>> Thank you Sarah Bass. Sorry. Um, I just want us to be careful about continuing to have a conversation about tuitioning because we were talking about our current budget situation and the school committee was already pretty clear that we were not interested in tuitioning students anywhere um for our next budget year. So, while it could be something that our future selves look into and have a more in-depth conversation about, I don't think it's part of our FY27 budget. >> Thank you, Sarah Bass. Um, I don't see any more hands. So, what I I would like to say to all of you and see what you think about this. It sounds to me like there are two things the committee would like more information about for this budget. One of them is about the bus about the transportation and the other one is about the cost of the I Ready um item in the the item in the budget for that.
So, um, you know, most likely they have family here. They know what the community is like. They know what the area is like living here. And so, focusing on getting those kids back. Um, you know, I know we recently lost one that had applied just we didn't get back with them in time and but I really would like to yeah, have our focus be there of getting our local kids back if they want to come back. >> We interviewed one at state that graduates in December is >> that [snorts] you need to recruit two singles so they can get together. We also have one cover as longterm right now. >> Thank you so much. >> Anything else there? >> Okay, so we move on to board reports. You have the information that Craig has submitted.
Um, so we are going to be looking at all cost savings for daycarees moving into this summer and next year. Uh, what we're going to be communicating with the families to expect to pay for food because that was one thing that the grant did was it pay for our lunches and breakfast food for our kiddos in the daycare. Uh we are going to be looking down at higher weekly rates for our kids uh in the daycare as well. We are going to have to pay to hold spots in the summertime for our teachers too moving into the summer and then we're going to look back to try to cut back staff hours where we can at the daycare just to make it run a little more feasible. So those are items that we're having discussions on and we will be communicating with families um in the district probably right after right before spring break or right after we come back from spring break.
Thank you very much. >> Thank you, Chief. >> Thank you, >> Chief. All right. First, I'm going to open up any questions from council members. Does anyone member of council have any questions for any of our presenters? Do >> uh first it was it was discussion about the uh Tom did an excellent job and I appreciate it. One of the questions that came up was you talked about the bonding being 14250 and earlier you talked about uh our capital reserve of about 4.25 million. >> Yes. For our calculation purposes, if we completed building right now, it would be the 10 million net of the 4.2. Is that right? >> Well, that would be your decision whether or not you wanted to commit the full amount, but yes, you could do that. >> And then I'm not sure exactly how long the construction takes, but if we continue to fund the reserve, it would be more than the 4.25 in say three years when this is complete.
I think it's important that the children have consistency in the same person. >> The relationship. >> Yes. I would like to point out that um Officer Matt >> Uhhuh. with one T in his name that um when he started with us that he didn't hug and didn't do and now you might note if you go by Deler in the morning he's got music out there and he's dancing and he plays he plays catch with the kids and I see kids hugging him [laughter] so you're right be it's the relationship part >> it is it's one of my things when I from my shop I get to see the greetings from that and the movie they And believe me, every day that it's below zero in Minnesota, I text Matt and I'm like, "Are you sure?
last year was the pilot and we're really making sure that we're looking at our GBC and making sure that students are exposed to it prior to and it is just one piece. So that's the achievement piece. There's the KOAT and then also the recommendation as well. And so we're hoping with those three mechanisms that we will make sure that we're we're capturing all the right students. is a acceptable spot to jump in. >> Yes. Go ahead. >> So, I uh love the idea of the uh the ELA and math councils helping to make sure that all the uh work at the elementary is aligned. I noticed you said that um there were up to 10 high school credits at the middle school level. Um, is there a similar or correlary option or or system to ensure that students are getting the same challenge and same experience in like sixth grade pre-alggebra as they might at uh what would that be freshman year for some students or eighth grade for others?
It has the most impact. So, the score on this building is a little bit lower due to um those building systems needing to be addressed in the the near future. I'll turn it back over Tony. Bring us home. Thank you. >> So, as we kind of transition here kind to Oh, I should say there are a couple other buildings. Transportation building, we looked at athletics, we looked at administration building. We're going to spare everybody the time tonight, but they're in they're in our analysis. They're in this binder. We want to hit the main kind of instructional facilities. So, we did walk through those. I thought this might be helpful to share because I everything that I do when I relate to projects I always tie back to like my home like how do we maintain and take care of our home and your school district is is like that but you know on a much larger level.
So the green is at it's colorcoded the same as the um front page that I had shown you. Uh so for that standard they got an at level uh question and then if you see to the far right it's a check so that tells us the student answered it correctly. The next one is was a below level question. They answered that correctly and then you see the blue one has an X. So we know that that student did not answer that question correctly. And what that allowed us to do is go to that far right hand side. I created these for the elementary teachers to use to break that data down. So if if let's say those two at and below were the same standard, they may not be. If they were the same standard and a student did well on that and they did well until they got to an above level question, then that student just needs more work in the above level proficiency in that descriptor for that standard and so on and so forth.
They can use it with each other. um you know, you picked up my pencil so that I could finish my work. That was so helpful. Um and so the students would get a little thing and then they would get to put a leaf a leaf would go on the tree. Um and it's not anything that points any students out. There's no student names on any of the leaves, but um Mrs. Mayor, art teacher made all the trees, so each grade level has a tree that's special to them. And then their grade level is just noticing how helpful our classes are. So attention, assertiveness, right? And visual routines. So go um so we had all these um different structures, we had like our connections, right? But we realized really quickly like that without both of those things together that you can't have a school a strong school family.
>> Mhm. >> With her very large butter knife. Yes. >> Very large butter knife that spins. I wish I could cut butter like that. Like throw the knife and it would cut it that way. >> Yes. It's just like the th the thousand degree knife challenge. You remember that trend? >> I do. I do remember that actually. Like there were blowtorrches on the knives. It cut through stuff. Oh yeah, that stuff was awesome. >> Yes. All that. >> Mhm. That was that was awesome. If there were if they're like like prominent shorts, you you better believe those were under the videos. Those would be under the videos if >> they they would have dominated YouTube shorts if it was made years earlier. >> Oh my gosh. They totally would have. They totally would have. Okay. So, they're still selecting. Um, they I Who do you think they might counterpick to fight Izzy right now?
Would like more explanation from Tanya regarding that. Um I think that um the idea of changing the way the budget is present I think things not for this budget are do we change the way Shannon prepares the budget for Pelum. Um the com combining of grades I think is not for this year because our recommendation unanimously to Shannon and Dr. Z was not to do that this come for the fiscal year 27. So if we were going to have that conversation I think that needs to be future also. Um, >> two more. Sorry. >> I didn't know my hand. Um, sorry to interrupt you. >> The two more. Shannon, I do think this is a question you can answer and I didn't write it before. Um, I remember in February we spoke some about potentially leaving space for marketing or outreach, particularly around choice, particularly in light of keeping uh program status quo.
Anybody have any questions on that? >> There's a lot of information on the elementary school and Darla and I had a meeting today with Brian Fenler from account um Mike Patrick also from account board and Clark Simpson from GMC and architects Darla and myself and so you have some information there documents you have the bees facilities results that's the survey that we put out and there's some information there um I don't know if you have any questions you want to start there with that if you have any questions uh we have looked over survey information. Darla, Darla, please chime in any time here. Um, you know, we had over 20 22 total responses and [snorts] so we got quite a bit of information. They are a cross-section of a lot of different people. Um, but you can see that information.
Uh, I wanted to give you a little bit of legislative session update as well. Um, it it looks like the student personal devices is going to go through. Uh, there's been a lot of language changes back and forth, but it it looks like we're going to have to have plans in place to secure, store, and manage cell phones and also uh smartwatches going into next year. Um, we're also going to have to have some sort of a discipline policy in for breaking that as well. So, we're working on that and what that's going to look like. There's been some language changes thrown back and forth on that, but I mean it's going to be really difficult start starting out if we have to do this with, you know, kids can't have their watch their personal watches on in school, you know, during school hours. They can't have their cell phones on them in school hours.
I can tell you that if we could replicate 2025 budget 2026, we could put another $2 million toward that amount. If you play it out, you could probably within 10 years through the capital improvement fund liquidate the obligation. >> And that's I think that's important for everybody to understand that that's a possibility. >> Mr. Mayor, I don't want to occupy all the time, but can I ask a question to the architect? Yes, please. >> Just uh one of the questions that came up in my discussion with there were quite a few residents and friends that reached out and we spoke a lot over the last few days in addition to prior to that. One of the questions that sticks with me is there's discussion there's no question that the and the chief did a great presentation. There's no question the police need a new building.
[laughter] >> True facts." >> Any questions or comments? >> Thank you, ladies. Thank you. >> And Julie, I don't want to move on yet if Leah's coming. >> No, I don't believe she is. She's at track. >> Okay. So, nothing has changed. They're going to be doing another blood drive coming up. That'll be their third blood drive. >> Yep. It's on the thing, too. So, that's good. >> Um, and prom is set for April 24th. >> And it's in Chino. >> In Chino at Windmill. >> Oh, really? That's fantastic. >> So, they're very excited about that. If I could find that I could Does she have something on here? >> No, I knew. >> Oh, you knew. >> Yeah. Um, and really I think that's all we have is a blood drive. They're trying to talk us into more right now. Um, so so the other thing I know that student council is planning on coming to the Chino Valley Education Foundation to ask if the foundation will help sponsor, you know, how we've had sponsor a student for the senior trip.
Um, and similarly uh I mean both on both sides. So make sure that we're not like making I don't know biology harder or this class weaker. I mean, what sort of horizontal alignment do we have to ensure no matter where they get that credit, they have that same experience and challenge? >> I definitely think that's an opportunity for us to kind of look forward looking at that vertical articulation. We really wanted to start at the foundation and get K5 where we needed it to be. And already I will especially with math, our fifth grade math high ability teachers on the council are ready to start talking to sixth and seventh and eighth grade teachers. um they have a list of questions that they are ready to kind of look at. Um sixth grade is building that um GBC for that new course, that new um sixth grade honors course.
So this was kind of shared by one of the kind of really trusted um consultants in the school world with policy analytics and I I came across this in a presentation and I asked if I could share this and they said yeah absolutely. So just gives you a rule of thumb. So when you're kind of looking at this American Fiscal Plan Association, essentially they're saying, "Hey, you probably should set aside or be considering about 2% of really what your building value is on an annual basis to properly operate and maintain those facilities. Um, so put that in perspective, right? For your school school building values, and we've done this for a lot of different districts, some much larger, some much smaller. It just shows shows that hey, on for your facilities, your assets, you know, really looking about $2.4 $4 million a year. It doesn't mean that's every single year.
So what teachers would have been able to do um at the PLC's that we've gotten together with that Mr. Brimberry talked about, we've been able to break those down and that created very specific small groups for teachers to just take right away and start teaching students to remediate anything that they are lacking and need more help with. >> Sure. So, these are some of the things that we've been doing this year for elementary and secondary. And you can see they're almost exactly the same. Uh, we've aligned our master maps like we talked about. We've had those professional development sessions for teachers with those uh district grade level collaborations too. Those have been very powerful this year. Uh our EXL I'll come back to that here is linked to our checkpoint data. We've remediated. Uh we also have been in contact with the uh specialist named Logan Miller.
We learned that from the year prior, right? And that you have to have a balance. And so all of those things um really rely and they all start with routines, right? Setting the routines, setting the expectation, a lot of times when something flops just like our uh kindestry is that we didn't teach it and we didn't model it. We didn't show them what we were expecting. And so um we focused a lot on this issue a little bit each year and you'll notice um but you want to do it. >> Okay. Um, so, uh, we talk a lot about, um, using your big voice and, um, you'll notice Schubert shirts, um, consciousness one has these Schubert books and each one is a different, um, a different structure, a different skill, all those things. Um, a power. And this one is using your assertive voice. And so, Schubert, we act out as a seed team um, for our competitions, the book.
>> Um, unless they anchor with me brawler. I wouldn't be surprised if he wanted the run back. That was a fairly even match. >> Yeah, that's true. That's true. Oh, looks like it's a King K Rule. And that might actually work in King Kru's favor cuz while he does have the same giant uh the giant um while he does have the same giant body as Bowser, he also has a counter. So Izzy is going to have to use her side beast strategically as to not have it blow up in her face. >> Yes. And the projectiles could always come into play with Kru. Yeah. Look at Look at that crown. >> Look at that speed as well. Getting right behind King Kru. Yeah, because a lot of his uh a lot of his projectiles actually have quite a bit of lag on them. And with is and with uh Mithra being such a fast character, she can just get right in, get right out, you know.