Uh so I've got addition to uh of a transportation annex building. I'm calling it that just so that we can keep it separate from bus barn and trailer. Uh lease or lease purchase of a prefab building or a trailer or design, engineering and construction of a building. Lots of choices there because we want to look for the most uh uh financially efficient use of the money. Um, so I'm asking for a commitment of $57,000 from current capital budget. Um, and using that $22,000 in insurance proceeds that you authorized me last month to use for any kind of cap, you know, any kind of facilities that we needed it for. So that would give us uh that would give us $79,000 for phase one. What might be included in phase one kind of depends on what prices look like and whether we're, you know, whether we're moving toward a prefab, whether we're moving toward a trailer, whether we're moving toward a a, you know, a a stick build.
And you're saying that they can change graded by six inches without any type of approval. So that's what you're saying. Anything greater than that would have to come back for approval is what you're saying. So you don't want anybody to add, you don't want us to be able to approve everything without you. If it's a major modification, they should still have to come back to apply. So it shouldn't be that any change that's non-deminist can be approved by whatever authority it is. Some changes will have to come back to the board. >> I think I I think what what I caught and maybe I'm um are you saying that that two feet could be substantial in the area of the pinch point and that is not allowed. >> Correct. >> I see. You can't change two feet more toward the pinch point that that we just allowed >> that we said.
I'm more curious towards the sciences. Are there ways that we're co-constructing curriculum with regards to the sciences or maybe um physical education or um business, >> other subject areas? Uh, Miss Yes. >> Um, well, I first I want to acknowledge Diana Fujimoto and her team that this is a topic that is brought up >> um very often in our 5C's coaches meeting, our community school teacher leadings, um our department chair meetings. So, one that is top of mind because I got to work with the MAC um as of recent or last year. Uh, one in particular was a math teacher that talked about the the drought um in in Orange County and and students in the math class um talked about the square footage of how much water catchment that they were able to have in the math class and how much square footage of the Mac farm compared to the freight farm.
Okay. Uh, so it would be phase one. Um, and then, uh, and then we would, you know, then as money becomes available, we would continue that project out of new, you know, out of new money. So, I'm asking for uh your authorization to earmark $57,000 out of capital for phase one of the transportation annex and the 22,000 as well. Well, you already authorized me to use the 22,000 from insurance proceeds, but I kind of put it in there so that you would know I had se 79,000 to spend on phase one.
>> Why do we say that blatant essentially >> and that's why I was like that ASHJ should have should that come be a generic one for all those different things. >> I don't know that'd be specific enough for that particular one. >> I mean six inches that sounds so why not just add a sentence that blatantly says that >> all of that is true. Changes are not allowed in areas in in areas >> the pinch point area that you're referencing >> connected with any of the decisions >> and connected with the waiverss already granted. >> Exactly. Just say that plainly. >> Where would you like >> at the end of the at the end of that paragraph changes >> as number six now? >> No, still the C. >> Still yeah I mean still C >> but not not new new sentence. >> Oh complete >> complete right right after it but new sentence.
And actually one student in conjunction with their Google certif certificate certificate class in their English class in project management um was funded to go ahead and build the water catchment system in the greenhouse. And so that is one that I have top of mind just because I happened to be close to that work last year. said, "I I know that there are many examples throughout our core classes um that that we can uplift and that that's something that you'd like to see, we're we're happy to share." >> Thank you very much. I love that example. I actually visited and I know that area is a food desert because that is my neighborhood. Uh question number two is with regards to page nine. I don't know what slide that number that is with community based learning opportunities. Uh, bullet point three with regards to professional learning for staff, community context history, RJ practices.
Any questions? I make a motion to approve the three proposed capital projects over $50,000. I'll second the motion. All those in favor? I Melinda Sraki. I Fred Rushton. I Charlene Diaz. I Barb, Sheila Bernett. Okay. Thank you. Item 10.5 was pulled. 10.6 Six, -ate vendor selection. Uh, Madame President, we have uh a couple of documents there. Uh, Cass, you might want to put them up, pull them up.
>> Okay. So any sorry >> how about um changes without board approval >> are not permitted um >> in respect to waiverss >> in respect to waivers granted is does that make sense? >> Does that address it? I >> think so. Which part deep part is bigger you because >> it feels like we're repeating that ASJ in every sentence. So I wonder if it's >> Yeah. Yeah. >> Okay. >> We are saying maybe move it up. No, that's conflicting because you're saying no in no event shall any of these be allowed and then you're saying any changes deemed non-deminous. So those those two Why you put include the word unless unless the changes are deemed non-deminous. Okay, I think that reads better. Now, do you raised this? So, does that help? probably made it more harder for you. >> I'm sorry. Was that to us or?
I love that. Community responsive pedigogy. Can you elaborate on some of the professional learning that we've done with staff and that we are planning on to do in the future for all staff, >> right? And that's the key thing with the system that we created with our community school teacher leads. our our community school teacher leads, you know, our our people have answers and they have they're when we've unleashed their opportunity to build their capacity and then we bring them from their schools, they have the relationship with other TA staff and teachers to say, I I'd love to share with you what we're what we're learning. So, our community school teacher leads, you know, monthly are together building their own capacity, their collective capacity. Our community school teacher leads one at each one of our schools and now soon will be on the west uh Anaheim Union schools.
And if you have questions, we do have James in the room and um uh so he could answer any questions. What you're looking at here is the rubric that uh or no, the comparison sheet for the um well, it is the rubric as well uh for the bids that came in. Uh we do this with any any uh project that's pretty much with projects over $10,000, but for sure anything that might go over $100,000. And um and so you can see they put, you know, uh they decided we decide on the rubric before we ever open the bids. So um uh they decided on three categories. Eligible price, uh ineligible price, uh and then other factors. I'm not sure what ineligible price means, but what's ineligible? That might be one for us to ask James about. Yeah, please. Please. Good evening. Uh so the evaluation criteria for eligible and ineligible prices is because this is an -ate project um the eligible network equipment and licensing and that sort of stuff we basically get at 85% off.
>> Yes. To you. Did it >> become more difficult or does that help solve the question that you raised right at the beginning? >> No, I I I think it helps. It's a little wordier, but I believe it helps. Gives a little bit of uh yeah, wiggler room, so to speak. And um I would expect any changes to a a special permit or a waiver. We would have to come back anyways. So I think that's fine. >> Should that word respect permitted in respect to waiverss granted be are not permitted? Is that word respect the right word? >> Changes without >> related to waivers granted >> when Yeah. not permitted if rel if related to waiverss granted. >> So >> relative to waivers granted. >> Relative. >> Okay. >> Y >> and I'm also curious do we really get into that that level of saying if it's 6 in great difference you come back.
Um have created artifacts, have created examples. Uh I was just at Magnolia. Shout out to Jackie Rodella. I was just there two days ago and she's got examples and templates of what she's sharing with other teachers um on how um to look at evidence and examples of those a community uh build community based learning practices. So so internally we learn from external you know folks of course and we're going to the national community school conference in Long Beach and and that's happening in May and that but there's there's internal experts in the room that we just need to tap and we we are tapping. I mean again our our teachers are are when we have unleashed them they're they're able to share that uh because we have relationships with each with with each other they're encouraged to to be vulnerable with each other and they say I have no idea what you mean when you say you know how this how can I do that or or do it at staffwide to to build capacity and say come in let's learn during your conference period I'll come in and share you know or come and see me that is what's happening right now currently all of our 15 schools with our community school teacher leads focusing on community based >> I love that I I love that.
Um and then the ineligible products so some of the warranties and that sort of thing are notate eligible and we have to pay 100% of those costs. Okay. Um, and the way that the -ate rules are written is that the eligible price of the goods and services must be the most heavily weighted factor when we do any evaluation. So, we could have said eligible price was worth two points and then have 98 other things that were all worth one point just as long as the eligible price is the most heavily weighted item. So, uh, this is very similar to the evaluation criterias that we've used in the past. um you know heavily weighting the eligible goods and services then the ineligible price and then the other factors usually is like our experience with the vendor um whether they provided references and the feedback we get from those references um are they local that sort of thing with the products that we asked for this is a just a transactional thing they're not doing any on-site work or anything like that we're renewing some licenses is and getting a little bit more network equipment to kind of fill in some gaps that we still have some old equipment out there running and and get stuff moved around and and try to keep things up to date.
>> Yes. That will impact a lot of things. More than six inches across a grade change is huge. Six inches across a mile is humong I mean across a depends how far it is. Six inches across a foot is hu six inches across a mile is nothing. You do want them to come back if there's substantial grade change. >> Yeah. I mean I I guess my concern there is a huge site, right? And and there may be spots that 6 in of difference makes absolutely no no impact and there's maybe spots where it's significant. >> Unless deemed non-deminous already by a previous authority. So I think you have that covered if the building commissioner looks at it and says that's aimous change. >> Yeah. They're like we don't care like if it's like in the middle of you know an area that's nowhere near an adjacent property may make no difference.
And often times, you know, as community members, we're often uh misunderstood, right? Especially if we have ad ed educators or folks who work within our district that might be outside of our community, right? Sometimes they need that extra like, you know, humility to take a step back and say, "This is your epistemology, your ways of knowing, right?" Can you give me an example of when those have clashed and how we've been able to take a step back and really unlearn and learn from, you know, folks in the community like the Native American community. I learned so much from uh that event uh two months ago at Magnolia High School, right? Their very framework of living life and pedigogy and teaching is so different. So, how do we as a district who has I don't want to say traditionally has because I know there's some folks that do amazing work can really work with um versus working against these paradigm shifts.
So, what's the selection, James? Which one would you advise us to choose? Select uh the selection team. Yeah, the the selection team chose Gov Connection as the the vendor and we just brought it to the board to, you know, go ahead and award that to them. Uh, and with the way the -ate works, everything is on a delayed cycle. Um, so you approve this tonight, we can't do anything until July 1st. Uh we also wait until we actually get approval from -ate to buy the the stuff that we don't don't have to have immediately. Uh so like on the quote the the middle line item there that's our renewal for the the management system that we use to keep everything running. We have to have that. So even if we don't have approval I think it runs out midepptember. Even if we don't have approval by then from -ate, that's something that we would probably have to move forward with and hope that the -ate funding comes through to reimburse us back for that that amount.
Okay. Is >> it's kind of given right? You can't have plumbing which has its own slope. That has to be designed the right way. Parking walkways have to be designed with the right slope. So I'm not sure how that >> really matters in larger scheme of things. But >> well I think because you're breaking it apart into very different areas, the authority with the jurisdiction will be slightly different. So, I think it's ambiguous enough that it's going to give flexibility to the applicant and yet it gives us enough authority. I think it's reasonable. >> Well, ambiguous and just the right way. >> Changes in six ines could marry could could matter a lot if we're talking about accessibility, right? >> If we're talking about the fields out back, it doesn't matter at all. So, I think that's the the non-deminus is up there. So >> if someone says that that's not important but it is important it comes back.
>> I I I think we're just getting com more comfortable with the with the uncomfortable. The the whole equity transformation cycle is just about that when we deeply listen first, we are we're instead of listening to respond, we're listening to understand. We're not here to make, you know, to listen and then provide a response. We're here to listen to then uncover trends and patterns that we're hearing. Although we think we have the answer. We hear from our students. We hear from our staff or families and they're saying, "You missed the mark a little bit." What what we're hearing when we go to parent learning walks, although I see it, I love it. But when I go home and I talk to my student, it's it's a little different experience. So those community voice circles that are created through their community coordinators and others that host those um we we uncover those patterns and trends and then we get to say yep we're lifting up we're recognizing faults and in many of our schools we're listening to students and we're using those insights from students for professional learning.
Okay. Thank you. So, we're going with government connection, huh? Yeah, it's gov connection. Okay. Do I have a motion to approve using Gov Connection? I make a motion we approve using Gov Connection for our rate vendor for the 2627 school year. I'll second that motion. All those in favor? I saski. I Fred Rushton. I Charlene Diaz. I Barb Zarziki. I Shan Bernett. Okay. Item 10.7, discussion and possible action to submit policy priorities for inclusion in Arizona State Boards Association 2027 political agenda. These are the same ones that we've had some of them for seven or eight years. Yeah. For the last 10 years. Um, and having attended some of those meetings, they aren't going to change. So, I move that we direct Cassie, our board secretary, to uh submit these to ASBA. I second it. All those in favor? I, Melinda Saski. I Fred Rushton.
>> Is it non-deminous or is it just dimminimous? >> They're deemed >> uh oh >> I I I'm not a lawyer but >> unless the changes are deemed >> I think if they're dimminimous that's that doesn't matter. >> Yes. So I think it >> if you want non minimum >> unless the changes are deemed >> no I got to look up my terms >> too little can be little different for me versus another person >> as a designer >> it because I did Google it and it says dimminimus often mistakenly written as non-deminus. Yeah, I go into this >> is a Latin phrase meaning of the smallest things >> referring to things that are insignificant. >> Yeah, trifling. >> So unless the changes are deemed trifling per the authority having jurisdiction. I'm just putting in a word we understand. Okay. >> Great. That reads better.