if you guys remember they were under the Oakdale now the Oak Ridge has their own CDs code their enrollment right now is K5 is 95 students and 6 through 12 is 140.
and we have 48 concurrently enrolled between two schools so their numbers we've had to continue to add staff and they continue to meet the needs of those students other successes sorry I'm Mr Tanis Mr Marshon can you you probably have explained this to me before but the concurrent enrollment so that a student could be enrolled at PV for part of their periods of the day and be enrolled at Oak Bridge so they can go two periods at PV and four periods at Oak Bridge or five in one so they can go to both schools and be able to take classes at both schools at the same time and what are the common reasons for that someone to excel at Oakbridge and take off about we've we've discussed this before we have kids that excel in some of our math classes so they can can do to do that but they also want to take band which we don't offer at Oakbridge or any or Ag Department and those types of things so they want to have those connections still with the with the school that we don't offer it at Oakbridge but they could take their other classes online which allows them to possibly work and still have those other classes on their campuses traditional sending that's a perfect segue into that um secondary we again uh successes band choir club days as you've seen some of the students today talk about that and and Athletics Elementary again it has their Fine Arts and their PE and their music programs that started all back up this year so those are all successes We Believe all right challenges some of them again we just talked about why we were hiring different people admin office staff coveted challenges so early on when we were getting high numbers especially at Pleasant Valley High School they're having to contact a lot of families at night it was taking a lot of times to do the con do the contact tracing they have now pretty much got that dialed in and plus the people that we've offered support with but again that was a challenge early on retraining students and staff for full day schedule again our our staff and our students being in full classes full-size classes all day again there we've had to be there for them because they've been getting tired towards the end of the day and some of our staff I know our staff worked full days last year but this this this time they're full classes all day long and so we've had to again um work through those challenges Co and extracurricular activity occlusion that's been an interesting I went through the modified quarantines that we've had to work through about kids been able to not participate in extracurricular activities if they've had exposure so we've been working through the health department and again we've we've had some positives with that where they have now shortened the timeline before it was 10 days and I believe we're down to eight days if they get through their pot if they get two negative tests so that's been the learning losses we go through our assessments especially at the elementary level that we've been doing that Mr Sullivan and all the all the teachers and that they've been doing their initial assessments have shown as we we feared and that's why we were doing the summer academies and all the other programs that we have during the summer and and the tutoring programs but there was a learning loss of our kids missing the schools between the fire and the pandemic so we've again it's we're getting them caught up we have hired reading Specialists we we are starting our tutoring programs we will continue to do summer academies and those types of things to try to get our kids caught up at the reality is we've had some learning loss for our students and so we that's been a challenge to make to try to get them as caught up as quickly as possible an independence yeah go ahead what metrics are we using to assess or quantify that right now I'll let Mr Sullivan come up and explain the vast tests and all the other acronyms that he always tells me that we're doing on our Sean said and inventory world we do some very big tests everything from alphabet it's called a mass test or a bpst basic phonics skills test so they're looking at do they know letters sounds Blends and so they kind of come up with a number so we took our numbers this year and kind of went back two years of 2019 and kind of said where were we at at the Baseline for the first year or at this point in the year we compared it to where you are this year with K one and two and kind of did a reference check it's it's a good half year off from where things were as far as we would expect them to see what we've seen in years pass with it this is on a kid by Kid basis it is each kid is individually assessed so we kind of get a sense of where they are with actually a really good sense of where they are and it kind of gives teachers information to know how to drive their reading instruction also so when you see kids in small reading groups like the group of four or five they're sitting with that teacher right now often have a common kind of need they don't know the Blends yet they don't know kind of the syllables yet with those things so they're sitting in kind of common groups during that instruction time and the assessments being done by their teacher or by one of the one of the resources uh mix a lot of teachers are very much expecting they want to do it themselves is very typical but there's also support staff at support staff at the school sites it'll help with it also it takes a takes a little chunk of time to do some of those things bpst is a very it's the same for everybody but a bass tested a little more of a reading fluency test so kids can it could take kids 45 minutes to do a bass test if they're scoring really high because they keep going up to different levels kind of thing and we have that data yep we could go back multiple years if you'd like to look at those kinds of things yeah I think sure yeah Mr Pierce just like to take a moment to address secondary measuring learning loss I'll start at the junior highs we have given the i-Ready math assessment over the years and we continue to do that and start reading as well to get text levels at the at the high school level we want a new route this year that I'm really excited about that will will be talking it over with DLC and and the math departments but they are administering the diagnostic placement evaluation test they have administered it because it is new to us we're still training up staff and analyzing the data that came out of that currently for high school English we do not have a universal screener at the beginning of the year in place across the board so that's as of right now that's dependent on teacher evaluation of where they should expect students coming into various courses however continuing on as late as a couple hours ago with the English DLC group discussions have have been happening this year about Universal screening practices at the high school in the realm of English as well so our hope is to have those in place by the beginning of next year we'll still give our our traditional common assessments throughout the year and of course teachers are assessing formatively throughout their throughout their year as well as normal is that probably or particularly because usually s back scores are used as that kind of marker for student growth so there isn't some kind of I just would expect that we would have already figured that out by now how to you know be testing since we know we don't have traditional ways to you know evaluate progress in learning so I feel like we're a little bit behind there when it comes to high school English so we've come a long way in high school English over the past four or five years a long way with the move to ntss and that was the topic of discussion today at the English DLC we working within that framework we do not have again we do not have a universal screener in place um the way we discuss and roll out assessments um we need DLC um buy-in to and planning we need the principles on board and we need departments on board so it's not a fast process and what we found is that it's better to move slower on the front to move faster yes we've learned that by experience so I guess my what I'm wondering is I I could because if my memory serves me correctly we were pretty clear as a board last year that we needed to have alternative ways in place to track students learning progression because we don't have these State tests to really rely on anymore for for a couple years worth of data um so is it just that's how slow the process has been going or that was just you know now is just getting started um the conversation began at the end of last year and has continued in game momentum today once again we're not ready to it's a it's a it's a different animal at the high school level with a variety of courses The Wider span of courses um and we just simply haven't haven't been there yet do we know what other districts are doing to address the same things we're not you know working in isolation here um we do to a certain degree um we know the popular Universal screeners that are that are out there and available um so far nothing has met our needs okay um so maybe for all three of you uh fellas my um I have a sticking point with this concept of learning loss I don't like the term um I don't like the way that it gets used I know that we've talked more about a positive phrase which is learning recovery and also the term loss indicates that students are learning losing something they've already learned you know saying learning loss sounds like they're actually losing their learning uh literally but I know that's not what we're actually talking about here um so I don't know if it would be more appropriate to refer to it as learning delayed since they're they're not in a place where we would expect them to be progress wise but they haven't lost learning unless they've actually like slipped backwards which also does happen I know so I want to just maybe just be able to say that out loud like we should probably uh I did like acknowledge that students aren't necessarily losing that didn't lose their learning they just didn't get as much learning maybe as they would have in a regular year no thank you so and I just want to clarify maybe I must think here what I'm hearing is we don't have any hard data about where our student our high school students are at this point in there too in English right now but we do have that information in math uh yes okay uh we don't know how to how to our teachers have not been trained in analyzing that data to this point so when I'm not trying to attack you but at this point we don't have numbers that we can say yes the students are this much further behind in math than they were two years ago thank you Dr Kaiser I don't know if it's beating the dog but um the same stick of when we see that a student is struggling uh in math um the second part of the question is what kind of preparation or re-experiencing would work and um from research that we're seeing is that for a lot of kids with math repetitive repeating of the questions the answers don't really work and it's it's this conceptual framework of kids being kinetic imagery responsive and sort of a different way of approaching math especially if they're dyslexic that's really where it shows up so um I would hope that as we look at these ways of recouping um a Content that builds on itself and becomes even more important that we would also be looking at other ways of presenting the material certainly and that is the work that we described last spring and and during the Alcott process in particular with the district-wide focus on mtss and part of mtss the big part is that tier one that instruction that every student gets every day and udl fits into exactly Universal Design for Learning I'm sorry those Concepts fit directly into what you're what you're talking about um that is the work of the mtss group that is the work of DLC and that's the direction set forth by the board via our lcap last last June um just one one more thing um real quick the other complexity with with math as just as one example is the scheduling of the interventions of what those look like so that's another big piece of what those groups will be working on Mr Dennis did you have a question on this my comments are still related to this too just we're not I'm not going to move on at that I don't want anyone in the public or the board to think that we're just focusing on summative assessments we're extremely focused on formative everyday teacher assessments with students in the classroom we've said all along that that's our strongest tool and it really is so I don't want the board or the public to think that we're not focusing on the everyday formative assessing that's going on with those Professionals in those rooms with those students who have had history with those programs there is training happening we had a district-wide staff development day yesterday and we had our math and English departments working together to analyze data the data was formative in nature so I just don't want the board or our public to think that there isn't that there's just a focus on summative assessments you know once a semester once a grading period that formative assessing is happening every day thank you for clarifying that because it um I think it sounded like we weren't doing assessments over the course of the last year and we've worked really hard to have common Assessments in place Tim is talking about a screener a universal screener for all students which is a different mechanism but we do have our commonness I think that clarification is important and especially when we use the term learning loss because it is such a hot term to use it just can it can be turned against the district in a in a really ugly way and that's that was my only like purpose for even like going down that route of questioning is like we have to be really careful about talking about learning loss and how it's being assessed but really students are learning every single day and and and as a teacher I personally know that that you see your growth in your students on a daily basis and that's what matters right now and so I think that focusing more on learning growth or learning recovery or you know any kind of positive affect is is important and if we're going to mention learning loss it should be more about um you know what are what are we doing to uh you know re-engage and re-energize our students and and we'll see an exponential shift in our kids for sure like I have no doubt that you know they're gonna bounce back and probably be back on track by the end of the year in most cases because of that daily check-in and teachers you know tracking on a daily basis with formative assessment that ties back that ties back up to number two and retraining students retraining the the protocols the processes all those things that are happening when you walk I walked into a classroom at Goodwill yesterday and I was handed a daily lesson plan by a veteran teacher that was directly tied to the standards so that is happening it's happening every day Mr tennis I just want to say that I I don't agree with some of what's been said I I I do think that learning loss is bad I think that when our students learn things and then forget them over the course of summer vacation or through uh long absences from school or from a normal schedule I think that's a bad thing I think we as a district need to try to mitigate those problems which is how this presentation started and I appreciate what we're doing on the staff level to try to mitigate those problems I think explaining away the concept of learning loss is not going to help any child at all my point being on that is just that it's an it sounds negative and I don't think that students need to hear that there's learning loss happening because it is a negative impact on student mental capacity for like how they're being treated that's that's why I have an issue with the term learning loss back to our presentation okay thank you I wanted lots of challenges I want to talk about is it should and I'm going to talk about one and I'll have Miss Olson come up and talk about independent study challenges with special ed but one of the I'm going to talk about is short-term independent study when we put a kid out on they take the 10-day quarantine at home we lose average daily attendance Ada for that so when we say that we have 12 000 students we're just I think a few under that right now that's not what we get paid on we get paid on the percentage of those students attending school so normally our budgets put off of 95.5 percent of the tenants rate but when we have sending kids home or kids are staying home because of quarantine we're losing that percentage starts to draw what educational code allows us to do is it allows us to go up to 15 days of short-term independent study for one student per year so even though we're sending home our the work home with our students when they go home for quarantine for that 10 days what we want to start working on is sending a home or electronically sending over a signature a contract that says that by the T by the parents signing that we can recoup those days that they're gone some of the pushback on that is the frustration is we're sending them home so why am I going to sign in a short-term independent contract so you guys can just get paid or the district to get paid but what it does is if we don't get that money I just want to give you if we drop below we go down to 94 percent that's a five million dollar loss to our district the state keeps that money so we would love for our family to know that if they do sign that contract that helps our Ada stay up higher and that means that money gets funneled back to the district and not stay at the state level for that so that that'll be coming out we're trying to before in the days when families went out on vacation or their kid was out going to be out sick for more than three to three days we could put them on a short-term contract and then we would have the parents sign it then we'd go around each teacher have them sign it get the word we're we're already giving the work because the kids are going home we're just going to try to figure out electric electronical way that we can do it signature electronically send it home through parent Square have sent back or through our area communication we're working through that with Mr Karis and his fine team about trying to Shore that up I just want to let the community know that's what those contracts are for we can go up to 15 days per Ed code but that's as far as we can go but every little bit helps when it comes to our percentage rate so that's a challenge and Miss Olson you want to talk about the challenge of special ed hi thank you for um listening to us and all of this um I from the special ed perspective really want to thank my partners in general education I'm John and Ted and all the services because they laid the groundwork from where I have to build every single individual student plan right now we have 1968 students in special education in the district we have 110 pending that means they're being evaluated to become part of the Special Ed we've had and I don't have the exact number but we've had a huge percentage move in this year higher than I've ever seen before usually this time of year we're around 1600 students with our pending and and eligible students so it's a large group of students and it ranges from students that have very minimal needs they just need help with their organizational skills their executive functioning so they can get the work done every day so they can plan every day so that takes a minute amount of time and support for the students and they can be successful in all of the programs that are my General Ed Partners have created and so they access all the same independent study programs that special that General ed students do however we do have a lot of students that have more moderate disabilities or moderate severe disabilities and those students could be anywhere on a diploma track that is not h3g requirements in other words not college preparatory and they don't do well on edge annuity and self-paced programs we also have those students with moderate severe disabilities that are medically fragile or can't be in the classroom right now due to not being able to be vaccinated and many of the month severes can't be masked due to the disabilities so many parents are asking for some of the same independent study programs that we have in general education so our team my coordinators and I have been tasked with finding other ways to provide an offer freed and appropriate education to special education students that's called faith and we have to meet with every single family that would like to go into a specialized in a specialized independent program and we're dividing developing us as we go along just as our general Ed partners are developing their plans they get their plans in place I have to wait for those to be in place to develop this plan to meet the needs of those students that cannot be in the classroom and so we the challenge was figuring out how to do that also continued to offer fake free and appropriate public education while they make progress on their goals and it's different for every single one of those students so we do have a plan in place now we do have some descriptions protocols and processes to do that and we do have students already starting in on those plans but that has been a challenge within the special ed side of the house and again I really appreciate everything the rest of the team has been doing because without their plans in place first I have nowhere to go so it's very helpful and it's a great collaborative team in order to get these things in place any questions on that uh I always wonder about 504s we kind of leave them out of the conversation and they're a very critical group so so 504 students are general education students they're they're in what's called Ada which is Americans Disability Act they're covered under that and generally those students are able to access everything in general Ed and typically are capable of graduating a through G requirements College Prep ready and so those students fall into the idea of that they could access every program with some supports that are not the level of special education supports for example they might need teachers to understand that they need a little bit longer to turn in some work or they might need their assignments chunked in different ways those are just accommodations that a classroom teacher can do on a daily basis we being a special ed we look for those accommodations that need more intensive supports maybe teaching of General Ed teachers or special ed teachers of how to do those supports and so 504s um they they are considered with those plans when they ask for some of this other independent study type work that plan follows them into that program I also want to let you know Dr Kaiser on yesterday's professional development day we did offer some 504 training good and then the other half will be done at the counselors meeting that we hold we hook a limited counselors meeting with the elementary counselors okay um I missed a number at the beginning of your of yours of your talk um I Heard the number that you gave for a typical year of pending enrollments into um the program but what's what was the what's this year versus what's normal right now we have a total of 1 968 and that's 110 of those are pending students and um and you said that's higher than a typical year yeah so what's like ballpark typical year um and I don't know Jacqueline Kevin would throw this number at me right away but I don't know if you're there yet hey don't put her on the ground Spotlight I know that our sped teachers and staff are working really really hard right now um have you seen one of our programs is full right now and um I have two openings and I had so challenges I have two openings that I have not been able to fill yet thank you okay next step it's my last let's see if I can get there there we go um really quick last slide um I just wanted to remind everybody in the public that staff was on a full day schedule last year correct I just didn't like how they were on the same line as if staff wasn't on a full day schedule last year oh no they were yeah I know but I want everybody else to know okay next steps one of the things that Tim Carris and his group of in the back room of the server room are developing an automatic covered close contact process so right now if they're going let's say we have a child that's been identified as testing positive then they go out and do the contact tracing at that point the families will be notified um of of the close contact but what we'll be pushing out is then I'm giving you the short version that they'll be pushing an automatic um through parent square that they're going to be choosing if they're vaccinated they get to go right back to school with as long as they're not showing symptoms if they're going to choose modified quarantine they're going to click on that box and then they will get every day after that something to the fact that they're going to attest that their child is feeling well and they're getting their child tested and so if they click on those boxes that their child's feeling well the child can go straight straight to class now if they don't click on it we'll get the list of those students that are unmodified then they'll be called in and they will do a wellness check in the office right now the students just have to come in and get lined up to see if they do a wellness check but we're having the parents attest to their child is feeling well and they go straight to class also or they can at that thing click that they're going to take the 10-day and quarantine and then we will know to be able to get the work home for the for their student so that'll that'll be a change and that'll be coming out in the next few days along that lines is a third bullet to continue progress towards more parent participation and parents clear because that's going to be pushed out on that so we have our Target case managers making those calls to the to the few families that are not signed up for parent Square because we need to make sure that they're all signed up so they're making those phone calls for that also our next step is to continue to do our regular SEL surveys at all levels what those do they give us a quick pause on how kids are doing on the campus and how they're feeling social emotionally so our counselors get a better feel of what they need to be doing on their campus site so they're those are short quick surveys the kids do on the SEO yeah go ahead thank you so I just want to clarify about the uh close contact process so the thing the part you're automating is the contacting of parents to let them know that they've had a student who may have been in proximity we will be contacting them but we also we will they will be getting generated um this this form that shows from then on which one they're choosing so you know go ahead will the parent Square be the only way that they're being contacted thank you initially yes um part of there will be also be referred if they have questions to resources regarding ways to get answers um that makes me a little uncomfortable honestly plenty of parents don't pay a real good attention what comes in through parent square and leaving our contact tracing efforts just to an automated system that people are already used to kind of seeing and frankly sometimes ignoring in their inbox and people don't just always check their email is there well again if they don't click on which one they're taking if they're vaccinated or if they're choosing modified or if they're choosing to 10-day then the school will contact the family that we see that you have not chosen which which box then we will make contact at that time how long do we anticipate that delay being between when they don't respond and when we call them uh they don't they'll have be able to respond to like say there's a close contact on a Monday okay Monday evening they'll they'll be able to respond Tuesday morning they will get a phone call from us from the school so if they haven't responded okay yeah but that morning they'll get a list the office stuff well yeah we recognize it's going to take people getting used to it but what was happening is the sheer number of phone calls gotcha coming out of it well in office making contacts via phone either because a lot of times I just don't want the people ignoring you know their email to lead to any potentially no there could be a lot of follow-up especially at the beginning via phone thank you is this taking any kind of um wellness check oh uh I guess away from our Healthcare professionals on campus I'm a little worried about the automated system being you know being a screening through parents rather than a screening through our our health staff right again we offices are are impacted tremendously um and whatever we can do to lessen that that look that line the next morning of kids lining up to be screened we're we're ready for that and parents are able to attest that their child has passed this you know they don't they're not showing any coveted symptoms prior to coming to school right right yeah I'm I'm not super comfortable with it either actually um I just I to no fault of any parent individually you know parents and their kids sick to school all the time all the time I mean I've had Middle School boys passing water bottles between each other so they could get each other sick like middle schoolers are gross love them to death they're my favorite don't get me wrong but my classroom always think right but that being said like I just don't think that it is where where we're at with covid right now in this community which is the worst it's been in the entire pandemic I don't know if it's a really good idea to put that screening process into our parents hands for parents who you know may be working two jobs that are really worn out and they don't they just don't want to deal with or can't they don't have the capacity to deal with that extra layer and I don't and I don't mean to I don't mean to Discount the parents ability to parent you know but it is a reality for some for some folks and I just would feel better that to know that you know it sucks that we're impacted so bad right now you know and who knows what direction the state's about to go in and we just need to stay the course and be diligent and make sure that everybody is safe coming onto campus that's and that's you know me as an individual sitting up here saying that did you want you want to comment on something that I said no behind ever uh Jamie yeah Jamie Grace your hand I just okay any more questions and that will do it for our presentation if we have any more questions along our presentation tonight and I just wanted to clarify the reason we did this prison clear honest about the things that are going well as we're back in school in a more traditional setting but also the challenges that we're facing by the ever-changing conditions that are happening and you know we've had things come at us literally the day before teachers came back we had the news about the required vaccination changing roles in quarantining they're changing uh weekly almost on now we know we can bring them back on day eight okay we didn't know that before that was a new change so really staying on our toes but that you know that is a challenge to turn a system with 12 000 students 1500 staff on a 24-hour notice that that's tough to do sometimes and so we just want to be honest about that here's the challenges we're facing but there's still tremendous success that are happening every single day for the kids in Chico Unified Ms dalby um um I did have a one more question that's pertaining to the state of our schools right now um and it's kind of a good segue that discussion which is um the fact that there is huge Rising concern about covid right now in this community Enloe Hospital is starting to ration coveted treatments um who knows where the state may go with mandates now that the recall election is done and I would like to know um and maybe you're not prepared to present on it today necessarily but how prepared is each School site to switch to a modified schedule should we have a rapid shift in coveted restrictions in this state so we have certainly had conversations about that and we've had conversations with our principals that you know this we need to be flexible and ready to move however the state moves and you know certainly that did happen last year however I think the move to a modified traditional is going to be a tricky one because right now the state has no mechanism by which to allow that or fund that so they've been very clear that you have to have every parent agree to independent study if they're going to do distance learning they took distance learning options completely off the table and have been you know clearly stating over and over over that they want kids in school full time so there would have to be some legislative changes which usually take some time so to give us some time to do that but I did ask our principals and ask the principals at the high school because those are the biggest ones you've got 2 000 kids at each high school that you've got to redo schedules for and you know their response is yes we can do it it would probably take us two days to get that done at least because we're going to have to to go through and make sure all the kids get so they're aligned with siblings and all the things that happened when we went down that path before but I also want to be really careful about alarming people about that about you know that maybe being a possibility because I know there there are real strong feelings about having kids in school so if we have to do it we will do it we have that written into our return to school plan we have negotiated with the Union where we have options for online only we have options for a modified traditional and then of course we have what we're currently in which is the full day schedule so you know those bases are covered the logistics of it without a doubt um we'll take a little bit of time if we have to go that route yeah I want to make it really clear that everybody wants to hope for the best you know and but you literally just said three minutes ago that things are changing week by week and so um and I know as a teacher in this District last year that those changes that happened that fast it it's a really hard shift to make if you're not fully prepared for it and that is part of why I joined this board you know and so um there's the there's the language about you know doing a doing a full day schedule but a day b day which hasn't been you know decided on if we had to go I'm worried about you know us finding out tomorrow that we have to go to a distanced you know fully distanced learning model by Monday I'm like I'm like Doomsday prepper worst case scenario here I do not want that to happen I do not want to have to like have a special board meeting and get yelled at and spit on and all of those things like nobody wants that you know I just want to make sure that our staff and students will will be in the best place possible as far as preparing for the worst case scenario goes that it would be a reasonably smooth switch if that makes sense and I'm super sorry to have to even like talk about this but things look really bad right now it's twice as bad as it was this time last year more way more people are dying our numbers are dropping which is our district numbers are dropping but how about count even numbers are as well the county numbers are as well yeah yeah okay because they definitely were still going up last week yeah we're tracking those and in fact I think Erica put that on our um dashboard where we showed the alignment between our our schools our microcosm of our community and what happens in our community happens in our schools and that's no surprise um I do want to address the AM PM versus a b so for Chico high school because they're on the the schedule that they have adopted they cannot do an AM PM and so that could create some I'm sorry they cannot do an A B they are already exactly so they would see their students every four days so you have kids that are feeding into that that could potentially be on different schedules so I think we need to be cautious about that and the fact that we know Am Pm if we have to go to a modified schedule which I mean I sincerely hope we don't have to do we need our kids in school we need them with our staff we need them here um full day if we have to make that change I think our recommendation to the board would be to go with what we know and what we've experienced and what our teachers have already done which would be the AM PM and hope that that's for a short period of time so just knowing that Chico high is not going to be able to yeah I think that and this is you know hopefully not in any kind of this is no kind of like discussion but I the reason that the 8ab day was written in as a possibility is because especially at the middle school and Elementary School level parents needed their kids in school for a full day to help with their work schedules and helped our teachers who are also parents with their work schedules and you know drop off pickup and all that I feel like we could as a board probably figure out how to do something different at the middle school and Elementary School levels versus the high school levels I think that we have that capability too so just putting that out there since you since you put that up there as well board members do you have any additional questions do we have any public comment we have no public comment thank you okay this was an informational only um items so no motion is required will move into business services and Madam president if we could take like a three-minute break we need to restart the zoom we've lost our uh we've lost our our online gym we've lost our audio yes let's let's take a five minute break are voters of Chico back in 2016 last month we did Issue the last 52 million of the 152 million that was authorized by the voters um so we have makiko Sato online from Isom advisors who will be presenting the information regarding kind of an overview of the bond program as a whole as well as this last series C issuance in Mexico if you lose the audio we will email you the questions from the board got it thank you ah there you go um is the presentation can someone pull up the presentation all right um I'm actually I can't hear anything but I'm going to go ahead and present and assume that you guys can hear me um board president Robinson members of the board superintendent daily cabinet and members of the public thank you very much for this opportunity uh to make this presentation um the board approved two resolutions earlier in June uh one for the issuance of the third and final series of bonds from the measure K authorization and another resolution authorizing the issuance of refunding bonds um so we wanted to provide the results to the board and since the series C funds was the last issuance from the measure K program we wanted to do a little bit of a wrap up so moving on to slide three thank you for the following secret thank you um the chico Community has uh supported the district General obligation Bond programs um the most recent Bond elections were in 2012 and 2016.
um November 2012 District voters approved measure e for a total of 78 million of the 78 million 33 million remains unissued from the 2012 measure e-authorization and in November of 2016 the district district voters approved measure K which was 152 million dollar Bond measure with 71 voter support and now the district has issued all of the authorization next slide please so one metric that we look at to evaluate the bond program is repayment ratio the repayment ratio is uh is a metric that we calculate we take the total debt service for the bonds divided by the Paramount of the bonds under Education Code for a school district the maximum repayment ratio can be four to one meaning that if you issue a hundred million in bonds the total debt service can be as high as 400 million when we designed the measure K Bond program we wanted to Target a far lower repayment ratio as you can see on the table below on average um for the all the series of bonds we were targeting about a 1.9 to 1 repayment ratio when you look at the far right column you'll see that the actual repayment ratio was significantly lower than that at 1.52 to 1 when you average out all those different metrics and just to give you an idea about what kind of impact that difference had on the overall interest expense on the measure K bonds um the actual Debt Service on the bonds was about 40 million less than what we had uh told voters at the time of the election so it's wonderful news moving on to slide five next slide please there you go thank you um the we also wanted to show the tax rate history for the district's Bond program and really over the last five years tax rates have been very stable the tax rate target associated with the measure e-bond program and all prior bonds which is 45.50 for a hundred thousand dollars in assessed value a tax rate target for the measure K authorization is 60 per 100 000 in assessed value so in total um you know based on what the district told voters at the time of the election the tax rate associated with the bonds can be as high as 105 uh per 100 000 in the um in assessed value but as you can see in the in the graph below um the bond program tax rates have really stayed within 80 to 90 dollars for a hundred thousand dollars in the test value over the last five years um I also wanted to um I think the county uh the auditor controller's office which has been very uh we've been working very closely with them and they've been much more willing to work with us to manage the overall tax burden on the community um you know at this point oh before we move on to the next slide um I did want to kind of you know commend the board and the district leadership particularly Mr Baltimore and Miss Krueger um in setting a Clear Vision for the major K-Bomb program um so that the program generates funding for the um projects but also it's implemented responsibility for the responsibly for the on the financing side and I think the results are really a reflection of good planning in foresight so on the next slide please so on this slide um you know I will note that some factors did very much move in our favor as we're implementing the bond program uh one notable um metric is the assessed evaluations and when you look at the bolded figures in that table below since the measure K authorization uh there's been you know very strong and consistent assessed valuation growth um you know it actually relies the fact that Chico Community has gone through a lot of challenging years but when you just look at the AV it's been very consistent and and strong growth and that definitely helps us as we're implementing the home program next slide please um also Municipal borrowing rates have stayed very low every time I make a presentation to the board um I always feel like you know I say that we are historically low interest rates um you can see that over the series a series B and series C the interest rates trended downward which is also very helpful when we're issuing loans next slide please and in this low interest rate environment we took advantage um of an opportunity to opportunity to refund some of the existing uh outstanding bonds the 2021 refunding bonds are refunded um the 2012 Geo refunding bonds which is in connection with the 1998 authorization and the 2012 measure E-Series a bonds when we made a presentation to the board in June we were estimating the gross taxpayer savings to be about 2.3 million or PV tax payer Savings of about 7.4 and you'll see below in that table the actual savings was significantly higher than that actually more than double so that the total gross taxpayer savings over time is 5.4 million and the PV taxpayer savings as a percentage of the refunded par is 17.7 percent I also wanted to highlight about further refunding of the 2012 series A bonds we really worked hard to shorten the average life of the bonds we shorten the final maturity from 2043 to 2041 and overall the average life of the bonds was reduced from 17.2 years to 14.3 years I also wanted to note that measure e the measure e program has some tax rate constraints and to the extent possible without extending the repayment term or increasing Debt Service in any year we were targeting Savings in years 24 to 26 where that program was most constrained some great results there and next slide please and this is a slide that I presented many times before in 2016 the district created a plan to alternate between the two Bond measures measure e and measure K so that we the district would be able to fund ongoing project needs while implementing the bach program responsibly um and you know slowly but surely we've actually you know turned a lot of these uh uh plans to actual um and moving forward there's just that 33 million uh in authorization remaining uh from measure e um and we are planning to issue that in 2026 but we'll continue to work with District staff to see if we can issue that a little bit sooner and that is all for the first part of my presentation so I'll pause there are there any questions um what is the expense to the district of having to have uh an election on a new Bond issuance is the question um how much it would cost to place the bond measure on the ballot right yeah so I'll have to look into that it depends on you know the election and how many other you know measures are on the ballot and how many voters you have they'll need to reach out to the county to get a good estimate of that I thought that would be a potentially very significant component to looking at whether we would do lease financing or certificates of participation okay thank you are there any further questions no and I do apologize it's very frustrating for all of us not to have the yet are we aware of any public comments Kelly hmm we do not have public comment on this item we do on others okay this is informational only um are we ready to move on to Oak Ridge facility leasing okay Jacqueline Ford some information on this evening regarding the potential financing for a facility for our Oakbridge program the last couple years they have been located at the chico Marketplace formerly Chico mall and we are looking to secure them a permanent residency in in a facility okay got it thank you I'm sorry it's a little confusing since the audio keeps coming out uh in and out but thank you for your patience um so moving forward you know we understand that the district is looking to um purchase a property um the estimated financing need is estimated to be up to 2 million uh next slide please all right great so in terms of funding this need from a general fund fact financing uh there are two main options lease financing and certificates of participation uh lease financing um and certificates of participation are both multi-year borrowings but at least financings typically are a little bit shorter 20 to 25 years up to 20 to 25 years certificates of particip participation or cops uh can have repayment terms of up to 30 to 40 years uh the lease financing is very much like a loan uh where there is one lender that lends money to the district and certificates of participation it would be a public offering a little bit uh closer to how bonds are sold uh where multiple investors are involved um in order to repay this financing the district has identified a portion of RDA passed through funding that can be used and the financing currently uh we're thinking about doing it on the taxable basis since we understand that there may be private use issues and rather than to split it into a non-taxable in a taxable portion it would be just a little bit easier to have it all taxable currently the difference in borrowing rates between the tax exempt and the taxable is not Material uh and just the taxable status will allow the district a little bit more flexibility all right um the table or this slide summarizes the difference between the two types of financing I think we've covered most of these uh but to highlight the third row down with the lease financing there's no preliminary official statement No rating um and hence a lower upfront financing costs um it also doesn't require a reserve fund or Surety and there may be a little bit more flexibility in terms of the optional Redemption provisions the legal framework between the two are exactly the same um so overall um the decision point between the League's financing and certificate certificates of participation or cops it happens you know right around 10 million dollars where the potential lower borrowing rates associated with those cop would offset the higher financing costs in our case given the size of the financing and the repayment term uh the lease financing would likely be much more cost effective next slide please so our recommendation is to move forward with the lease financing and as I mentioned the advantages are the lower upfront financing costs are the streamlined issuance process and possibly more flexible optional Redemption features on the table to the right based on a par amount a little over 1.8 million um we're estimating a borrowing rate up of approximately 2.25 um which would result in an estimated annual payment of about 210 000.