001[00:00:01] GOOD EVENING, EVERYONE. TONIGHT'S SPECIAL MEETING OF THE BOARD OF EDUCATION IS CALLED TO ORDER AT 5 P.M. IN OPEN SESSION. ROLL CALL PLEASE, MISS ARMSTRONG. PRESENT. MISS STEWART. PRESENT. MISS CINTRON. PRESENT. MR. CRITCHFIELD. PRESENT. MRS. GARZA PRESENT. WE DO NOT HAVE REQUESTS ADDRESSING AGENDA ITEMS. AT THIS TIME, THE BOARD WILL ADJOURN TO CLOSED SESSION. [2. CLOSED SESSION] OPEN SESSION WILL RESUME AT APPROXIMATELY 6:30 P.M.. [3. RECONVENE INTO OPEN SESSION] GOOD EVENING. WE NOW RECONVENE TO OPEN SESSION AT 6:33 P.M. TO RESUME THE REGULAR ORDER OF BUSINESS. BOARD CLERK CINTRON WILL PROVIDE AN UPDATE ON CLOSED SESSION TOPICS. THANK YOU, PRESIDENT GARZA. SO THE TOPICS DISCUSSED IN CLOSED SESSION WERE STUDENT MATTERS, ANTICIPATED LITIGATION, PUBLIC EMPLOYEE DISCIPLINE, DISMISSAL, RELEASE AND NO ACTION WAS TAKEN AT THIS TIME. THANK YOU
002FOR THAT. TONIGHT, VICE PRESIDENT CRITCHFIELD WILL LEAD THE AUDIENCE IN THE PLEDGE OF ALLEGIANCE. THANK YOU, VICE PRESIDENT CRITCHFIELD. WE. TONIGHT, WE ALSO DO HAVE REQUESTS ADDRESSING AGENDA ITEMS. [5. PUBLIC COMMENTS: AGENDA ITEMS] 7.1 FACILITIES MASTER PLAN. WE WANT THE PUBLIC TO KNOW THAT THE BOARD AND SUPERINTENDENT WILL LISTEN CAREFULLY TO EACH PUBLIC COMMENT. HOWEVER, WE WILL NOT RESPOND DURING THE MEETING. THE SUPERINTENDENT OR A DESIGNATED REPRESENTATIVE WILL CONTACT THE PARENT GUARDIAN AND OR COMMUNITY MEMBER IF THE COMMENT WARRANTS FOLLOW UP. WHILE MEETINGS OF THE GOVERNING BOARD ARE NOT PUBLIC MEETINGS, THEY ARE OPEN TO THE PUBLIC. INDIVIDUAL. INDIVIDUAL SPEAKERS WILL BE ALLOWED THREE MINUTES TO ADDRESS THE BOARD, AND THE BOARD WILL LIMIT THE TOTAL TIME FOR PUBLIC INPUT TO 21 MINUTES PER BOARD. BYLAW 9320 2.2 UNLESS
003OTHERWISE WAIVED BY THE BOARD. AT THIS TIME. CAN WE PLEASE HAVE ADRIAN COME TO THE PODIUM? I'M SORRY, GUYS. IF MY VOICE GOES, I'M FIGHTING SOMETHING RIGHT NOW, SO. GOOD EVENING, PRESIDENT. MEMBERS OF THE BOARD OF EDUCATION AND SUPERINTENDENT AND DISTRICT STAFF. MY NAME IS ADRIAN, AND I'M THE HEAD WRESTLING COACH OVER AT BUFFALO HIGH SCHOOL. I'M HERE WITH THE RESPECTFUL, STUDENT CENTERED REQUEST AS THE DISTRICT PLANS LONG TERM IMPROVEMENTS TO BUFFALO HIGH SCHOOL. I'M ASKING THAT A DEDICATED WRESTLING ROOM BE IDENTIFIED AS A PRIORITY NEED WITHIN THE FACILITIES MASTER PLAN. WHEN WE TALK ABOUT DISTRICT VALUES, SUPPORTING STUDENT SUCCESS, AND PROVIDING SAFE AND EQUITABLE LEARNING ENVIRONMENTS, AND CREATING A SPACE WHERE STUDENTS FEEL THEY BELONG, THOSE VALUES SHOW UP IN DAY TO DAY CONDITIONS. OUR STUDENTS
004EXPERIENCE FOR WRESTLING. THE TRAINING ENVIRONMENT MATTERS BECAUSE IT DIRECTLY IMPACTS SAFETY, CONSISTENCY, AND STUDENT PARTICIPATION. RIGHT NOW, OUR PROGRAM IS CONSTANTLY ADJUSTING TO SPACE CONSTRAINTS. WE SHARE A GYM WITH MULTIPLE LEVELS OF BASKETBALL AND VOLLEYBALL, PLUS CHEER, FLAG BAND, AND ANY OTHER CAMPUS ACTIVITIES OR DISTRICT ACTIVITIES. AS A RESULT, PRACTICES ARE FREQUENTLY MOVED, PUSHED LATE, OR SHORTENED. OUR ATHLETES STAY POSITIVE AND WORK HARD, BUT INCONSISTENCY MAKES IT DIFFICULT TO BUILD SKILLS, MAINTAIN MOMENTUM, AND KEEP STUDENTS ENGAGED, ESPECIALLY STUDENTS WHO ARE NEW TO THE SPORT OR WHO NEED THE STRUCTURE TO STAY COMMITTED. I ALSO WANT TO EMPHASIZE THE BROADER STUDENT IMPACT. WRESTLING IS ONE OF THE MOST SUCCESSFUL SPORTS WE OFFER. STUDENTS FROM MANY BACKGROUNDS CAN PARTICIPATE, FIND COMMUNITY, DEVELOP DISCIPLINE AND CONFIDENCE. BUT
005WHEN OUR PRACTICE CONDITIONS ARE UNSTABLE, WE RISK LOSING STUDENTS NOT BECAUSE THEY DON'T LOVE BELLFLOWER OR BECAUSE THEY LOOK FOR PROGRAMS WITH CONSISTENT FACILITIES THAT SUPPORT GROWTH AND SAFETY. WE ALSO SEE HOW COMPETITIVE OUR SURROUNDING AREA HAS BECOME. THIS PAST WEEKEND AT GIRLS CIF, FIVE OF THE EIGHT TEAMS IN OUR CONFERENCE AT THE END OF DAY ONE WERE WERE PLACED IN THE TOP SIX. SO OUT OF ALL THE SCHOOLS IN THE NORTHERN SECTION, THEY WERE PRETTY MUCH THEY WERE KILLING IT. AND WE, WE KIND OF FELL SHORT. AND THEN OUR SISTER SCHOOL, MAYFAIR, ACTUALLY ENDED UP WINNING THE COMPETITION AND THEIR SCHOOL WITH THE WRESTLING ROOM, AND THEY HAVE FACILITIES TO GO AHEAD AND PROVIDE THAT SPACE FOR THEM TO PRACTICE. [00:05:04] THAT'S A POINT OF PRIDE
006FOR BOTH OUR UNIFIED AND ALSO SHOWS WHAT IS POSSIBLE WHEN STUDENT ATHLETES HAVE RELIABLE, DEDICATED SPACES TO TRAIN. SO TONIGHT I'M ASKING FOR TWO STEPS. ONE INCLUDE A DEDICATED WRESTLING ROOM AS A PRIORITY FACILITY. NEED FOR BELLFLOWER HIGH SCHOOL IN THE FACILITIES, MASTER PLAN AND DIRECT STAFF TO RETURN WITH A POSSIBLE LOCATION, OPTIONS AND REALISTIC TIMELINES SO WE CAN MOVE FORWARD IN PARTNERSHIP AND WITH CLARITY. IF THE DISTRICT IS INVESTING IN BELLFLOWER AS A WHOLE, THIS KIND OF INVESTMENT THAT ALIGNS WITH OUR VALUES EQUITY, SAFETY, OPPORTUNITY AND BELONGING, IT TELLS STUDENTS YOU MATTER, YOUR PROGRAM MATTERS AND YOU HAVE A PLACE HERE. WE CANNOT CONTINUE. EXCUSE ME. WE CANNOT KEEP ASKING OUR STUDENTS TO COMPETE AT A CHAMPIONSHIP LEVEL WHEN THEY WERE TRAINING LIKE WE DON'T BELONG.
007 A WRESTLING ROOM MAKES BELLFLOWER BELONG. THANK YOU GUYS. THANK YOU, MR. AVINA. DOES THE BOARD HAVE ANY QUESTIONS REGARDING [6. INFORMATIONAL ITEMS] THE INFORMATIONAL ITEMS THIS EVENING? 6.1 FIRST READING OF NEW BOARD POLICY. 1445 RESPONSE TO IMMIGRATION ENFORCEMENT. 6.2 FIRST READING OF ADMINISTRATIVE REGULATION 1445 RESPONSE TO IMMIGRATION ENFORCEMENT. MISS STEWART. JUST BACKGROUND INFORMATION. IS THIS LIKE AN UPDATE ON CCPA? IS THIS SOMETHING THAT WE IT'S AN UPDATE ON CCPA. OKAY. THANK YOU. IT IS AN UPDATE ON CCPA. AND AS A MATTER OF FACT, IT IS AN ENTIRELY NEW BOARD POLICY. SO IT DOES REPLACE OUR EXISTING BOARD POLICY. WHAT IS IT? 511 OF THE THERE YOU GO. THANK YOU. ANY OTHER QUESTIONS, COLLEAGUES? OKAY. THANK YOU. OKAY. WE WILL MOVE INTO OUR WORKSHOP AT THIS TIME. [7.
008WORKSHOPS] WE HAVE THREE ITEMS TO COVER THIS EVENING. I'LL TURN IT OVER TO DOCTOR SIMON. THANK YOU SO MUCH, PRESIDENT GARZA. WELCOME, EVERYONE WHO'S HERE FOR OUR WORKSHOP TONIGHT. WE DO HAVE THREE ITEMS TO COVER THIS EVENING. WE'LL START WITH OUR FACILITIES. MASTER'S PLAN, OVERALL PROCESS. AND I'M GOING TO ASK MRS. ARCUS TO INTRODUCE OUR SPEAKER TONIGHT. GOOD EVENING EVERYONE. I AM IT'S A PLEASURE FOR ME TO INTRODUCE JOSHUA JACKSON, THE DIRECTOR OF PLANNING AND PRINCIPAL AT PBC CONSULTING FIRM. WE HAVE BEEN WORKING VERY CLOSELY TOGETHER THESE PAST FEW MONTHS, AND I AM EXCITED TO BE ABLE TO SHARE THROUGH HIM THE UPDATE ON THE FACILITIES MASTER PLAN. I KNOW A LOT OF PEOPLE IN THIS ROOM HAVE ACTUALLY BEEN PARTNERS IN HELPING US WITH GETTING THIS
009INFORMATION AND HAVE SEEN JOSHUA BEFORE. SO PLEASE WELCOME JOSHUA AND LOOK FORWARD TO HEARING WHAT HE HAS TO SAY. THANK YOU. THANK YOU SO MUCH. GOOD EVENING, MADAM PRESIDENT. BOARD, SUPERINTENDENT AND STAFF IT'S MY PLEASURE TO PRESENT AN UPDATE ON THE FACILITIES MASTER PLANNING PROCESS WITH YOU THIS EVENING. I'M GOING TO WORK THROUGH SOME SLIDES, BUT I'M DEFINITELY PLANNING ON LEAVING SOME TIME AT THE END FOR QUESTIONS AND DISCUSSION, SO I CERTAINLY WELCOME THE DISCUSSION AT THAT TIME. AS MENTIONED, MY NAME IS JOSH JACKSON. I'M THE DIRECTOR OF PLANNING AT PBC. MY COLLEAGUE MADISON STOUT, WHO SOME OF YOU MAY HAVE MET, WAS PLANNING ON JOINING THIS THIS EVENING BUT HAD A PERSONAL MATTER COME UP. SO I'LL DO MY BEST TO, TO, CARRY EVERYTHING
010MYSELF. THIS EVENING WE'RE GOING TO START AT A HIGH LEVEL. JUST SHARE A LITTLE BIT WHAT IS A FACILITIES MASTER PLAN? WHAT DOES IT INTEND TO DO AND HOW WILL IT SUPPORT BELLFLOWER? WE'RE GOING TO DO A LITTLE BREAKDOWN ON THE PROCESS THAT WE'RE APPLYING HERE IN BELLFLOWER TO DEVELOP THIS PLAN. WE'VE DONE SOME STAKEHOLDER ENGAGEMENT ALREADY. I SEE SOME FAMILIAR FACES IN THE ROOM. SO WE'RE GOING TO SHARE A LITTLE BIT OF WHAT WE'VE HEARD FROM OUR STAKEHOLDER ENGAGEMENT THUS FAR. WE'LL TAKE ONE MINUTE TO TALK A LITTLE BIT ABOUT TRENDS AND BEST PRACTICES ACROSS CALIFORNIA AND THE NATION, AND THEN WE'LL LET YOU KNOW WHAT'S COMING NEXT IN THIS PROCESS. AND AS I MENTIONED EARLIER, OPEN IT UP FOR DISCUSSION AND QUESTIONS. AGAIN, I KNOW SOME
011OF YOU FOLKS HAVE HAVE PARTICIPATED IN THESE MEETINGS. I APOLOGIZE IF ANYTHING'S REPETITIVE, BUT I WANT TO MAKE SURE WE'RE BRINGING EVERYBODY UP TO THE SAME LEVEL OF INFORMATION. SO AT THE HIGHEST LEVEL, YOU CAN THINK OF A FACILITIES MASTER PLAN AS A LIST OF PROJECTS THAT A DISTRICT LIKE BELLFLOWER AIMS TO PURSUE OVER THE NEXT TEN, 15, 20 YEARS. WE CAN CATEGORIZE THOSE TYPES OF PROJECTS INTO THREE MAIN BUCKETS. THE FIRST SET OF PROJECTS THAT WE'RE ANTICIPATING TO DEFINE IN THIS MASTER PLAN ARE MODERNIZATIONS AND IMPROVEMENTS TO BUILDINGS THAT ARE AGED, [00:10:06] OR HAVE SYSTEMS THAT ARE APPROACHING THE END OF THEIR USEFUL LIFE. A BUILDING WHICH WAS WONDERFUL WHEN IT WAS BUILT 30, 40, 50 OR MORE YEARS AGO WILL HAVE SYSTEMS THAT REQUIRE REPLACEMENT, THINGS THAT NEED
012TO BE MODERNIZED, AND WE'LL HAVE A SET OF PROJECTS THAT IS TAKING THOSE OLDER BUILDINGS AND BRINGING THEM UP TO HIGHER STANDARDS. WE HAVE A SECOND SET OF PROJECTS THAT WE CALL ALIGNMENT OF PHYSICAL SPACES AND PROGRAM. ON ONE LEVEL, YOU CAN THINK OF THIS AS UNDERSTANDING WHERE OUR STUDENTS ARE GEOGRAPHICALLY AND MAKING SURE THAT WE HAVE SCHOOL FACILITIES TO SERVE THEM, BUT ALSO TAKING A LOOK AT THE TYPES OF TEACHING AND LEARNING THAT WE'RE TRYING TO SUPPORT IN THE DISTRICT AND MAKING SURE THAT OUR OUR FACILITIES ARE APPROPRIATELY CONFIGURED TO TO SERVE THOSE MODES OF TEACHING AND LEARNING. AND THEN FINALLY, THERE'S A SET OF PROJECTS WHICH ARE REALLY ABOUT BUILDINGS AND EFFICIENCY. ANYTIME WE CAN IDENTIFY A CAPITAL PROJECT THAT SAVES MONEY OVER TIME, WHETHER IT'S THROUGH ENERGY
013EFFICIENCY, PRODUCTION OR MORE EFFICIENT THINGS LIKE NUTRITION SERVICES, THOSE ARE PROJECTS THAT WE WILL LOOK TO IDENTIFY AND RECOMMEND, BECAUSE IT'S A REALLY GREAT WAY TO TO TURN AGAIN A ONE TIME INVESTMENT INTO AN ONGOING SAVINGS. SO HOW DO WE GO ABOUT DEVELOPING THIS LIST OF PROJECTS? CONCEPTUALLY, OUR PROCESS SORT OF MOVES LEFT TO RIGHT IN THIS GRAPHIC. THESE THREE CATEGORIES ON THE LEFT FACILITY NEEDS ENROLLMENT. DEMOGRAPHICS AND EDUCATIONAL ADEQUACY ARE FUNDAMENTALLY ABOUT DATA. AND WE'RE GOING TO BE COLLECTING DATA IN THESE THREE AREAS. I'LL GET INTO A LITTLE MORE DETAIL LATER. BUT FOR THE FACILITIES NEEDS ASSESSMENT, WE'RE ENGAGING WITH STAKEHOLDERS. WE'RE ALSO SENDING THREE TEAMS OF TECHNICAL EXPERTS ONTO EACH OF YOUR SITES TO LOOK AT ROOFS, BUILDING SYSTEMS AND OUTDOOR AND INDOOR SITE CONDITIONS. WE
014ARE ALSO WORKING WITH A DEMOGRAPHER TO PRODUCE ENROLLMENT PROJECTIONS FIVE YEARS INTO THE FUTURE FOR BELLFLOWER. WE CAN TAKE A LOOK AT PAST TRENDS, BUT LOOKING AT THINGS LIKE BIRTH RATES, TRANSFER RATES AND DEVELOPMENT ALLOWS US TO HAVE MORE CONFIDENCE IN OUR PROJECTIONS FOR THE FUTURE. AND THEN FINALLY, I SPOKE A FEW MOMENTS AGO ABOUT MAKING SURE THAT OUR EDUCATIONAL FACILITIES ARE SUPPORTING THE MODES OF TEACHING AND LEARNING THAT WE'RE LOOKING FOR IN THIS DISTRICT. AND THAT'S REALLY WHAT THESE EDUCATIONAL ADEQUACY METRICS ARE AROUND. SO WE'RE COLLECTING THIS DATA. WE'RE THEN BUILDING IT INTO A CENTRALIZED DATABASE THAT WE THEN SHARE OUT WITH THE COMMUNITY TO GET INPUT ON THE PRIORITIES AND VALUES. AND THAT'S IMPORTANT BECAUSE IF BELLFLOWER IS LIKE THE VAST MAJORITY OF OTHER SCHOOL DISTRICTS IN CALIFORNIA, YOUR
015TOTAL NEEDS WILL BE GREATER THAN THE AMOUNT OF FUNDING THAT'S AVAILABLE TO MEET THOSE NEEDS. AND SO UNDERSTANDING WHAT'S MOST IMPORTANT TO THE COMMUNITY, WHAT GETS THE MOST BANG FOR THE BUCK, IF YOU WILL. THAT'S GOING TO BE REALLY IMPORTANT TO INFORM THE PRIORITIES AND VALUES THAT ARE BUILT INTO YOUR MASTER PLAN. ONCE WE ARE COMPLETED WITH THIS PROCESS AND YOU HAVE YOUR YOUR FACILITIES MASTER PLAN, A ROADMAP FOR FUTURE INVESTMENT, IT OPENS THE DOOR TO A NUMBER OF NEXT STEPS. THOSE CAN INCLUDE THINGS LIKE A GENERAL OBLIGATION BOND, STATE MATCHING GRANTS FROM CALIFORNIA, OR POTENTIAL RECONFIGURATION, STRATEGIC INITIATIVES OR OTHER ACTIONS THAT REQUIRE A GOOD, ROBUST DATABASE OF VALIDATED FACILITY INFORMATION. SO WE'RE HOPING THAT THE MASTER PLAN WILL BE AS MUCH A START OF A NEW PROCESS FOR YOU
016GUYS AS IT IS THE END WHEN IT'S FINALLY DELIVERED IN TERMS OF THE STEPS THAT WE APPLY TO GENERATE THIS. WE HAVE FIVE PHASES THAT START WITH DATA COLLECTION AND MOVE THROUGH A FULLY INTEGRATED MASTER PLAN WITH COMMUNITY OUTREACH WOVEN THROUGH THE WHOLE PROCESS. AND I'M GOING TO TAKE A LITTLE BIT OF TIME TO STEP THROUGH EACH ONE OF THESE TO EXPLAIN HOW THIS IS WORKING. THE START OF OUR PROCESS IS ALL ABOUT COLLECTING DATA FROM THE FOLKS IN THE DISTRICT WHO KNOW THE BUILDINGS THE BEST. SO WE'RE COLLECTING BLUEPRINTS, DATA ON BUILDING SYSTEMS, DIFFERENT KINDS OF REPORTS RELATED TO MAINTENANCE AND OPERATIONS AND DEFERRED MAINTENANCE, BUT ALSO BRINGING IN DATA ON THE CLIMATE AND GEOGRAPHY THAT WE HAVE HERE IN BELLFLOWER, MAKING SURE THAT ALL OF THIS IS INTEGRATED INTO A
017UNIFIED DATABASE, WHICH AGAIN, FACILITATES DECISION MAKING AND RECOMMENDATION INTO THE FUTURE. SO EQUIPPED WITH ALL THIS DATA, WE EVALUATE THAT DATA IN THE CONTEXT OF THE DISTRICT'S MISSION AND VISION. THIS CHART HERE IS SHOWING HISTORIC ENROLLMENT. WE'RE STILL IN THE MIDST OF PRODUCING THE ENROLLMENT PROJECTIONS. SO THIS ENDS IN THE IN THE PRESENT. BUT THERE'S ALREADY A STORY THAT YOU CAN SEE HERE. I DON'T THINK I NEED TO EXPLAIN TOO MUCH THAT THE CONTEXT IS DECLINING ENROLLMENT. AND THAT'S VERY IMPORTANT FROM A FACILITY PLANNING STANDPOINT WHEN WE THINK OF UTILIZATION AND CAPACITY. IN ADDITION TO JUST LOOKING AT THE DATA THAT ALREADY EXISTS AND THINGS LIKE ENROLLMENT PROJECTIONS, WE ALSO DO A NUMBER OF DIFFERENT DEEP DIVES TO COLLECT ADDITIONAL INFORMATION. SO ONE OF THE MOST
018IMPORTANT THINGS WE DO ARE ENGAGE WITH EACH PRINCIPAL IN THE DISTRICT WE ASK THEM TO COMPLETE. [00:15:03] I'LL ADMIT IT'S A FAIRLY DETAILED QUESTIONNAIRE. IT TAKES EACH PRINCIPAL WE FIND AT LEAST 45 MINUTES. AND HERE IN THIS DISTRICT, YOU GUYS HAVE BEEN REALLY HELPFUL SHARING INFORMATION. WE'VE ALSO FOLLOWED UP EACH OF THOSE QUESTIONNAIRES WITH A DETAILED INTERVIEW. AND SO WE'VE SPENT TIME SPEAKING WITH I THINK WE ACTUALLY HAVE WE'RE NEARLY DONE WITH THAT PROCESS. SO WE HAVEN'T SPOKEN WITH EVERY PRINCIPAL YET. WE'RE ALMOST THERE, BUT REALLY HAVE A GOOD UNDERSTANDING OF THE LIVED EXPERIENCE AT EACH CAMPUS. WE ALSO ENGAGE WITH DISTRICT LEADERSHIP AND WE HAVE FOCUS GROUPS WITH DIFFERENT FOLKS REPRESENTING EDGE SERVICES, FACILITIES MAINTENANCE AND OPERATIONS, NUTRITION SERVICES, EVERYBODY WHO'S INVOLVED. SO WE'VE HAD ANOTHER SORT
019OF STREAM OF DATA COMING FROM THERE. AND THEN I MENTIONED EARLIER THAT WE ARE SENDING THREE TEAMS OUT TO EACH SITE IN BELLFLOWER TO ACTUALLY BE THERE AND ASSESS EACH BUILDING SYSTEM THAT'S THERE. SO WE SEND ONE TEAM OF ENGINEERS THAT'S FOCUSED ON ROOFING AND WHAT WE CALL BUILDING ENVELOPE. SO THAT'S FACADES, WINDOWS, DOORS, BASICALLY EVERYTHING THAT KEEPS THE WATER OUT. A SECOND TEAM HAS BEEN LOOKING AT MECHANICAL OR EXCUSE ME, I THINK THESE ARE STARTING ON MARCH 2ND IF I RECALL CORRECTLY. SO I SHOULD BE USING FUTURE TENSE. WE WILL BE SENDING A TEAM OUT THAT LOOKS AT MECHANICAL, ELECTRICAL, PLUMBING AND TECHNOLOGY SYSTEMS. I SHOULD CLARIFY THAT WHEN WE TALK ABOUT TECHNOLOGY FROM A BUILDING SYSTEM, WE'RE NOT TALKING ABOUT THE DEVICES LIKE THE PROJECTOR OR THE CHROMEBOOKS THAT STUDENTS
020ARE USING, BUT TECHNOLOGY LIKE LOW VOLTAGE SYSTEMS THAT ARE USED TO CONTROL HEAT, LIGHT, MOTION DETECTORS, AS WELL AS THE CABLING AND INFRASTRUCTURE TO SUPPORT THE DIFFERENT TECHNOLOGY THAT'S USED IN THE CLASSROOM. AND THEN FINALLY, THE THIRD TEAM THAT WE SEND OUT ARE ARCHITECTS. AND WE ARE LOOKING AT INTERIOR FINISHES, WHETHER UPDATES ARE REQUIRED, AS WELL AS WHETHER THERE'S A SINGLE SECURE POINT OF ENTRY FOR EVERY SITE FENCING AND EXTERIOR SITE CONDITIONS. SO WE'RE DOING A REALLY THOROUGH LOOK AT EACH ONE OF YOUR CAMPUSES WITH DIFFERENT DISCIPLINES BROUGHT TO BEAR. ONCE WE HAVE ALL THIS RICH FACILITY DATA WE RUN THROUGH IT ALL AND WORKING WITH THE TEAM HERE AT BELLFLOWER DEVELOP WHAT WE CALL SCOPES OF WORK FOR, FOR FUTURE PROJECTS. AND THESE PROJECTS ARE PACKAGED IN WAYS
021THAT WE BELIEVE ARE MOST COST EFFECTIVE TO TO BELLFLOWER. A COMMON EXAMPLE I GIVE IS THAT WE WOULD NOT RECOMMEND REPLACING A ROOF, AND THEN THE NEXT YEAR, COMING BACK AND DOING A ROOF MOUNTED HVAC SYSTEM THAT PUNCHES HOLES IN YOUR BRAND NEW ROOF. SO WE'RE THINKING ABOUT SEQUENCING PACKAGING PROJECTS IN WAYS THAT ARE IMPROVING EDUCATIONAL PROGRAM SUITABILITY SAFETY AND SECURITY TECHNOLOGY, ENERGY SAVINGS, SPORTS, ATHLETICS. THE THE GENTLEMAN WHO SPOKE ABOUT WRESTLING. THIS WAS POTENTIALLY BE WRITTEN UP IN THIS PHASE OF THE PROJECT. THE OTHER IMPORTANT THING THAT WE DO HERE IS WORK WITH COST ESTIMATORS TO ASSIGN A COST TO EVERY POTENTIAL PROJECT IN THE FUTURE, AND THIS IS THE WAY THAT WE GENERATE THE TOTAL SUMMARY OF NEED FOR THE FACILITIES HERE IN BELLFLOWER. BUT THAT
022TOTAL NUMBER WILL BE PERHAPS OVERWHELMING AND YOU WON'T KNOW WHERE TO START. AND SO OUR INTEGRATED MASTER PLAN, THE FINAL DELIVERABLE DOESN'T JUST INCLUDE THE COST ESTIMATES, BUT RECOMMENDATIONS FOR PROJECT PRIORITIZATION AND AN UNDERSTANDING OF HOW THE PROJECTS ARE ROLLING OUT ACROSS THE DISTRICT TO MAKE SURE THAT A PARTICULAR SCHOOL ISN'T RECEIVING ALL OF THE PROJECTS. SO WE'RE TRYING TO THINK IN AN INTEGRATED FASHION AND BALANCE THINGS OUT AND REALLY PROVIDE A ROADMAP FOR BELLFLOWER AS IT MOVES AHEAD WITH WITH WHAT TO TACKLE FIRST AND NEXT AND SO ON AND SO FORTH. SO THAT'S THE OVERVIEW. I WANT TO TAKE A MINUTE AND GIVE A RECAP OF SOME OF WHAT WE'VE HEARD IN THE ENGAGEMENT THAT WE'VE DONE WITH STAKEHOLDERS, STAKEHOLDERS HERE IN BELLFLOWER AT A REAL HIGH LEVEL, SOME OF
023THE THINGS WE'VE DONE. WE HAD A WONDERFUL CHANCE TO MEET WITH STUDENTS AT BELLFLOWER, MAYFAIR AND SOMERSET. WE'VE HAD A CHANCE TO MEET WITH THE PTA COUNCIL. WE ALSO HOSTED A COMMUNITY MEETING JUST EARLIER THIS WEEK. SO THE RESULTS OF THAT ARE NOT INCLUDED IN THIS PRESENTATION BECAUSE IT'S A LITTLE TOO FRESH. BUT THEN AGAIN, THE PRINCIPAL AND SITE ADMINISTRATOR INTERVIEWS THE LEADERSHIP FOCUS GROUPS, AND WE'VE ALSO CONDUCTED AN ONLINE SURVEY WITH MORE THAN 200, ABOUT 250 RESPONSES. SO I'LL SORT OF WALK THROUGH WHAT WE'VE HEARD. I WILL SAY THAT THIS THERE'S A LOT OF PASSIONATE FEELING IN THIS DISTRICT. SO WE'VE GOT A LOT OF INPUT FROM THIS SESSIONS. SO FROM THE STUDENTS WE, AS I MENTIONED, DID THREE SESSIONS MAYFAIR, BELLFLOWER AND SOMERSET. THIS IS,
024I BELIEVE, THE ONE FROM MAYFAIR. I'M NOT TOTALLY SURE ABOUT THAT, BUT THIS IS EXAMPLE DATA. [00:20:01] WE HEARD VERY CONSISTENT DATA ACROSS THE GROUPS. AND SOME OF THE THINGS THAT WE HEARD WERE UPDATES TO LEARNING ENVIRONMENTS. THERE WAS DESIRE, PARTICULARLY FOR SCIENCE CLASSROOMS. WE HEARD ABOUT RESTROOMS A LOT LIKE A LOT, A LOT THAT WAS I THINK THE IF YOU LOOK AT THE SCORECARD HERE OF HOW THESE STUDENTS RATED THINGS, I KNOW IT'S VERY SMALL. I'M SORRY, BUT RESTROOMS ARE THE YELLOW ONE AT THE BOTTOM. AND THAT WAS THE LOWEST RANKED TYPE OF SPACE BY STUDENTS. I JUST WANT TO MENTION WE ALSO TALKED TO LAS FLORES STUDENTS TOO. THANK YOU SO MUCH. I WANT TO MAKE SURE APPRECIATE THAT. SO YES, WE GOT REALLY GREAT INPUT FROM,
025FROM THE STUDENTS. AND SOME SPECIFIC INFORMATION FOR EACH SCHOOL AS WELL. WE HAD A, I THINK IT WAS IN THIS ROOM THAT WE MET WITH THE PTA COUNCIL MEETING ANOTHER GROUP OF HIGHLY ENGAGED AND PASSIONATE INDIVIDUALS. WE HEARD MANY SIMILAR COMMENTS FROM THAT GROUP TO THE AND THE STUDENTS SIMILAR COMMENTS ON LEARNING ENVIRONMENTS PERHAPS EVEN MORE ACUTE CONCERNS ABOUT RESTROOMS AND SOME VERY STRONG OPINIONS ABOUT EQUITY ACROSS FOR RESOURCES ACROSS THE DISTRICT. I WANT TO HIGHLIGHT THAT IT'S A REALLY GOOD SIGN WHEN WE HEAR SIMILAR INPUT FROM DIFFERENT STAKEHOLDER GROUPS, WE OFTEN TALK ABOUT TRIANGULATION AS A MEANS OF UNDERSTANDING WHAT THE KEY PRIORITIES FOR A OUR COMMUNITY ARE. AND WHEN WE HEAR ALIGNMENT BETWEEN PARENTS AND TEACHERS AND STUDENTS, IT'S A GOOD INDICATOR THAT WE'RE
026FINDING THE HEART OF THE MATTER. SO WE WERE VERY ENCOURAGED TO TO HEAR SUCH CONSISTENT PRIORITIES ACROSS DIFFERENT USER GROUPS. WHEN WE SPOKE WITH THE PRINCIPALS AND SITE ADMINISTRATORS AT EACH SCHOOL, THE INFORMATION WAS VERY SPECIFIC TO EACH SCHOOL. AND SO A LOT OF THIS DATA WILL BE USED BY OUR TEAM AS WE WORK THROUGH DEVELOPING AGAIN THE SCOPES OF WORK FOR EACH SCHOOL. BUT TO SORT OF EXTRACT SOME, SOME HIGH LEVEL TAKEAWAYS, WE HEARD A LOT OF CONCERNS FROM PRINCIPALS ABOUT THE NEEDS FOR UPDATING THE INFRASTRUCTURE AT SCHOOL SITES. WE HEARD NEEDS FOR OUTDOOR CAMPUS IMPROVEMENTS. I WOULD SAY LIGHTING WAS WAS SOMETHING THAT CAME UP, AS WELL AS A NEED FOR ADDITIONAL SHADE FOR STUDENTS AND PLAY STRUCTURES AND GATHERING AREAS, AND THEN IMPROVEMENTS TO AIR CONDITIONING
027WAS A THEME THAT CAME UP AT MANY SITES AS WELL. SO THERE WAS MORE DETAILED SITE SPECIFIC INFORMATION THAT CAME FROM THESE ENGAGEMENTS, BUT THESE WERE SOME THEMES THAT THAT EMERGED STRONGLY FROM THESE DISCUSSIONS. AND THEN WE ALSO HAD A VERY PRODUCTIVE DAY MEETING WITH, I THINK, SIX DIFFERENT GROUPS OF THE LEADERSHIP HERE IN BELLFLOWER. YOU CAN SEE SOME OF THE FOLKS WE MET WITH. I'M NOT GOING TO RUN THROUGH THEM ONE BY ONE. BUT AGAIN, JUST IF I WAS GOING TO CALL OUT SOME OF THOSE KEY TAKEAWAYS WE HEARD FROM DIFFERENT GROUPS RESTROOMS BUBBLED UP AGAIN AS ANOTHER PRIORITY HERE. SO AGAIN, TALKING ABOUT TRIANGULATION, WE HEARD ABOUT THAT FROM EVERYONE. WE ALSO HEARD ABOUT A THE BROAD RANGE OF PROGRAMS THAT ARE OFFERED HERE
028IN BELLFLOWER AND THAT THERE ARE DISTINCT FACILITY NEEDS FOR EACH ONE. SO I THINK WHEN WE LOOK AT DIFFERENT CAMPUSES, WE'RE NOT GOING TO BE RECOMMENDING A ONE SIZE FITS ALL SOLUTION. WE'RE GOING TO BE LOOKING AT THE SPECIFIC PROGRAMS AT EACH SITE AND MAKING SURE THAT THOSE ARE BEING ADDRESSED. ONE INTERESTING THING THAT CAME UP IN THESE MEETINGS WAS THE NEED FOR CABLING AND UTILITY UPDATES. THERE ARE A NUMBER OF THINGS THAT FOLKS ASKED FOR IN OUR ENGAGEMENT. I MADE A NOTE HERE. YOU KNOW, KEYCARD ACCESS, ENHANCED CLASSROOM TECHNOLOGY, CAMERAS. AND WHAT WE HEARD IS THAT SOME CAMPUSES DON'T NECESSARILY HAVE THE TECHNOLOGY OR UTILITY INFRASTRUCTURE TO SUPPORT THOSE KINDS OF IMPROVEMENTS. SO TO GET TO THOSE THE THINGS THAT WE ACTUALLY EXPERIENCE THAT WE SEE,
029 THERE NEEDS TO BE SOME BEHIND THE SCENES INVESTMENT TO MAKE SURE THAT THE CAMPUSES ARE READY FOR THOSE TYPES OF IMPROVEMENTS. SPEAKING OF INFRASTRUCTURE, IT WAS HIGHLIGHTED THAT THERE IS A GOAL AND INDEED FROM THE STATE, A REQUIREMENT FOR BUS ELECTRIFICATION THAT'S GOING TO REQUIRE SOME INFRASTRUCTURE UPDATES TO YOUR BUS YARD. AND THEN JUST THE NEED FOR SCIENCE LABS THAT SORT OF BUBBLED UP AGAIN AT THE BELLFLOWER AND MAYFAIR SITES, A NEED FOR, ADJUSTMENTS AND IMPROVEMENTS THERE. I THINK MAYFAIR HAS A NEW STEM BUILDING, SO THAT'S PARTIALLY ADDRESSED, BUT THIS WAS A CONCERN THAT WE HEARD. AND THEN GOING FROM THE THE DISTRICT'S LEADERSHIP TO THE GENERAL PUBLIC. WE HAVE ALSO LAUNCHED A FACILITY MASTER PLANNING WEBSITE, WHICH HAS BEEN LINKED TO FROM THE MAIN BELLFLOWER SITE. WE'VE
030HAD GREAT SUPPORT FROM THE TEAM IN PUSHING OUT THAT THIS TO THE PUBLIC THAT THIS IS AVAILABLE. I'LL SAY IF THERE'S ANYBODY IN THE ROOM OR FOLLOWING ONLINE, YOU CAN USE THE LINK OR THE QR TAG TO TO GO CHECK IT OUT RIGHT NOW. THAT SITE PROVIDES MUCH OF THE SAME OVERVIEW THAT I'M SHARING WITH YOU RIGHT NOW. WE'LL ALSO BE POSTING THE PRESENTATIONS THAT WE'VE BEEN GIVEN, INCLUDING THIS ONE ON THAT WEBSITE. [00:25:05] AND THEN PERHAPS MOST IMPORTANTLY, THERE'S A LINK TO AN ONLINE SURVEY MUCH SHORTER THAN THE ONE WE ASKED THE PRINCIPALS FOR. IT DOESN'T TAKE 45 MINUTES. IT'S CLOSER TO FIVE. BUT WE HAVE SOME HIGH LEVEL QUESTIONS THAT WE'VE ASKED MEMBERS OF THE PUBLIC TO CHIME IN ON. AND I WANT TO WALK THROUGH SOME OF THESE
031BECAUSE THERE'S USEFUL STUFF. SO AS YOU CAN SEE, THE MAJORITY OF RESPONDENTS HAVE BEEN PARENTS. WE'VE GOT SOME TEACHERS, WHICH IS WONDERFUL CLASSIFIED STAFF. AND THEN, YOU KNOW, A HANDFUL OF STUDENTS. BUT THE MAJORITY OF THE INPUT HAS BEEN FROM PARENTS. AND WE ASKED A QUESTION WHICH PROGRAMS ARE MOST APPEALING TO THE COMMUNITY? AND BY EXTENSION, WOULD YOU BE INTERESTED IN SUPPORTING WITH FACILITY IMPROVEMENTS? AND WHAT BUBBLED UP TO THE TOP? STEAM, CTE AND STUDENT SUPPORT SPACES WERE THE TOP THREE. I THINK YOU CAN SEE FROM LOOKING AT THIS THAT EVEN THOUGH SOMETHING LIKE SPECIAL EDUCATION OR ATHLETICS WAS NOT RANKED AS HIGH, THERE'S STILL TREMENDOUS SUPPORT FOR THOSE PROGRAMS. SO INTEREST IN BROAD PROGRAMS AND THEN GETTING BEYOND THE, THE NUMBERS AND, YOU KNOW, PEOPLE VOTING ON IT. WE ALSO
032COLLECTED OPEN ENDED RESPONSES WHICH WERE ABLE TO ASSEMBLE BY SCHOOL. AND SO THERE'S SOME SOME NICE DETAILS HERE. WE HEARD FROM A RESPONDENT SPEAKING ON BEHALF OF MAYFAIR. THAT WOULD BE NICE TO HAVE AN ACTUAL SPACE FOR FOR MUSIC AND CHOIR PERFORMANCES. THAT MAKES SENSE. I'LL ADMIT, MY FIRST EXPOSURE TO BELLFLOWER WAS SEEING YOU GUYS IN THE ROSE PARADE TWO YEARS AGO, SO I KNOW THE MUSIC PROGRAM IS STRONG. MOVING FROM THE PROGRAMS, WE ALSO ASKED WHAT TYPES OF FACILITY UPGRADES SHOULD THE DISTRICT PRIORITIZE, AND WE ASKED THEM TO SAY, WHAT'S HIGH, MEDIUM AND LOW? I DON'T THINK IT'S A SURPRISE. SAFETY AND SECURITY BUBBLED UP AS THE TOP PRIORITY FOR RESPONDENTS TO THE SURVEY. INDOOR AIR QUALITY, ALSO A HIGH ONE. AND AGAIN, WITH ALL OTHER COMMENTS, WE
033ASK FOR THE RANKING AND THE VOTE, BUT WE ALSO ASK FOR OPEN ENDED COMMENTS. AND WE PULLED OUT THIS ONE BECAUSE THIS WAS SOMETHING WE HEARD A FEW TIMES IN VARIOUS GROUPS. A COLOR UPDATE COULD MAKE A BIG IMPACT. THE BEIGE HAS A SAD FEELING TO IT. I CAN'T TELL YOU HOW MANY FOLKS ASKED FOR THEIR SCHOOLS TO BE PAINTED WITH THEIR SCHOOL COLORS, TO HAVE SOME COLOR POP SOME ENERGY. SO I THINK THERE MIGHT BE SOME VERY EASY TAKEAWAYS HERE OF A BROADER RANGE OF PAINT, AND THAT MIGHT MAKE SOME FOLKS HAPPY. SO OBVIOUSLY DEEPER DIVE. WE WERE GOING TO RECOMMEND MORE INVESTMENTS BEYOND THAT, BUT I THOUGHT THAT WAS AN INTERESTING TAKEAWAY. AND OH SO THAT BRINGS US TO THE NEXT STEPS. WE ARE, AS I
034MENTIONED, STARTING IN ABOUT A WEEK AND A HALF ON FACILITY CONDITION ASSESSMENTS. WE REALLY APPRECIATE THE COORDINATION WITH THE TEAM. IT'S BEEN A BIT OF A CAT HERDING EXERCISE WITH OUR ENGINEERS AND GETTING THE RIGHT TEAMS IN THE RIGHT PLACES AND ON ROOFTOPS AND STUFF. AND THE TEAM'S BEEN WONDERFUL. WE REALLY APPRECIATE THAT. EXCITED TO GET THAT DATA. WE ARE ALSO WORKING WITH SOME SPECIALIST DEMOGRAPHERS AND STATE FUNDING EXPERTS TO GET ENROLLMENT PROJECTIONS AS WELL AS DATA FOR WHAT WHAT YOUR ELIGIBILITY IS FOR STATE MATCHING GRANTS, WHICH CAN BE AN ENCOURAGING NEWS WHEN WE GET BACK. AND HERE YOU KNOW WHICH SITES ARE ELIGIBLE TO FOR STATE FUNDING. WE WILL ALSO BE WORKING ON NOT JUST EXISTING SITE PLANS FOR OUR CAMPUS. ONE OUTCOME OF THIS MASTER PLAN
035IS YOU'LL HAVE A REALLY GOOD, ROBUST, ROBUST SET OF CONSISTENT SITE PLANS SO YOU CAN HAVE APPLES TO APPLES COMPARISONS. IF SOMEBODY WANTS TO KNOW, YOU KNOW, HOW MUCH SPACE IS THERE FOR ARTS AT THIS SCHOOL VERSUS ANOTHER ONE. IT'LL ALL BE VERY CLEARLY DOCUMENTED. BUT WE WILL ALSO GENERATE CONCEPT PLANS, RECOMMENDATIONS FOR THE FUTURE OF EACH CAMPUS. THAT WILL BE VISUAL REPRESENTATIONS OF SOME OF THOSE SCOPES OF WORK THAT WE TALK ABOUT. THERE'S ANOTHER PART OF OUR DELIVERABLE WHICH WILL BE EDUCATIONAL SPECIFICATIONS. YOU CAN THINK OF THOSE AS DESIGN GUIDELINES FOR BUILDINGS THAT ARE BEING RENOVATED, MODERNIZED AND RENOVATED OR POTENTIALLY NEW CONSTRUCTION. I DON'T THINK WE'RE GOING TO BE RECOMMENDING A TON OF NEW CONSTRUCTION, BUT AS PART OF THIS, THE SPECS WILL PROVIDE
036A SET OF STANDARDS AND GUIDELINES FOR THE DISTRICT TO FOLLOW, AND THAT'S VERY HELPFUL FOR ENSURING BOTH EQUITY AND HIGH QUALITY SPACES ACROSS THE DISTRICT. AND THEN FUNDAMENTALLY, THE BIGGEST PART OF OUR DELIVERABLE WILL BE WRITING UP THOSE RECOMMENDED PROPOSED PROJECTS AND GIVING YOU GUYS WHAT I ALWAYS THINK OF AS THE MENU OF POTENTIAL PROJECTS THAT YOU CAN CHOOSE TO TO PURSUE WITH A CAPITAL PLAN WHEN FUNDS ARE AVAILABLE. SO THAT IS SORT OF THE THE INTRODUCTION TO, TO WHAT WE'VE BEEN DOING, OUR PROCESS AND SOME OF THE PRELIMINARY FINDINGS, AND I'D BE HAPPY TO ANSWER ANY QUESTIONS OR HAVE A DISCUSSION ABOUT ANYTHING THAT WE COVERED OR ANY OTHER QUESTIONS THAT COME UP. SO THANK YOU SO MUCH. THANK YOU, MR. JACKSON. [00:30:03] BOARD MEMBERS, ANYONE HAVE QUESTIONS?
037COMMENTS? YES, I HAVE A FEW. OKAY. MY FIRST ONE WAS THE 228 TOTAL. IS THAT THE AMOUNT OF ALL OF THE PARENTS STUDENTS THAT TOOK THE SURVEY? IT IS. I GUESS I QUESTION WHY WE DON'T DO SOMETHING IN CLASS. AND I KNOW TEACHERS DON'T WANT TO GET INTO THEIR INSTRUCTIONAL TIME, BUT IF WE HAD THE STUDENTS TAKE IT RIGHT THERE IN CLASS, WE COULD GET 9000 OR. WELL, THAT'S NOT TRUE BECAUSE WE HAVE ELEMENTARY, BUT WE WOULD GET A LOT MORE THAN 228. I JUST I DON'T UNDERSTAND. I MEAN, 228 STUDENTS OF ALL OF OURS IN THE DISTRICT. I JUST I THINK THAT'S SAD. AND I THINK WE NEED TO FIND A DIFFERENT WAY TO DO THINGS, BECAUSE THAT'S NOT ENOUGH. BACK FEEDBACK. SECOND, WILL THERE BE PRICE TAGS ON
038THESE PROJECTS WHEN THEY'RE LISTED FROM YOU? YES, THERE WILL BE. AND WHAT WE TRY TO PROVIDE IS, WE SAY FULLY ENCUMBERED COSTS. SO IT'S NOT JUST THE CONSTRUCTION COSTS, BUT ALSO SOFT COSTS AND SOME ESCALATION TO, TO UNDERSTAND WHAT IT WILL COST WHEN IT ACTUALLY COMES TIME TO EXECUTE THAT PROJECT. SO IF THERE'S A PROJECT, LET'S JUST SAY A RANDOM, LET'S SAY A WRESTLING ROOM OR SOMETHING THAT YOU HAVE NOT LISTED. HOW WOULD WE KNOW THOSE PRICE TAGS? OUR GOAL WOULD BE TO INCLUDE EVERY POTENTIAL PROJECT IN THE FACILITIES MASTER PLAN. SO WE'LL USE THE WRESTLING ROOM. IT'S NOT THE FIRST TIME WE'VE HEARD ABOUT THAT, SO I THINK IT WOULD ALREADY BE ON THE LIST. WHETHER IT'S A DEDICATED WRESTLING ROOM OR IMPROVEMENTS TO THE ATHLETIC FACILITY WITH
039SMALLER SPACES. SO OUR GOAL WOULD BE TO INCLUDE EVERY POTENTIAL PROJECT AND THE COST FOR IT. I WOULD SAY IF THERE ARE PROJECTS THAT YOU GUYS WANT TO PURSUE THAT AREN'T IN THE MASTER PLAN, THEN WE'VE MISSED SOMETHING. SO OUR GOAL IS TO INCLUDE EVERY POTENTIAL PROJECT IN THE FUTURE. SO LET'S SAY WE WANT TO PAINT JUST ONE PARTICULAR SCHOOL. THAT PRICE WILL BE TAGGED ON THAT. OKAY. AND I GUESS TWO MORE QUESTIONS. IS THAT OKAY? MY NEXT QUESTION IS WE HEAR A LOT FROM THE COMMUNITY ABOUT, OBVIOUSLY, THINGS THEY WANT TO DO A WRESTLING ROOM. WE'VE HEARD SAND VOLLEYBALL COURTS. WE'VE HEARD WE NEED PAINT ON OUR SCHOOLS. WHEN I'VE BEEN TOLD AS A BOARD MEMBER, WHEN YOU'RE LISTING THIS ON A BOND, IT NEEDS TO BE VERY
040BROAD AND VERY GENERAL, WHICH I UNDERSTAND. BUT IF YOU DID A LOT OF SMALL PROJECTS, LIKE LAST TIME, WE HAD ONE REALLY BIG ONE, OUR STEAM BUILDING, BUT LET'S SAY WE WANTED TO DO TEN PROJECTS. THERE WERE 100,000. OR DO YOU KNOW WHAT I MEAN? HOW WOULD YOU LIST THOSE ON A BOND TO GET BUY IN? BECAUSE IN MY MIND, IF WE DID A LOT OF LITTLE PROJECTS, MAYBE WE GET BUY IN FROM THE WRESTLING COMMUNITY, FROM THE MUSIC COMMUNITY, FROM OTHERS, BUT HOW WOULD YOU LIST THAT ON THE BOND SO THAT PEOPLE UNDERSTAND THAT THOSE PROJECTS THAT THEY WANT ARE ACTUALLY GETTING ACCOMPLISHED, RATHER THAN A BROAD? DO YOU KNOW WHAT I'M SAYING? LIKE, I GET BOTH ANGLES, BUT FOR OUR COMMUNITY, SOMETIMES I THINK BROAD IS THEY DON'T BUY INTO
041IT AS MUCH. THEY WANT TO HEAR THEIR PROJECT COME UP. SO HOW WOULD YOU ANSWER THAT? SURE. SO I HAVE TO GIVE A WORD OF CAUTION, WHICH IS THAT THE MASTER PLAN, THE FACILITIES MASTER PLAN AND A POTENTIAL GENERAL OBLIGATION BOND ARE FUNDAMENTALLY TWO DIFFERENT THINGS. SO THE MASTER PLAN SHOULD INFORM THE BOND, BUT AT THE END OF THE DAY, I WON'T. I WON'T BE THE CONSULTANT RECOMMENDING. OKAY, SO CAN I GO TO MY STAFF THEN TO ASK IF OR NOT TO ANSWER THAT, BUT TO JUST SAY YOU WILL GIVE US INFORMATION ON HOW TO DO THAT WHEN WE GET TO THAT POINT. IF WE DO, YES. SO THAT WOULD BE A CONVERSATION WITH BOND COUNCIL, BECAUSE THERE WOULD BE THE ONES WRITING THE LANGUAGE FOR THE BOND AND
042ANYTHING THAT THE BOARD WANTS INCLUDED IN THAT LANGUAGE. IT WOULD BE APPROPRIATE TO PROVIDE THAT INFORMATION TO THEM. OKAY. AND THEN MY LAST QUESTION IS, I KNOW YOU HAVE A LOT OF GROUPS HERE THAT YOU HAVE TALKED TO REGARDING THIS. WHY WAS THE BOARD NOT ONE OF THE GROUPS, OR WHY DIDN'T WE GET A SPECIAL SURVEY ON WHAT WE MIGHT LIKE TO SEE? SO I DO BELIEVE WE WE HAVE AN ENGAGEMENT WITH THE BOARD COMING UP. IT JUST IT WAS TOUGH TO SCHEDULE. SO I THINK WE HAD A DATE, AND IT WAS CANCELED. AND THEN. AND THEN WE'LL BE COMING BACK ANOTHER TIME. SO I'M SORRY THAT THIS IS THE FIRST TIME YOU'RE SEEING ME. I DON'T KNOW IF YOU WANT TO. NO. IT'S OKAY, I JUST I UNDERSTAND,
043 I JUST WANTED TO MAKE SURE THAT I KNOW WE HAVE SOME STRONG OPINIONS ON THINGS, AND WE JUST WANT TO MAKE SURE THAT WE HAVE INPUT AS WELL. OUR BOARD WILL NEVER BE LEFT OUT OF THESE CONVERSATIONS. OKAY. THANK YOU. THANK YOU SO MUCH. THANK YOU. GREAT QUESTIONS. ANYONE ELSE? GO AHEAD. THANK YOU, MADAM PRESIDENT. SO I KNOW IN 2022, THE DISTRICT ENGAGED IN A LONG RANGE FACILITIES PLAN WITH E A IS THERE A DIFFERENCE BETWEEN THIS FACILITIES MASTER PLAN AND WHAT THEY HAD DONE? I KNOW THAT THE EXECUTION OF THAT MASTER PLAN, I BELIEVE, WAS SUBPAR, BASED OFF OF A LOT OF WHAT I HEARD. SO I'M GLAD WE'RE DOING THIS AND THANK YOU FOR THE WORK. BUT IS THERE A DIFFERENCE BETWEEN A LONG RANGE FACILITIES MASTER PLAN AND
044THIS ONE? NO, THEY'RE THE SLIGHTLY DIFFERENT NAMES FOR THE SAME THING. I WILL SAY THAT A COUPLE YEARS AGO PROPOSITION TWO WAS PASSED BY THE STATE, WHICH ENABLED A BIG POOL OF OF MATCHING FUNDS SET ASIDE FOR ELIGIBLE PROJECTS. [00:35:03] ONE OF THE REQUIREMENTS FOR A DISTRICT TO ACCESS THOSE FUNDS WAS A FACILITIES MASTER PLAN THAT HAS BEEN UPDATED WITHIN FIVE YEARS. SO 2022. IT MAY FEEL RECENT, BUT IT IS COMING UP. REGARDLESS OF THE QUALITY OF THAT DOCUMENT. IT IS IT IS APPROACHING THE END OF ITS DURATION, AND SO YOU GUYS WOULD NEED TO UPDATE IT OR PRODUCE A NEW ONE. ANYWAY, I DO THINK THAT THE DOCUMENT WAS DEFICIENT IN A LOT OF WAYS. I THINK STAFF FELT THE SAME WAY. BUT BUT THE LONG
045RANGE ASPECT, BECAUSE I KNOW YOU MENTIONED A FIVE YEAR DEMOGRAPHIC STUDY. I REMEMBER IN THAT ONE IT WAS A TEN YEAR DEMOGRAPHIC STUDY. AND I WILL SAY JUST REVIEWING IT AGAIN REAL QUICK, THEY WERE WAY OFF. ARE YOU GUYS PRETTY ACCURATE WITH YOUR DEMOGRAPHIC STUDIES? YOU KNOW, I WOULD SAY, AND YOU COULD CALL THIS A LONG RANGE MASTER PLAN. ALSO, WE'RE LOOKING AT PROJECTS OUT TEN YEARS WHEN IT COMES TO ENROLLMENT PROJECTIONS. I WISH WE HAD A CRYSTAL BALL THAT WE COULD USE TO LOOK INTO THE FUTURE. AS YOU GO FURTHER INTO THE FUTURE, THEY GET LESS AND LESS ACCURATE. SO IN MY EXPERIENCE, A TEN YEAR MASTER PLAN, A TEN YEAR ENROLLMENT PROJECTION IS STARTING TO GET INTO GUESSWORK. THERE ARE SO MANY THINGS
046CHANGING. SO WE GENERALLY DO FIVE YEARS BECAUSE THAT'S WHERE WE HAVE CONFIDENCE. WE WORK WITH A DEMOGRAPHER CALLED SCHOOL WORKS THAT DOES THESE REPORTS FOR DISTRICTS UP AND DOWN THE STATE. AND, AND FIVE YEARS IS WHAT THEY RECOMMEND. AND THEY HAVE CONFIDENCE IN YOU STILL. I'LL BE HONEST. YOU NEED TO TAKE IT WITH A GRAIN OF SALT. EVERYBODY'S ENROLLMENT PROJECTIONS WERE WRONG IN 2020 WHEN COVID 19 CAME ALONG. THAT WAS SO UNPREDICTABLE. SO THE ENROLLMENT PROJECTIONS ARE AN IMPORTANT INPUT AND SOMETHING WE USE AS A GUIDE. BUT IT'S NOT YOU CAN'T BE SURE. YEAH. BUT STATISTICALLY, ARE YOU GUYS IS THE COMPANY YOU WORK WITH PRETTY GOOD TRACK RECORD OF BEING THEY HAVE AN EXCELLENT TRACK RECORD. THAT'S WHY WE WORK WITH THEM OKAY. BECAUSE THE LAST ONE,
047I THINK THEY DIDN'T MAKE IT ONE YEAR OUT WITHOUT BEING REALLY OFF. I THINK THEY SAID WE'RE SUPPOSED TO BOUNCE BACK IN 28. BUT ESPECIALLY AS WE LOOK AT OUR FACILITIES AND WHAT WE'RE GOING TO BE DOING WITH THEM AND REALLY PLANNING THINGS OUT, I THINK THAT'S GOING TO BE A REALLY IMPORTANT PART. AND THAT WOULD COME AT THE WHEN THE ENTIRE REPORT'S FINISHED, THAT'S WHEN THAT WOULD COME. YES, THAT WILL BE PART OF THAT DELIVERABLE. WE'LL BE SHARING A DRAFT OF THAT ENROLLMENT PROJECTION WITH THE TEAM WHEN IT'S READY, JUST TO TO MAKE SURE THAT ALL OF THE INPUTS TO THE MODEL ARE CORRECT. SO WE NEED TO GET LOADING STANDARDS, NEW DEVELOPMENT PROJECTS. THEY'RE PRETTY GOOD AT TRACKING BIRTH RATES AND THINGS LIKE THAT. BUT WE'LL
048BE WORKING WITH THE TEAM TO GET IT AS ACCURATE AS POSSIBLE. BUT I'LL GIVE THE CAVEAT THAT I'VE NEVER SEEN ONE THAT'S BEEN PERFECT. I KNOW, I GET IT. OKAY. AND AS FAR AS THE FACILITIES, YOU YOU'RE LOOKING INTO ALL OF THE DISTRICT FACILITIES? YES. INCLUDING THE THE DISTRICT OFFICE, SPORTS FIELD MAINTENANCE AND OPERATIONS. IF YOU GUYS OWN IT, WE'RE LOOKING AT IT. AND DO WE HAVE. BECAUSE I KNOW THERE'S A COUPLE BUILDINGS THAT SOMETIMES GET LEFT OUT THE THE DATA STORAGE BUILDING ANNEX. YEAH, THAT'S ON THEIR LIST. OKAY, COOL. CHRISTIAN WOULDN'T LET ME FORGET IT. AND I HAD ONE MORE QUESTION. IN IDENTIFYING PROJECTS, THIS MIGHT BE MORE OF A. I KNOW YOU'RE WORKING VERY CLOSELY WITH OUR STAFF AND RENEE, SO IT MAY NOT BE
049FOR YOU, BUT IDENTIFYING PROJECTS THAT ARE NOT ONLY JUST GOING TO COST US MONEY, BUT SOME THAT MIGHT SAVE US MONEY. SO I'M GUESSING THERE'S PROBABLY SOME COLLABORATION AS FAR AS, LIKE, LOOKING AT OUR OUR OPERATIONAL COSTS FOR CERTAIN THINGS. ONE THAT COMES TO MIND IS, SAY, IF WE'RE TRANSPORTING A TEAM FOR, SAY, SAND VOLLEYBALL AND IT'S COSTING US THIS MUCH, BUT TO, YOU KNOW, IN FACILITIES, IT WOULD WE'D ACTUALLY SAVE MONEY IF WE OFFERED IT HERE. THERE IS THAT COLLABORATION BACK AND FORTH THAT LOOKING AT OUR OPERATIONAL COSTS. YOU KNOW, I THAT'S A GREAT POINT. I'M NOT SURE THAT WE ARE FACTORING IN, IN YOUR EXAMPLE, TRANSPORTATION COSTS FROM FACILITIES THAT ARE NOT AVAILABLE. I KNOW IT'S COME UP WITH AQUATICS BECAUSE THERE'S YOU GUYS HAVE TO TRAVEL TO,
050 TO USE THOSE FACILITIES. I THINK WE CAN INCORPORATE THAT. THAT'S A REALLY GREAT POINT. AND WE CAN ABSOLUTELY DO THAT. AWESOME. THANK YOU. OH, I JUST WANTED TO MAKE SURE THAT YOU WERE DONE BEFORE I CHIMED IN. I GO, RIGHT FOR ME, THE ONLY THING AND I'M NOT SURE IF THIS IS FOR YOU OR FOR OUR CABINET. BUT FIRST OF ALL, THANK YOU SO MUCH. THIS WAS INCREDIBLY INSIGHTFUL, AND THE WAY THAT YOU PRESENTED MADE SENSE RIGHT OFF THE BAT. SO IT TOOK A LOT OF THE QUESTIONS AWAY FOR ME. BUT ONE IS TIMELINE. SO I GUESS IT'S A TWO PART QUESTION. WILL WE BE RECEIVING ANOTHER UPDATED PRESENTATION AS WE DID TONIGHT AT SOME POINT, OR ARE WE WAITING FOR THE FINAL TO [00:40:09] PRESENT? AND THEN WHEN WOULD
051THAT BE? THAT'S A GREAT QUESTION. SO WE ARE WE ARE DEFINITELY COMING BACK TO PRESENT TO THE BOARD AGAIN. AND I THINK IT'S A OPEN POINT OF DISCUSSION, WHETHER WE COME BACK WITH A DRAFT OF THE MASTER PLAN OR AND GET INPUT AND MAKE CHANGES AFTER THE ENGAGEMENT, OR WE BRING THE THE FINAL PLAN. SO I THINK WE'RE OPEN TO YOUR DIRECTION. WE'RE HAPPY TO DO IT HOWEVER BELLFLOWER PREFERS, BUT WE ARE DEFINITELY PLANNING ON COMING BACK. AND THE DURATION OF THIS PROJECT IS ABOUT SIX MONTHS. WE ARE, WHAT, LIKE TWO MONTHS INTO IT? THREE MONTHS INTO IT. TIME FLIES WHEN YOU'RE HAVING FUN. SO I THINK YOU CAN ANTICIPATE IN 2 OR 3 MONTHS, DEPENDING ON HOW WE SET UP THAT WE'LL COME BACK TO, TO SHARE WHAT WE FOUND
052IN THESE PROCESSES THAT I'VE LAID OUT WHERE ARE IN THE MIDST OF RIGHT NOW? SO THAT WOULD BE THE SEQUENCE OF CLARKSON TRAUMA. IF THERE'S A DESIRE FROM THE BOARD TO HAVE AN ADDITIONAL UPDATE JUST BASED ON NEW INFORMATION FOUND RIGHT PRIOR TO THE FIRE. THE FINAL DOCUMENT BEING PRESENTED TO THE BOARD. THEN, OF COURSE, THE BOARD ALWAYS HAS THAT DISCRETION TO ASK FOR THAT. THANK YOU. AT THE MOMENT I DON'T WANT TO JAM UP ANYTHING. SO IF WE'RE HALFWAY THROUGH THE PROCESS. BUT I JUST WANTED TO MAKE SURE THAT COMMUNITY KNOWS TO EXPECT SOMETHING DOWN THE LINE IN THE NEXT THREE MONTHS. AND I DON'T KNOW IF IT'S A AN ASK HERE, BUT I WOULD LOVE TO ANNOUNCE WHEN THIS FACILITY MASTER PLAN COMES OUT AND MAKE
053SURE THAT IT'S. WE ANNOUNCE IT ON MULTIPLE WAYS SO THAT WE GET OUR COMMUNITY HERE, OR THAT THEY HAVE IT AVAILABLE TO THEM, AND WE JUST MAKE IT LIKE FRONT LOADED SO THAT THEY'RE NOT LIKE DIGGING OR THEY'RE NOT CONFUSED ON THE TITLE. THEY HAVE TO WAIT ON THE KIND OF THING YOU UNDERSTAND. ABSOLUTELY. COMMUNICATION AND EVERYTHING. YES. THANK YOU, THANK YOU. I HAVE ONE MORE QUESTION AND I THINK IT MIGHT BE MORE FOR STAFF, BUT SINCE THE POOL CAME UP, WE AND I KNOW YOU GUYS MIGHT BE CRINGING WHEN I TALK SOMETIMES, BUT WE HAVE ALWAYS HAVE PEOPLE TALKING ABOUT THE POOL. AND AT THE LAST MEETING WE HAD YMCA, THEIR COLLABORATION ON BUILDINGS, COLLABORATION ON PROGRAMS WITH OUR COMMUNITY, THINGS THAT WE COULD BOTH ADD IN MONEY
054OR SAVE MONEY OR THINGS LIKE THAT ARE ALL OF THOSE THINGS BEING DONE AS WELL. ALL OF THOSE THINGS ARE BEING BROUGHT UP. AND AS A MATTER OF FACT, IT WAS A CONVERSATION WITH WITH I'M GOING TO JESSICA AT BELLFLOWER. THAT LED ME TO. SHE HELPED ME INVITE THE YMCA TO THAT MEETING FOR THEIR INPUT. SO THERE IS ABSOLUTE COLLABORATION AMONGST COMMUNITY THAT WE'RE TRYING TO BRING TO THIS ENTIRE PROCESS. OKAY. BECAUSE I THINK THAT WOULD BE AMAZING IF WE COULD SAVE MONEY, PARTNERSHIP AND GET EVEN MORE PROGRAMS OUT OF THINGS. I THINK THAT WOULD BE AWESOME. THANK YOU. OKAY, SO FIRST I JUST WANT TO SAY THANK YOU FOR THIS. I KNOW I'VE HEARD I'VE JUST HEARD FACILITIES MASTER PLAN GET THROWN AROUND A COUPLE TIMES,
055BUT I DIDN'T HAVE A REALLY GOOD IDEA OF WHAT IT WAS. SO THANK YOU FOR THIS PRESENTATION. IT REALLY WAS CLARIFYING. AND ANOTHER THING THAT I LIKED WAS THAT THERE WAS DIRECT STUDENT INPUT. THAT WAS ACTUALLY ONE OF MY BIGGEST FEARS, LIKE, THEY'RE GOING TO TALK TO YES, THEY'RE GOING TO TALK TO THE COMMUNITY MEMBERS, BUT ARE THE STUDENTS GOING TO BE INVOLVED? SO I LIKE THAT. THERE WAS ALSO THAT GOING BACK TO WHAT BOARD MEMBER STEWART SAID ABOUT THE QUESTIONNAIRES AND THE RESULTS, I WAS ALSO KIND OF DISAPPOINTED THAT THERE WERE ONLY 228 RESULTS OUT OF THE HUGE COMMUNITY THAT WE HAVE. AND IT BROUGHT ME BACK TO SOMETHING THAT A TEACHER AT MAYFORD TOLD ME AT ONE OF OUR GUIDING COALITION MEETINGS THAT WHEN IT COMES TO QUESTIONNAIRES LIKE THAT,
056THERE SHOULD BE DEADLINES, THERE SHOULD BE DEADLINES SENT, THERE SHOULD BE DEADLINES SET FOR COMMUNITY MEMBERS, STAFF, STUDENTS TO GET THOSE QUESTIONNAIRES DONE BY THEM. AND I KNOW IT SUCKS. LIKE BOARD MEMBER STUART SAID THAT TEACHERS DON'T WANT TO TAKE THE INSTRUCTIONAL TIME, BUT THINGS LIKE THIS THAT ARE GOING TO AFFECT NOT JUST THEIR DISTRICT, NOT JUST THEIR SITE, BUT THE ENTIRE DISTRICT, THOSE THINGS HAVE TO TAKE IMPORTANCE. AND THEN I HAVE A FEW QUESTIONS. ONE OF THEM IS HOW LONG IS EACH ASSESSMENT TEAM GOING TO BE AT EACH SITE? IT DEPENDS ON THE SIZE OF THE SCHOOL, BUT BUT USUALLY FOR AN ELEMENTARY SCHOOL, IT TAKES ABOUT HALF A MORNING OR, YOU KNOW, A QUARTER OF A DAY FOR EACH TEAM. SO WE TRY AND DO 3 OR
0574 ELEMENTARY SCHOOLS IN A DAY. A MIDDLE SCHOOL TAKES HALF A DAY, A HIGH SCHOOL TAKES A FULL DAY. YOU GUYS HAVE THE COMBINED MIDDLE SCHOOL, HIGH SCHOOL. I'M GUESSING THAT BOTH MAYFLOWER MAYFAIR AND BELLFLOWER WILL WILL EACH TAKE A FULL DAY OF ASSESSMENT FOR. [00:45:02] I THINK EACH TEAM WILL BE ON SITE A FULL DAY FOR THOSE TWO SITES. OKAY. AND THEN MAYBE I JUST DIDN'T HEAR THIS. MAYBE JUST LIKE GLOSSED OVER, BUT IS THERE ANY IS THERE A TEAM THAT'S GOING TO BE TESTING LIKE THE ACTUAL TECHNOLOGY, LIKE LIKE THE PROJECTORS OR THE CHROMEBOOKS, THINGS LIKE THAT? IS THERE A TEAM THAT'S GOING TO BE TESTING THAT? NOT AS PART OF THIS PROCESS? FOLKS ALWAYS ASK ABOUT TECHNOLOGY. THAT'S OFTEN A PAIN POINT. THE CHALLENGE IS TECHNOLOGY
058CHANGES ON SUCH A FAST CYCLE THAT BY THE TIME WE FINISHED THE FACILITIES MASTER PLAN, WHATEVER TECHNOLOGY WE RECOMMEND MIGHT BE OBSOLETE. SO THAT MOVES ON A FASTER CYCLE AND IS GENERALLY HANDLED AS A AS A SEPARATE EFFORT. SO NOT PART OF THE FACILITIES MASTER PLAN I BELIEVE THERE ARE FOLKS IN THE DISTRICT WORKING ON THAT AS A SEPARATE INITIATIVE. OKAY. AND THEN I WAS I LOOKED AT THE LET ME SEE. THE HERE THE PRINCIPAL, THE SLIDE TALKING ABOUT THE PRINCIPAL QUESTIONNAIRE AND HOW THAT EXCLUSIVELY SAID DETAILED QUESTIONNAIRE. SO THAT GOT ME TO THINK HOW DETAILED WERE THE OTHER QUESTIONNAIRES SPECIFICALLY THE SPECIFICALLY THE STUDENT QUESTIONNAIRE IN COMPARISON TO THE PRINCIPAL QUESTIONNAIRE? THEY HAVE A VERY DIFFERENT PURPOSE. SO THE PRINCIPAL QUESTIONNAIRE, IF I RECALL CORRECTLY, HAS LIKE 62 QUESTIONS
059AND GOES THROUGH IS THERE ANY AREAS ON YOUR CAMPUS WHERE WATER POOLS. IS THERE ANY RESTROOM FACILITIES WHICH ARE DEFICIENT AND REQUIRE UPDATES. AND WE RUN THROUGH THE LIST, YOU KNOW, HVAC, SIGNAGE, OUTDOOR CONDITIONS. SO IT'S REALLY GETTING TO SPECIFIC DETAILS OF DIFFERENT TYPES OF SPACES FOR THE PUBLIC SURVEY, THE ONE THAT THAT STUDENTS CAN RESPOND TO, THE ONE THAT YOU WISH HAD MORE RESPONSES IS MUCH MORE HIGH LEVEL. SO WHAT DO YOU FEEL THE PRIORITIES ARE? WE'RE NOT LISTING 16 DIFFERENT TYPES OF SPACES AND ASKING THEM TO RANK IT. YOU KNOW WHAT IS YOUR PRIORITY? WHAT PROGRAMS DO YOU FEEL ARE NEED THE MOST SUPPORT? AND THEN THERE'S AN OPEN ENDED. ANY OTHER THOUGHTS YOU'D LIKE TO SHARE WITH THE TEAM? I'D SAY WE GET A LOT OF
060REALLY GOOD INPUT FROM THOSE OPEN ENDED RESPONSES. AND, AND IT'S A FUNDAMENTALLY DIFFERENT TYPE OF SURVEY. SO THE PRINCIPLES ARE REALLY WE'RE RUNNING THEM THROUGH A CHECKLIST. THE PUBLIC SURVEY IS MUCH MORE OPEN ENDED WHERE WE ASK THEM, WHAT ARE YOUR PRIORITIES? AND HERE'S A BOX. TELL US WHAT YOU THINK IS IMPORTANT. WE'VE FOUND THAT IF THE THAT ONE GETS TOO DETAILED, IF WE ASK TOO MUCH, WE SEE PEOPLE DROPPING OFF AFTER ABOUT FIVE MINUTES. SO AND THEN MY FINAL QUESTION IS WHEN OR WHENEVER THE FINAL FACILITIES MASTER PLAN IS DONE, WILL THE PUBLIC BE SHOWN THIS WHOLE THING? BECAUSE I KNOW OBVIOUSLY THE PEOPLE HERE THAT ATTEND THE BOARD MEETINGS, THE STAFF, THE BOARD MEMBERS THEMSELVES, THEY'LL BE SHOWN SOMETHING LIKE THIS, I ASSUME. BUT
061WILL THE PUBLIC GET ANYTHING LIKE THAT? BECAUSE, YOU KNOW, THERE'S A BUNCH OF PEOPLE THAT DON'T ATTEND THESE THINGS, SO THEY DON'T THEY'RE NOT AWARE. I SURE HOPE SO. THERE WAS A YOUR FELLOW BOARD MEMBER BROUGHT UP BONDS BEFORE, WHICH IS A LITTLE OUTSIDE MY LANE. BUT I OFTEN SAY THAT YOUR FACILITIES MASTER PLAN IS IS THE FIRST STEP OF YOUR BOND CAMPAIGN. AND SO NOT ONLY DO I THINK IT WOULD BE GREAT TO, TO GET IT OUT AND SHARE WITH PEOPLE, BUT I ACTUALLY THINK IT'S VERY IMPORTANT FOR PEOPLE TO UNDERSTAND WHAT THE DISTRICT WANTS TO DO WITH THESE MONEY WITH WITH ANY MONEY THAT'S RECEIVED, WHAT, WHAT THE GOALS ARE AND WHAT THE OUTCOMES COULD BE EXPECTED. SO I AGREE WITH YOU COMPLETELY. IT SHOULD BE BROADCAST
062AND DISTRIBUTED AND WILL TRY AND SET IT UP IN SUCH A WAY THAT WE USE THE WEBSITE AND OTHER TOOLS TO MAKE THAT HAPPEN. SO WE'RE TOTALLY IN ALIGNMENT IN TERMS OF THE GOAL. THANK YOU. OKAY. A COUPLE MORE. FIRST, I BELIEVE, LIKE A YEAR AGO, WE TALKED ABOUT A TECHNOLOGY MASTER PLAN. IS THAT SOMETHING THAT WE'RE WE'RE STILL WORKING ON? BECAUSE THAT'S KIND OF LIKE, SEPARATE, LIKE TO HIS POINT OF, LIKE, THEY'RE VERY SEPARATE. YEAH, WE'RE WE'RE WORKING ON THAT. WE'VE DONE A LOT OF IMPROVEMENTS, A LOT OF IMPROVEMENTS ALONG THE WAY THAT YOU AS BOARD HAVE VOTED ON TO, TO IMPROVE OUR TECHNOLOGY JUST AS IT STANDS. BUT WE'RE WORKING ON A MULTI YEAR PLAN TO LOOK AT WHAT WE'RE GOING TO NEED, HOW WE'RE GOING TO,
063YOU KNOW, ACCOMPLISH THAT AND HOW WE'RE GOING TO PAY FOR THAT. COOL. THANK YOU. AND I KNOW ONE OF THE DEFICIENCIES, BECAUSE I'VE HEARD STORIES OF THE LAST TIME WE HAD A PLAN DONE, AND I BELIEVE AND, PATRICK, YOU MIGHT BE ABLE TO CHIME IN BUT DURING THE THE SITE VISITS, THERE WASN'T REALLY I THINK THEY JUST KIND OF DROPPED IN AND KIND OF JUST, LIKE, WALKED AROUND, BUT WITHOUT A LOT OF INPUT FROM THE SITE OR FROM DISTRICT WHEN YOU'RE DOING THESE SITE WALKTHROUGHS AND YOU'RE OUR STAFF IS WITH YOU AND SOMEBODY REALLY FAMILIAR WITH THE CAMPUS SPECIFICALLY. YEAH. SO WE HAVE ESCORTS AND I SHOULD I WAS GOING QUICKLY. THERE'S ANOTHER STEP IN THE PROCESS THAT WE CALL OUR TABLETOP MEETINGS. AND THE TWO TEAMS OF ENGINEERS, ONE OF THEM
064LOOKING AT ROOFING, THE OTHER LOOKING AT MECHANICAL, ELECTRICAL AND PLUMBING, HAVE A 90 MINUTE, [00:50:07] 60 MINUTE SESSION WITH THE MAINTENANCE AND OPERATIONS TEAM, AND WE GO THROUGH SITE BY SITE. AND THAT'S WHEN WE TELL US WHERE THE SKELETONS ARE IN THE CLOSET. WHAT ARE WE? WHAT DO WE NEED TO REALLY LOOK FOR WHEN WE'RE ON SITE? WHAT NOT WHAT MIGHT NOT BE VISIBLE FROM A VISIBLE INSPECTION? SO FRANKLY, WE'RE TALKING TO THE FOLKS THAT KNOW THE CAMPUS IS BEST, AND THAT'S OUR STARTING POINT. SO THERE'S THE TABLETOP MEETINGS. THEN WE HAVE AN ESCORT WHEN WE'RE ON SITE, AND THERE'S THE DETAILED, MORE CLINICAL OBSERVATION. GREAT. BECAUSE. BECAUSE THAT GUY KNOWS WHERE ALL THE SKELETONS ARE. SO AS LONG AS PATRICK'S INVOLVED, I FEEL MUCH BETTER. THAT'S GREAT. AND
065ONE MORE QUESTION IS ABOUT THAT. THE ADA AND A LOT OF OUR CAMPUSES. I THINK LAST TIME IT WAS, IT WAS KIND OF LIKE JUST KIND OF LUMPED IN WITH JUST THE PRIORITY ONE SAFETY COLUMN. BUT THERE ARE SPECIFIC THINGS ON OUR CAMPUSES THAT NEED TO BE IMPROVED. WHEN YOU'RE LOOKING AT ADA, ARE YOU LOOKING AT IT THROUGH A LIKE A MAINTENANCE, YOU KNOW, REPLACING THINGS OR A COMPLIANCE ASPECT OF REALLY IDENTIFYING THINGS THAT ARE OUT OF COMPLIANCE? I, I'M NOT TOTALLY SURE I UNDERSTAND THE QUESTION. WE ARE DEFINITELY FLAGGING THINGS THAT ARE OUT OF COMPLIANCE. YEAH, I'M NOT SURE I UNDERSTAND THE QUESTION. THAT MAKES TWO OF US. BUT YOU KNOW, A EXAMPLE OFF THE TOP OF MY HEAD IS LIKE IN, IN THE STEAM BUILDING. SO,
066LIKE SOME ADA THINGS THAT COULD BE IMPROVED. YOU'RE YOU'RE FLAGGING ANY ADA COMPLIANCE ASPECTS OF OUR FACILITIES. YEAH. AND I'LL SAY WITH THE CAVEAT, WE HAVEN'T DONE THE THE ASSESSMENT, BUT HAVING DONE A BUNCH OF THESE IN THE AREA, I'D SAY THE THREE THINGS I WOULD ANTICIPATE TO FIND IS WE'RE GOING TO FIND SOME DEFICIENT RAMPS. SO YOU TALKED ABOUT MAINTENANCE. SO LIKE OLD THOSE OLD RAMPS THAT LEAD UP TO PORTABLES? I DON'T KNOW. WE HAVEN'T DONE THE ASSESSMENT. THOSE ARE OFTEN THINGS THAT WE FLAG DOORWAYS THAT ARE TOO NARROW TO ACCOMMODATE INDIVIDUALS WITH LIMITED, LIMITED MOBILITY. AND THEN WE ALSO ENCOUNTER ADA COMPLIANCE ISSUES, PARTICULARLY WHEN WE'RE LOOKING AT SPECIAL EDUCATION FACILITIES. SO THAT'S THAT'S ANOTHER AREA. SO AND LET ME I WANT TO BE BLUNT THAT WHEN IT
067COMES TO ADA ASSESSMENT, THERE'S SOMETHING CALLED A CASP ASSESSMENT, WHICH IS AN EXTREMELY DETAILED, YOU KNOW, YOU'LL KNOW TO THE INCH, YOU KNOW, THESE RAILINGS ARE TOO NARROW OR TOO WIDE. WE'RE NOT PERFORMING A CASP ASSESSMENT. WE'RE NOT SAYING EXACTLY WHAT THE DEFICIENCY IS, BUT OUR ARCHITECTS WILL BE FLAGGING WHERE ISSUES ARE AND RECOMMENDING THE IMPROVEMENTS. BUT IT'S JUST TO BE VERY CLEAR. IT'S NOT A FULL CASP ASSESSMENT, WHICH IS A MUCH MORE DETAILED TYPE OF ASSESSMENT. THAT WOULD BE MUCH MORE LONG. HAVE YOU EVER DONE ONE OF THOSE? NO, NO, THOSE ARE NOT REALLY TYPICAL. YOU DO THOSE WHEN YOU'RE GETTING SUED. YOU'RE DOING THEM BEFORE YOU GET SUED. SOUNDS LIKE IT. THANK YOU VERY MUCH. SURE. SORRY I HAD ONE MORE QUESTION. SO WHEN YOU'RE
068LOOKING AT THESE PLANS AND YOU'RE MAKING YOUR RECOMMENDATIONS, DO YOU TAKE IN PARTICULAR REPORTS, FOR INSTANCE, OUR SARC REPORTS? I READ THROUGH ALL OF THOSE. I KNOW OUR BELLFLOWER HIGH SCHOOL IS VERY POOR WITH INTERIOR FLOORING, THINGS LIKE THAT. I KNOW MAYFAIR'S FAIR. SO THOSE ARE SOMETHING THAT WE LOOK AT ON OUR SARC REPORTS AND THINGS LIKE THAT. DO WE CONSIDER THOSE IN OUR NEEDS OR IN RELEVANCE OF HOW WE DO PROJECTS, OR ARE WE THINKING ABOUT THAT? WE WILL USE ALL ASPECTS, BUT THAT'S EXACTLY WHAT THEY'RE GOING TO DO. THEY'RE GOING TO LOOK AT EACH SITE AND TRY TO FIND FAIRNESS BETWEEN THE TWO, THE ALL THE SITES IN THE DISTRICT. SO YES, WE WILL BE USING THOSE PIECES TO FIGURE OUT WHAT'S PRIORITY ONE, TWO, THREE AND FOUR.
069AND THAT WILL BE A COMPONENT IF WE THINK ONE SITE NEEDS THE THE FLOORING OVER ANOTHER SITE NEEDING THE ROOF, I'M GOING TO SAY ROOF. AND THEN WE'RE GOING TO GO AND TALK ABOUT FLOORING AT ANOTHER SITE. OKAY. I'M JUST WONDERING BECAUSE I KNOW THOSE REPORTS, A LOT OF PEOPLE READ THOSE REPORTS. AND WHEN YOU SEE A SCHOOL HAS POOR INTERIOR, THAT'S MAYBE A RED FLAG. YEAH. THE GOOD NEWS IS WE HAD OUR AE VISIT THIS EARLIER THIS YEAR AND WE HAD ALL GOOD OUTPUTS FROM THE LAKE. WE HAD ALL ACTUALLY EXCELLENT ON ALL FOUR OF OUR REPORTS FOR FOUR OF OUR SCHOOLS. SO I THINK WE'RE HEADED IN THE RIGHT DIRECTION. OF COURSE, ANYBODY CAN FIND A LITTLE PIECE HERE AND THERE AND THIS IS WHAT'S GOING TO HIT
070 HOME OKAY. THANK YOU. THANK YOU, BOARD MEMBERS. I DO HAVE A COUPLE QUESTIONS. SO WHEN WE'RE LOOKING AT THIS WE'RE IN THE MIDDLE OF THIS PROCESS. IF THERE'S ANY BIG ADJUSTMENTS THAT NEED TO BE MADE. JUST SPEAKING TO BOARD MEMBERS IN JOHN'S QUESTION, WOULD WE BE ABLE TO SEE THAT LARGE UPDATE HERE IN PUBLIC? WELL, LIKE, FOR EXAMPLE, YOU HAVE THIS VERY COMPREHENSIVE PLAN THAT YOU'VE PRESENTED TO US, BUT SAY I'M GOING TO SAY THIS IS ON MY WISH LIST. [00:55:03] IT'S BEEN ON MY WISH LIST FOR A WHILE. SOLAR PANELS. BUT I DIDN'T HEAR YOU TALK ABOUT SOLAR PANELS. SO IF I PUT THAT ON MY WISH LIST WHEN WE GO TO GIVE OUR INPUT AS BOARD MEMBERS, THAT'S KIND OF A CHANGE ON AT
071LEAST I DIDN'T HEAR IT HERE SPECIFICALLY, BUT WITH SOMETHING LIKE THAT, COME BACK TO THE BOARD AT THAT TIME AND IT BE PRESENTED TO US. OR WOULD IT BE DO WE WAIT UNTIL WE HEAR IT TO THE END? NO, I DON'T I DON'T THINK YOU NEED. IF THERE ARE KEY PRIORITIES, I WOULD RECOMMEND YOU RELAY THOSE TO STAFF WHO CAN THEN RELAY THEM TO US. I WILL SAY, EVEN THOUGH I DIDN'T MENTION SOLAR PANELS, SOLAR PANELS HAS COME UP, PARTICULARLY IN THE CONTEXT OF THAT BUS ELECTRIFICATION PROJECT THAT I WAS TALKING ABOUT. SO WE HAVE DISCUSSED SOLAR PANELS. IT'S COME UP. BUT NO, I WOULD SAY WE'RE TRYING TO AVOID MAJOR CHANGES OR SURPRISES AT A LATE DATE. SO IF THERE IS SOMETHING THAT ANYBODY ON THE BOARD THINKS
072IS A PRIORITY AND IS CRITICAL TO INCLUDE, I WOULD ENCOURAGE YOU TO COMMUNICATE THAT SOONER RATHER THAN WAITING FOR US TO COME BACK. WHERE WE'RE TRYING TO AVOID SURPRISES AND BIG CHANGES AND BE VERY TRANSPARENT WITH THIS WHOLE PROCESS. SO I WOULD SAY IF THERE'S SOMETHING THAT YOU THINK IS ESSENTIAL TO INCLUDE IN THE PLAN, SOLAR PANELS, WHATEVER COMMUNICATE THAT SOONER RATHER THAN LATER SO THAT WE DON'T HAVE TO MAKE A BIG CHANGE LATER. OKAY. SOUNDS GREAT. THANK YOU. AND THEN ANOTHER QUESTION I HAD WAS ABOUT THE YOU SPOKE ABOUT LOOKING FOR MATCHING FUNDS. CAN YOU SPEAK A LITTLE BIT MORE ABOUT THAT? LIKE WHAT? WHAT IS THE PROCESS AS YOU GO FORWARD WITH THAT? SURE. AND THIS IS A TOPIC WHICH HAS BEEN EVERYBODY'S BEEN ASKING ABOUT SINCE PROP TWO PASSED.
073 BUT ESSENTIALLY THE WAY TO THINK ABOUT THE OFFICE OF PUBLIC SCHOOL CONSTRUCTION MATCHING GRANT PROGRAM IS TO THINK OF IT LIKE A REBATE PROGRAM. SO THEY DON'T GIVE YOU THE MONEY TO GO DO THE PROJECT. A PARTICULAR DISTRICT WILL HAVE TO GENERATE FUNDS, PERFORM A PROJECT, AND THEN IF IT MEETS CERTAIN ELIGIBILITY CRITERIA, THERE'S A LOT OF HOOPS TO JUMP THROUGH TO HAVE AN ELIGIBLE PROJECT. BUT IT'S DOABLE. DISTRICTS DO IT ALL THE TIME. WHEN YOU MEET THOSE CRITERIA, YOU COMPLETE A PROJECT. YOU SUBMIT THAT PROJECT TO THE OFFICE OF PUBLIC SCHOOL CONSTRUCTION, AND YOU ARE THEN ENTERED IN THE QUEUE OF THAT. I CALL IT A REBATE PROGRAM. AND THAT'S THAT $12 BILLION POOL OF MONEY FROM PROP TWO. AND THERE'S A LONG LINE OF
074DISTRICTS WITH ELIGIBLE PROJECTS THAT HAVE BEEN COMPLETED OVER THE PAST SEVEN YEARS OR SO THAT ARE NOW RECEIVING THOSE, THOSE GRANTS AS A REBATE FOR COMPLETED PROJECTS. SO YOU GUYS WILL HYPOTHETICALLY HAVE ENOUGH FUNDING TO PURSUE SOME PROJECTS. YOU WILL PERFORM THOSE PROJECTS, SUBMIT THOSE PROJECTS TO OPSC. OPSC. AND THEN YOU WAIT. AND IT'S PROBABLY GOING TO BE SEVERAL YEARS BEFORE YOU GET THAT REBATE BACK. YOU CAN THEN GET THAT MONEY BACK, AND YOU CAN PLOW IT BACK INTO YOUR CAPITAL PLAN FOR FOR ADDITIONAL PROJECTS. BUT IT IS THIS SORT OF YOU DO THE PROJECT, YOU FILE THE PAPERWORK, AND THEN YOU WAIT A LONG TIME. THEN YOU GET THE MONEY AND YOU START ALL OVER AGAIN. SO YOU ARE STILL YOU BELLFLOWER. THE DISTRICT HAS TO PUT UP THE
075INITIAL CAPITAL TO PERFORM THE PROJECT. AND THEN DEPENDING ON WHETHER IT'S MODERNIZATION, WHICH GENERALLY HAS LIKE A 60% REIMBURSEMENT RATE OR NEW CONSTRUCTION, WHICH IS A LITTLE DIFFERENT YOU'LL GET THE MONEY BACK AT A FUTURE DATE, SO IT'S NOT FAST. I'M SORRY TO SAY, BUT IF YOU'RE THINKING LONG TERM, THIS IS A REALLY IMPORTANT THING TO TO STRETCH WHATEVER FUNDING YOU HAVE AS FAR AS IT CAN GO. DID THAT ANSWER THE QUESTION? YES, ABSOLUTELY. THANK YOU. SO THEN ARE YOU I'M GOING TO FOLLOW UP QUESTION TO THAT IS IT'S NOT 100% REBATE THEN BECAUSE YOU DID SAY SOMETHING ABOUT 60%. AM I LIKE 4060. SO AND IT DEPENDS. THERE'S NUANCES. WE ACTUALLY USE A SPECIFIC SUBCONSULTANT THAT ONLY DOES THIS BECAUSE THE NUANCES ARE SO DETAILED. BUT AT A HIGH LEVEL,
076FOR MOST MODERNIZATION PROJECTS YOU CAN EXPECT A 60%. SO IF IT'S A $1 MILLION, YOU GUYS PAY $1 MILLION FOR A PROJECT. YOU FILE THE DOCUMENTATION, YOU CAN EXPECT TO GET 600,000 BACK FROM THE STATE ON A MODERNIZATION PROJECT. SO IT'S 6040, OKAY. IT'S MORE THAN 50. IT IS. AND THEN THERE'S ALL KINDS OF CAVEATS AND NUANCES WHICH I'M GLOSSING OVER. AND I THERE MAYBE A LITTLE BIT BEYOND MY UNDERSTANDING. THIS IS A WHOLE WORLD OF THE STATE MATCHING GRANT APPLICATION PROCESS. AND THERE'S SPECIALISTS THAT WORK. SPECIFICALLY, WE HAVE ONE ON OUR TEAM, WHICH IF YOU DO HAVE MORE SPECIFIC QUESTIONS, WE CAN ABSOLUTELY HAVE THEM ENGAGE WITH YOU. THAT WAS MY NEXT QUESTION. DO YOU WALK US THROUGH THAT PROCESS? STAFF. DO WE HAVE SOMEONE ON
077OUR STAFF TO BE ABLE TO DO THAT FOR US, OR WILL WE NEED TO COME BACK TO MR. JACKSON, THE ACTUAL APPLICATION PROCESS I'VE DONE SEVERAL TIMES AT MY PREVIOUS DISTRICT, [01:00:01] SO I HAVE AN IDEA, BUT I WILL GET I WILL GET A CONSULTANT SO THAT WE MAKE SURE THAT IT'S DONE RIGHT. SO IT'LL BE A COMBINATION OF MY TEAM AND A CONSULTANT TO FILE THE PAPERWORK SO THAT WE CAN EVEN KNOW WHAT THE NUMBER OF THE REPORT USED TO BE CALLED, THE 5006. SO THAT WE MAKE SURE THAT WE FILE IT APPROPRIATELY. AND AND HE IS VERY CORRECT THAT THE THE TIMELINE FOR RECEIVING THOSE FUNDS BACK IS, IS IS QUITE SOME TIME. BUT WE WILL FILE AND THAT'S WHY WE USE THE CONSULTANTS SO THAT WE
078CAN KNOW WHAT PROJECTS WOULD BE APPROPRIATE. SO NOW WE'RE GOING TO TALK ABOUT JUST I JUST GAVE THE EXAMPLE ROOF OR FLOORING. AND NOW AND I SAID ROOF AND FLOORING I'M GOING TO MAKE THIS UP. SAY THE FLOORING HAS THE 60% BUT THE ROOF DOESN'T. NOW WE BECOME A PRIORITY. IF WE COMPLETE THAT EARLIER WE CAN SEND THAT IN AND PRODUCE ADDITIONAL FUNDS. IT'S A VERY COMPLEX PROCESS, LIKE HE INDICATED. AND SO THERE'S A LOT OF PIECES THE REPORT WILL HELP US THROUGH IT, BUT WE WILL BE USING, YOU KNOW, ADDITIONAL RESOURCES TO ENSURE THAT WE CAN GET EVERYTHING WE CAN, JUST DISTRICTS THAT DO THIS. WELL, YOU'RE VERY LUCKY TO HAVE SOMEBODY WHO'S BEEN THROUGH THIS BEFORE. DISTRICTS THAT DO THIS WELL, STRETCH THE DOLLARS
079YOU KNOW, THEY USE THEY USE THE MATCHING GRANTS TO GET MATCHING GRANTS. AND THEY'RE VERY CRAFTY. IT'S IT'S LIKE WATCHING SOMEONE PLAY CHESS. SO WE'LL DO EVERYTHING WE CAN TO HELP YOU WIN THAT CHESS GAME. THANK YOU. I BELIEVE DO YOU MIND? I JUST WANTED TO I'VE. I'VE EXPRESSED MY IDEAS IN THE SURVEY AND TO THE STAFF. HOWEVER, I'D LIKE TO KNOW BECAUSE I'M LISTENING TO MY COLLEAGUES. HOW SOON WILL WE GET A SURVEY? YOU GUYS? YOU GUYS WANT THE SURVEY? I WAS ACTUALLY GOING TO ASK THAT QUESTION BECAUSE I KNOW YOU SAID WE SHOULD JUST TELL THEM OUR PRIORITIES. AND I'M LIKE, ARE YOU WANTING US TO TELL THEM OUR PROJECTS BECAUSE YOU JUST SAID YOU'RE BASICALLY DOING EVERY PROJECT WE CAN THINK OF? ARE YOU
080WANTING US TO GIVE THEM OUR PRIORITIES FOR PROJECTS? BECAUSE I WAS A LITTLE I JUST WANTED TO CLARIFY. SO THAT KIND OF PIGGYBACKS OFF WHAT YOU'RE ASKING BECAUSE LIKE I SAID, I'VE ALREADY I DID I DID THE SURVEY BECAUSE, YOU KNOW, I HAVE THE KIDS IN THE DISTRICT AND THEN MYSELF, I'VE LISTENED TO THE COMMUNITY, COMMUNITY MEMBERS OR COMMUNITY LEADERS, I SHOULD SAY THAT HAD IDEAS. AND I EXPRESSED I EXPRESS THOSE IDEAS ALREADY TO, YOU KNOW, THE STAFF IN WHICH I'VE HEARD SOME OF THEM. BUT WE DON'T IF WE DON'T IF YOU DON'T THINK WE NEED A SURVEY, MY THING IS, IS THAT FOR ME, I WOULD LIKE TO LOOK AT PRICE TAGS, BECAUSE IF I CAN DO TEN THINGS FOR $1 MILLION OR ONE THING FOR $800 MILLION,
081THEN I MIGHT DO IT DIFFERENTLY. SO FOR ME, IT'S REALLY IMPORTANT TO HAVE NUMBERS BEHIND THE PROJECTS FOR ME PARTICULARLY. SO WE WE WON'T EVEN GET TO THAT UNTIL THEY FINISH AND UNTIL THEY START YOU KNOW, PRIORITIZING THINGS OR SHOWING US, YOU KNOW, THEIR RESULTS. AND THEN WE, WE PRIORITIZE THINGS AND THEN, YOU KNOW, THEN THAT'S WHEN THE MONEY COMES. THE REPORT ITSELF IS GOING TO PRIORITIZE THINGS BASED ON ALL THE INFORMATION WE'VE DISCUSSED TONIGHT. SO WHAT WE'RE ASKING, WHAT WE'RE ASKING FROM BOARD MEMBERS. AND AND WHAT WE'RE GOING TO HEAR BACK IS THE PROJECTS SO THAT THEY CAN GET INTO THE REPORT. SO LIKE IF SOLAR POWER, IF SOLAR PANELS HADN'T BEEN MENTIONED BEFORE TONIGHT, WE'RE GLAD THAT WE BROUGHT IT UP. SO THAT'S WHAT WE'RE ALSO GOING
082TO GET FROM YOU TO PUT INTO THE REPORT. BUT THE REPORT ITSELF PRODUCES THE PRIORITIES AND IT PRODUCES THE DOLLARS ASSOCIATED WITH THEM. YES. TWO DIFFERENT STEPS TO ARRIVE AT ONE CONCLUSION. OKAY. SO WHAT I'M HEARING, JUST TO CLARIFY, IS YOU I KNOW YOU SAID YOU'RE THINKING OF EVERY PROJECT WE CAN THINK OF, BUT IT SOUNDS TO ME LIKE AS A BOARD MEMBER AND THE PEOPLE I TALK TO IN THE COMMUNITY, I NEED TO PROBABLY TELL YOU THE THINGS THAT I'VE HEARD ARE THE THINGS THAT ARE ON MY WISH LIST, BECAUSE I HAVEN'T DONE THAT. THAT'S WHAT WE'RE PLANNING ON HAVING DONE. WE HAVE ONE SCHEDULED AT A ALREADY SET UP COMMITTEE MEETING. SO WE HAVE A COMMITTEE MEETING REGARDING SCHOOLS, AND WE HAVE TWO OF THE BOARD MEMBERS AT THAT
083ONE, AND WE'RE TRYING TO GET THE OTHER TWO SET OTHER TWO MEETINGS TO SPLIT THE OTHER THREE BOARD MEMBERS. DOES THAT MAKE SENSE? BUT DO WE EVER GET TO TALK AMONGST OURSELVES AS AN ENTIRE BOARD ABOUT THIS? CAN YOU ANSWER THAT? WHAT? AM I DOING? SOMETHING WRONG? SO THE THE ISSUE IS IF THE ENTIRE BOARD WANTED TO DISCUSS WHAT THEIR IDEAS WERE OR PROJECTS THAT THEY'D LIKE TO SEE AND GETTING FEEDBACK FROM THEIR COLLEAGUES, IT WOULD HAVE TO BE IN AN OPEN MEETING SO WE CAN HAVE IT UNDER A DISCUSSION ITEM AT A FUTURE MEETING. MY RECOMMENDATION WOULD BE THAT EACH BOARD MEMBER BE GIVEN AN INDIVIDUAL SURVEY, THAT THE CONSULTANT THEN COMPILE THOSE INTERESTS FROM EACH INDIVIDUAL BOARD MEMBER, AND THEN THAT BE BROUGHT BEFORE THE BOARD. AN OPEN MEETING
084WHERE IT COULD BE DISCUSSED, THE BOARD COULD DELIBERATE AS TO WHAT THE PRIORITIES MIGHT BE. SO THEN, [01:05:03] IS THERE BY THE TIME THEY FINISH THE REPORT AND WE GET NUMBERS ON IT, ARE WE GOING TO HAVE TIME TO GIVE YOU THAT SURVEY? BECAUSE AGAIN, THAT'S VERY IMPORTANT FOR ME. I DON'T KNOW. I WOULD ASSUME SOME OF MY COLLEAGUES MIGHT FEEL THE SAME. IS WE WANT TO SEE HOW MUCH THINGS COST BEFORE WE DECIDE WHAT A PRIORITY WOULD BE. IF YOU TELL ME A POOL COSTS 800 MILLION, I'M NOT GOING TO SAY YES. IF YOU TELL ME IT COSTS 2 MILLION, WHICH I KNOW IT DOESN'T. BUT DO YOU KNOW WHAT I MEAN? LIKE THAT WOULD HEAVILY WEIGH, I THINK, IN DECIDING THINGS. SO I THINK
085THAT'S WHERE THE THE SURVEY WOULD COME IN, BECAUSE IT WOULD HAVE TO KNOW WHAT PROJECT A SPECIFIC BOARD MEMBER WAS LOOKING FOR TO BE ABLE TO ASSIGN A COST TO IT. AND THEN AFTER THAT'S COMPLETED, THE BOARD WOULD BE ABLE TO GET TOGETHER TO DISCUSS WHAT PRIORITIES THEY MIGHT HAVE. BUT DIDN'T YOU JUST SAY THERE'S GOING TO BE A LIST OF PRICE TAGS ON THE PROJECTS WHEN I ASKED? THERE WILL BE. I, I WOULD IT SOUNDS LIKE THERE NEEDS TO BE AN AVENUE FOR SOME DIRECT INPUT FROM BOARD MEMBERS, WHICH I'M HAPPY TO SET UP AS SOON AS POSSIBLE. WE WON'T. WE'RE NOT GOING TO BE GETTING TO COST ESTIMATES UNTIL SEVERAL MONTHS FURTHER IN THIS PROCESS. SO I USE A METAPHOR OFTEN FOR A MASTER PLAN THAT
086IT'S THE MENU AND THEN EQUIPPED WITH A MASTER PLAN. HERE'S EVERYTHING YOU COULD ORDER, ALONG WITH THE COSTS AND OUR RECOMMENDATIONS OF WHAT APPETIZERS COME FIRST. ENTREES. YOU KNOW, THERE'S A SEQUENCE THAT WILL RECOMMEND WHEN IT COMES TIME FOR YOU TO CRAFT YOUR CAPITAL PLAN, WHICH IS LIKE ORDERING YOUR MEAL. YOU'LL TAKE THE GUIDANCE THAT WE HAVE IF YOU WANT TO HAVE DESSERT FIRST. YOU'RE THE BOARD. YOU CAN DECIDE. YOU KNOW, IT'S OUR RECOMMENDATION FOR A PRIORITY THREE, BUT IT'S THE BOARD'S PRIORITY ONE. YOU CAN DO THAT. THAT'S YOUR PREROGATIVE AS THE GOVERNING BODY. SO WE'LL PROVIDE OUR RECOMMENDATIONS BASED ON WHAT WE'VE OBSERVED. WHEN YOU GUYS HAVE THE MASTER PLAN, THERE'S A SUBSEQUENT PROCESS OF FIGURING OUT YOU HAVE TO HAVE THE MONEY AND THEN WHAT YOU
087ACTUALLY WANT TO SPEND YOUR MONEY ON. IS THAT HELPFUL? IT IS HELPFUL. I JUST HOPE THAT WE HAVE TIME. IF WE DO GO FOR A BOND TO DO ALL OF THAT BEFORE THAT PROCESS STARTS. THAT'S WHAT I'M SAYING. I HOPE THAT WE'VE STARTED SOON ENOUGH, THAT WE HAVE THE TIME TO LOOK AT PRICE TAGS WHEN WE'RE DECIDING OR THINKING ABOUT WHAT WE WOULD LIKE TO DO, AND I'M NOT SURE THAT'S GOING TO HAPPEN, BUT I HOPE IT WILL, I'M GOING TO BE OPTIMISTIC. THANK YOU. AND BOARD MEMBER STEWART, JUST TO ADD TO THE POINT THAT WAS MADE THAT'S KIND OF THE ISSUE WITH ISSUING BONDS LISTING SPECIFIC PROJECTS WITHIN THOSE BONDS. AT THIS POINT MIGHT BE PROBLEMATIC BECAUSE OF THE TIMING ISSUE. AND TO KIND OF GO BACK TO
088YOUR ORIGINAL QUESTION IN ORDER FOR THE CONSULTANT TO KNOW WHAT PROJECTS, YOU KNOW, SPECIFIC BOARD MEMBERS WANT, THEY'D HAVE TO BE ABLE TO GET THAT INPUT FROM YOU. SO THAT'S WHERE I THINK INDIVIDUAL COMMUNICATION WITH BOARD MEMBERS WOULD BE HELPFUL SO THAT YOU CAN ACTUALLY MAKE SURE THAT YOUR PROJECT IS ON THAT MASTER PLAN FACILITIES LIST. BUT THAT BEING SAID, IT CAN'T BE IN SUCH A WAY WHERE THE BOARD IS DISCUSSING IT OUTSIDE OF AN OPEN MEETING. SO THAT'S WHY YOU GENERALLY WANT THOSE SURVEYS FIRST. IT GETS ON THERE AND THEN YOU DISCUSS, HOPEFULLY WITH ENOUGH TIME TO BE ABLE TO PUT IT ON THE BOND MEASURE, IF THAT'S WHAT THE BOARD CHOOSES TO DO. BUT IN GENERAL TERMS, THAT'S WHY THEY HAVE BROAD LANGUAGE IN THE BOND MEASURE TO ALLOW THE
089BOARD TO LATER DISCUSS WHAT PROJECTS YOU KNOW, THEY THEY WANT TO PRIORITIZE. AND I TOTALLY UNDERSTAND THAT. BUT I LEARNED MY LESSON ON THE LAST TIME WE WENT FOR A BOND. THERE WERE THINGS THAT BOARD MEMBERS SAID THAT THEY WEREN'T SPECIFIC ENOUGH AND THEY DIDN'T VOTE FOR IT. AND IT NEEDS FOUR VOTES. SO I HOPE THIS ALL WORKS OUT FOR THE BEST. I'M NOT GOING TO PROVIDE RECOMMENDATIONS ON BONDS, BUT I WILL SAY THAT OTHER DISTRICTS THAT WE'VE DONE MASTER PLANS FOR THAT HAVE THEN DONE SUCCESSFUL BOND CAMPAIGNS, THEY DO NOT GENERALLY LIST SPECIFIC PROJECTS. IT'S IT'S DESCRIPTIONS OF TYPES OF PROJECTS. AND IT'S STRIKING A BALANCE BETWEEN BEING SPECIFIC ENOUGH THAT THE PUBLIC HAS FAITH THAT THE MONEY IS GOING TO BE SPENT ON THE THINGS THEY
090WANT, BUT GENERAL ENOUGH THAT THE DISTRICTS HANDS AREN'T TIED IF A SURPRISE LIKE COVID COMES ALONG. AND SO WE'LL HAVE DEEPER CONVERSATIONS AS WE WORK WITH OUR BOND COUNSEL AND ALSO OUR AGENCY AS WELL. I THINK THIS IS JUST THE BEGINNING TO HELP INFORM THAT, BUT WE WILL HAVE DEEPER DISCUSSIONS WITH BOND COUNSEL AND HOW TO WORD AND DO THAT. THESE ARE GREAT QUESTIONS, BY THE WAY. YOU GUYS ARE GETTING RIGHT TO THE HEART OF THE MATTER. ANY OTHER QUESTIONS, COLLEAGUES? THANK YOU FOR YOUR QUESTIONS. AND THANK YOU FOR YOUR TIME, MR. JACKSON. THANK YOU SO MUCH. OKAY. DOCTOR SIMON, WE HAVE WE'LL TAKE YOUR PROJECTIONS NEXT. YEAH. SO MOVING. NEXT. THANK YOU. BOARD PRESIDENT GARZA, WE HAVE MULTI-YEAR PROJECTIONS PRESENTED BY OUR OWN CBO, MRS. RENEE ARCUS. GOOD
091EVENING. BOARD MEMBERS, STAFF AND OUR COMMUNITY THAT'S HERE TONIGHT. [01:10:05] I AM HERE FOR YET ANOTHER RIVETING TOPIC ABOUT BUDGET AND OUR MULTI YEAR PROJECTION. I WAS ACTUALLY REALLY EXCITED ABOUT THE FACT THAT WE HAD AN OPPORTUNITY FOR A WORKSHOP WHERE I COULD TALK ABOUT THE MULTI YEAR PROJECTION, BECAUSE I THINK IT'S A VERY IMPORTANT TOPIC THAT PEOPLE UTILIZE TO LOOK AND TO SEE HOW OUR TO PLAN FOR OUR FUTURE. SO I HAVE I CHOSE THIS PICTURE AND I REALIZED KIDS WERE RUNNING AWAY FROM THE TOPIC AND I WAS A LITTLE CONCERNED ABOUT IT, SO I MAKE UP FOR IT AT THE END. SO HERE'S SOME MESSAGES FROM THE FIELD. AND I FOUND THESE JUST BY BY LOOKING AND LOOKING UP CRITICAL AREAS REGARDING MULTI YEAR. THE MULTI YEAR PROJECTION IS ONE
092OF THE MOST CRITICAL WORKING DOCUMENTS THE SCHOOL BUSINESS OFFICE PRODUCES. AND THAT CAME FROM FRONTLINE EDUCATION. AND I DO HIGHLY BELIEVE THAT IT'S ONE OF THE MOST IMPORTANT DOCUMENTS. AND THAT'S WHY I WANTED TO HIGHLIGHT IT TONIGHT. THE FISCAL MESSAGE IS CLEAR BUDGETING IN CALIFORNIA IS NO LONGER ABOUT STEADY STATE PROJECTIONS, BUT ABOUT ANTICIPATING VOLATILITY. SO THAT IS A GREAT ARTICLE THAT I FOUND BY DOCTOR HELIO BRASIL. AND HE ALSO HAD ANOTHER QUOTE THAT SAID DISTRICTS MUST BUILD BUDGETS THAT EXTEND BEYOND A SINGLE YEAR USING CONSERVATIVE ASSUMPTIONS ABOUT REVENUE AND ENROLLMENT. AND AGAIN, THESE ARE ALL THINGS THAT THAT HELP KIND OF GUIDE THE WAY FOR WHY THE MULTI YEAR IS SO IMPORTANT. SO I WANT TO GIVE A BIG PICTURE ABOUT WHY DO WE PROJECT AND
093TALK A LITTLE BIT ABOUT WHAT THE MULTI YEAR DOES. SO A SCHOOL BUDGET IS A LIVING DOCUMENT. WE DON'T JUST PLAN FOR TODAY. WE ACTUALLY PLAN FOR THREE YEARS AT A TIME. SO REMEMBER THAT THREE YEARS AT A TIME. THE LEGAL REASON WE DO THAT IS BECAUSE THE LAW REQUIRES SCHOOL DISTRICTS TO DO THIS. THE COUNTY OFFICE OF EDUCATION NEEDS TO MAKE SURE THAT WE'RE FISCALLY SOLVENT FOR THE NEXT THREE YEARS. WHAT WE DO WHEN WE LOOK AT A THREE YEAR PROJECTION IS THAT WE COMB OVER THE CALIFORNIA INFORMATION THAT WE HAVE FROM ECONOMIC FORECASTS, BUT WE HAVE TO LOOK AT WHAT BELLFLOWER DOES. SO WE DO A LITTLE COMBINATION OF WHAT'S GOING ON IN CALIFORNIA, HOW WHAT WE THINK WILL IMPACT US, AND WE CREATE A RELIABLE AND
094THOUGHTFUL THREE YEAR ROADMAP FOR OUR DISTRICT. SO WHAT'S THE GOAL OF A MULTIYEAR PROJECTION? IT'S TO ENSURE THAT EVERY STUDENT HAS THE RESOURCES THEY NEED, NOT JUST THIS FISCAL YEAR, BUT UNTIL THEY GRADUATE. IF WE SEE A POTHOLE APPEARING IN OUR FUTURE, WE NEED TO START STEERING NOW SO THAT THE RIDE STAYS SMOOTH FOR OUR STUDENTS. THAT'S WHY THE MULTIYEAR IS SO IMPORTANT. SO TO GET SOME ACTIVITY TONIGHT AND THIS DOES THIS INCLUDES EVERYBODY. I'M GOING TO HAVE SOME TRIVIA QUESTIONS TONIGHT. AND I'M GOING TO HAVE SOME FRIENDS JOINING TO ANSWER THESE QUESTIONS. SO HOW MANY YEARS DOES A MULTI-YEAR PROJECTION DOCUMENTS SHOW. I SEE MY FRIENDS IN THE BACK ARE ALL RIGHT. SO LET'S FIND OUT IF THE ANSWER IS RIGHT FROM LAURA. IF YOU SAID
095THREE, YOU ARE RIGHT. THE STATE OF CALIFORNIA REQUIRES THE PROJECTIONS BE SHOWN FOR THE CURRENT AND NEXT TWO YEARS. HERE AT BELLFLOWER, WE OFTEN PROJECT AN ADDITIONAL YEAR INTERNALLY SO THAT WE CAN HAVE MORE RESOURCES FOR OUR DECISION MAKING PROCESS. YAY! LAURA, THAT IS LAURA FROM MY FISCAL DEPARTMENT. I DID NOT BRIBE ANY OF THESE PEOPLE, BUT I APPRECIATE THE IT DEPARTMENT AND THEIR SUPPORT. SO WHERE IS THE MULTI YEAR. SO WHAT I'M SHOWING YOU AND I'M NOT EXPECTING YOU TO SEE THE DOCUMENT BECAUSE IT'S REALLY SMALL IN THIS. I'M GOING TO ZOOM IN ON IT A LITTLE LATER IS IT'S WE HAVE A LARGE DOCUMENT. THIS DOCUMENT ALONE IS OVER 125 PAGES I THINK. SO I WANT TO DIRECT EVERYONE IN THE ROOM WHERE THEY CAN FIND THE NIP. IT
096IS INCLUDED IN OUR FIRST INTERIM THAT COMES IN DECEMBER. THE SECOND INTERIM THAT COMES IN MARCH, OR THE ESTIMATED ACTUAL SLASH BUDGET THAT COMES IN JUNE. SO I'M GOING TO DELVE A LITTLE DEEPER, BUT I HAVE GUESS WHAT? ANOTHER TRIVIA QUESTION. CAN ANYONE IN THE AUDIENCE NAME ONE OF THE THREE DOCUMENTS WHERE YOU WILL SEE AN NYP? JOHN. JOHN HAS SAVED ME TWICE. THANK YOU JOHN. LET'S SEE IF YOU'RE RIGHT. WHAT HAPPENED? JOHN BROKE IT. IF YOU SAID THE FIRST INTERIM, SECOND INTERIM OR ESTIMATED ACTUALS, YOU ARE CORRECT. THIS IS AN OPPORTUNITY FOR THE BOARD, COMMUNITY AND STAFF TO SEE UPDATES TO OUR THREE YEAR PROJECTIONS. SO THAT IS STEPHANIE FROM MY ACCOUNTS PAYABLE DEPARTMENT. SHE'S BEEN IN THE DEPARTMENT FOR WEEKS AND SHE SAID NO. [01:15:05] AND THEN
097SHE SAID, YOU KNOW WHAT? I'LL DO IT. AND SO IT WAS EXCITING TO HAVE HER JOIN US FOR THIS. LET'S SEE IF WE CAN GO. THERE WE GO. SO I PROMISED YOU THAT I WOULD BREAK IT DOWN A LITTLE FURTHER. SO I'M GOING TO TALK. IT'S BROKEN INTO TWO PIECES, THE MULTI-YEAR AND THE ONE, AND IT'S ONE THAT I TALK ABOUT A LOT IS THE UNRESTRICTED REVENUE. IT'S THE UNRESTRICTED SIDE. IT'S THE SIDE WHERE WE HAVE LESS RESTRICTIONS ON HOW WE CAN SPEND THE MONEY. SO ALONG THE TOP, I HAVE THE FOUR DIFFERENT AREAS OF WHICH WE RECEIVE UNRESTRICTED REVENUE. OUR LOCAL CONTROL FUNDING FORMULA IS BASED ON STUDENT ATTENDANCE AND POPULATION. OUR OTHER STATE REVENUE SUCH AS LOTTERY FUNDS, TRANSPORTATION FUNDS, MANDATE COST FUNDS. THOSE ARE ALSO ON
098THE UNRESTRICTED SIDE FROM LOCAL WE USE WE GET OUR INTEREST, SOME USE OF FACILITIES, AND THERE'S ANY OTHER MISCELLANEOUS KIND OF MONEY THAT WE MIGHT GET THAT'S IN SMALL POCKETS. WE ALSO PUT ON THE UNRESTRICTED SIDE CONTRIBUTIONS TO FOR RESTRICTED PROGRAMS SUCH AS OUR SPECIAL ED AND OUR ROUTINE RESTRICTED MAINTENANCE REQUIREMENT ALSO SHOW UP ON THIS SECTION OF THE NYP. SO HERE I'VE CIRCLED FOR YOU THAT WE'RE LOOKING AT THE FIRST INTERIM NYP. THE ARROW IS GOING TO SHOW YOU THAT THERE'S THREE DIFFERENT COLUMNS THAT ARE SHOWING THE THREE YEARS OUT. THIS IS THE TOP PORTION THAT TALKS ABOUT REVENUE AND OTHER FUNDING SOURCES. AND THERE AT THE BOTTOM IS THE TOTAL REVENUE THAT WE HAD AT OUR FIRST INTERIM. SO IF YOU CAN USE THIS LITTLE PRESENTATION AS
099A GUIDELINE FOR HOW YOU WOULD LOOK AT OUR MULTI YEAR, I BROKEN DOWN ALL THE PIECES FOR YOU. WE ALSO HAVE AN UNRESTRICTED EXPENDITURE EXPENDITURE SECTION. AND THIS SECTION TALKS ABOUT DIFFERENT AREAS THAT WE CAN SPEND UNRESTRICTED FUNDS. THERE'S A FEW AREAS THAT THAT WE GO OVER AND THAT INCLUDES CERTIFICATED SALARIES, CLASSIFIED SALARIES, EMPLOYEE BENEFITS, EMPLOYEE BENEFITS, BOOKS AND SUPPLIES, SERVICES AND OTHER OPERATING CAPITAL OUTLAY AND OTHER OUTGO. TO GIVE SOME IDEA, THE SALARIES FOR CERTIFICATED ARE LIKE YOUR CLASSROOM TEACHERS OR YOUR CERTIFICATED INSTRUCTIONAL STAFF. CLASSIFIED SALARIES OR INSTRUCTIONAL AIDES. SOME EXAMPLES. CUSTODIANS. FISCAL HUMAN RESOURCES STAFF IN THE EMPLOYEE BENEFITS SECTION. THAT'S WHERE WE PAY FOR ALL OF OUR STAFF MEMBERS. HEALTH AND WELFARE COSTS, EMPLOYEE RETIREMENT. SOCIAL SECURITY, UNEMPLOYMENT INSURANCE. WORKER'S COMPENSATION FOR EMPLOYEES FOR
100ALL THE EMPLOYEES EMPLOYED ABOVE. SO BOOKS AND SUPPLIES. WE HAVE TEXTBOOKS, SOFTWARE SUPPLIES, COMPUTERS AND MORE. SERVICES, VENDOR CONTRACTS, OUR UTILITIES, OUR CONFERENCES, INSURANCE PREMIUMS. AND WE HAVE SOME CAPITAL OUTLAY, LIKE OUR CONSTRUCTION PROJECT THAT'S GOING ON RIGHT NOW, WOULD APPEAR IN THE CAPITAL OUTLAY FOR ANY COSTS OF CONSTRUCTION EQUIPMENT PURCHASES OR SITE IMPROVEMENTS. AND FINALLY, WE HAVE INDIRECT COSTS, WHICH I KNOW WE'VE TALKED BEFORE ABOUT HERE, WHERE RESTRICTED PROGRAMS THAT WE SUPPORT HELP SUPPORT US BACK BY PROVIDING SOME INDIRECT COSTS FOR THE LIGHTS AND THE COST OF PRODUCING PAYROLL AND HUMAN RESOURCES. SO AGAIN, I'LL SHOW YOU ON THIS DOCUMENT, THE ARROW POINTS TO THE THREE YEARS WE'VE GOT OUR EXPENDITURES LAID OUT AND DOWN AT THE BOTTOM FOR FIRST INTERIM. WE HAVE OUR FIRST INTERIM EXPENDITURES
101IN TOTAL BY FISCAL YEAR. BUT IT'S TIME FOR ANOTHER TRIVIA QUESTION. WHAT EXPENDITURE SECTION WOULD INCLUDE EMPLOYEE RETIREMENT COSTS. IT IS IN THE UNRESTRICTED AND I'LL GET FURTHER ON. IN THE BENEFITS SECTION. SO IN THE BENEFITS SECTION WE HAVE THE EMPLOYEES COST. IF YOU SAID EMPLOYEE BENEFITS DING DING DING. YOU ARE CORRECT. THIS SECTION OF THE NYP SHOWS THE COST OF EMPLOYEES BEYOND JUST SALARIES. IT INCLUDES EMPLOYEE RETIREMENT BENEFITS, HEALTH AND WELFARE WORKER'S COMPENSATION, AND UNEMPLOYMENT INSURANCE, TO NAME A FEW. AND THAT'S K FROM PAYROLL. IF ANY OF YOU HAVE TALKED TO K, YOU KNOW K. SO THE LAST PORTION OF THE NYP FOR THE UNRESTRICTED TALKS ABOUT OUR ENDING FUND BALANCE. SO YOU HEAR ME TALK ABOUT THIS IN A LOT OF THE WHEN I'M GOING OVER FIRST
102INTERIM, SECOND INTERIM. WHERE ARE WE LANDING IN OUR UNRESTRICTED ENDING BALANCE? SO AGAIN, IT COVERS THE SAME THREE YEARS. WHAT WE HAVE AT THE BOTTOM IS THE NET INCREASE OR DECREASE IN FUND BALANCE. SO I SHOWED YOU HOW MUCH REVENUE WE HAVE. I SHOWED YOU HOW MUCH EXPENDITURE WE HAVE. [01:20:03] AND THAT LINE ITEM THERE SHOWS YOU HOW MUCH REVENUE MINUS EXPENDITURE IS. WHAT WE HAVE COMING FORWARD IS AN ORIGINAL FUND BALANCE. SO THAT WOULD COME FORWARD FROM THE YEAR BEFORE. AND THEN YOU WOULD TAKE THE ORIGINAL FUND BALANCE LESS OR MORE OR PLUS THE DIFFERENCE IN THE INCREASE, AND YOU'D END UP WITH YOUR ENDING FUND BALANCE. SO IF YOU LOOK AT THE SECOND ARROW ON THE SCREEN FOR FIRST INTERIM, YOU'RE GOING TO SEE ALL THREE ARROWS THAT
103TALK ABOUT OUR ENDING FUND BALANCE, ALL THREE AREAS THAT TALK ABOUT OUR ENDING FUND BALANCE, AND THEN OUR ENDING FUND BALANCE IS BROKEN DOWN A LITTLE MORE. WE HAVE UNSPENDABLE ENDING FUND BALANCE, WHICH MEANS I'VE ALREADY BOUGHT INVENTORY THAT I'VE PUT OUT IN THE WAREHOUSE THAT SCHOOLS CAN ORDER FROM. SO I'VE ALREADY PURCHASED IT, BUT I HAVEN'T GIVEN IT TO THE SCHOOLS. AND SO I NEED TO LOCK UP SOME OF THAT MONEY SO THAT WHEN THE SCHOOLS START TO PULL THE INVENTORY, WE REPLACE THE INVENTORY AND WE STILL HAVE IT. SO SOME OF THAT MONEY'S LOCKED UP IN UNSPENDABLE AND THEN SOME OF IT IS LOCKED UP IN COMMITMENTS. SO EACH TIME WE'VE COME TO THE BUDGET, WE'VE TAKEN THE BOARD AND THEY'VE HAD COMMITMENTS FOR THAT
104BALANCE. AND AT THE VERY BOTTOM YOU'LL SEE THAT WE HAVE A RESERVE THAT'S REQUIRED BY THE STATE OF CALIFORNIA FOR ABOUT FOR 3%. AND THEN WE HAVE THE FINAL BALANCE, WHICH IS UNRESTRICTED OR UNDESIGNATED. SO YOU'RE GOING TO THINK THAT I'M REPEATING, BUT I'M JUST GOING TO TELL YOU THERE'S A WHOLE RESTRICTED SIDE TO THE GENERAL FUND BUDGET. AND THE BIGGEST DIFFERENCE HERE IS THE FUNDING AND THE SOURCE AND WHERE IT COMES FROM. SO ON THE RESTRICTED SIDE, THERE ARE VERY SPECIFIC THINGS THAT WE GET FUNDED FOR SOME LOCAL CONTROL FUNDING FORMULA IS ALSO OVER THERE. BUT WE HAVE FEDERAL PROGRAMS. LISTEN CAREFULLY. WE HAVE FEDERAL PROGRAMS SUCH AS. TITLE ONE, TITLE TWO, TITLE THREE, TITLE FOUR, SOME SPECIAL EDUCATION CTE. THOSE ARE OUR FEDERAL PROGRAMS.
105IN OUR STATE REVENUES. WE HAVE AFTER SCHOOL EDUCATION. WE HAVE EDUCATOR EFFECTIVENESS. WE HAVE RESTRICTED LOTTERY. SO THERE'S A LOT OF DIFFERENT THINGS THAT WE GET FROM FEDERAL AND STATE GOVERNMENTS THAT ARE RESTRICTED FOR VERY SPECIFIC PURPOSES. OUR OTHER LOCAL REVENUES THAT WE RESTRICT HERE, BECAUSE WE THINK IT'S VERY IMPORTANT, IS IF WE GET A LOCAL GRANT FROM A LOCAL DONOR, IF WE GET A DONATION, WHEN THAT DONATION COMES TO US, THEY WANT IT FOR A VERY SPECIFIC SITE OR A VERY SPECIFIC PURPOSE AT A SITE, AND WE RESTRICT THAT MONEY, AND THEN WE GET THE CONTRIBUTIONS FROM THE OTHER SIDE TO HELP SUPPORT OUR SPECIAL ED AND OUR ROUTINE RESTRICTED MAINTENANCE PROGRAMS. SO IT LOOKS VERY FAMILIAR. I'M JUST GOING OVER IT AGAIN. IT'S THE REVENUES FOR THE
106RESTRICTED SIDE, ALL THREE ROWS AND THEN OUR TOTAL FOR THE RESTRICTED SIDE. AND HERE'S OUR TRIVIA QUESTION. PLEASE NAME ONE FEDERAL PROGRAM YOU CAN FIND AS PART OF RESTRICTED REVENUE. YAY! THANK YOU. WHO WAS THAT? THANK YOU. IF YOU SAID TITLE ONE, TWO, 3 OR 4 SPECIAL EDUCATION OR CAL PERKINS CTE, YOU ARE CORRECT. CURRENTLY, THE GENERAL FUND RECEIVES 3.5% OR 7.8 MILLION OF ITS FUNDING FROM THE FEDERAL GOVERNMENT. THANK YOU. JANIE. THAT'S JANIE FROM OUR AP DEPARTMENT. SO RESTRICTED EXPENDITURES I AM NOT GOING TO SPEND A LOT OF TIME ON BECAUSE THEY'RE THE EXACT SAME LABELS. THEY'RE THE SAME PEOPLE. THE SALARIES AND THE AND THE AND THE BENEFITS, THE BOOKS AND SUPPLIES. WHAT THIS SECTION TELLS YOU IS THESE ARE ONLY THINGS THAT CAN BE
107SPENT IN THOSE VERY PARTICULAR WAYS BY THOSE VERY PARTICULAR PROGRAMS, SUCH AS FEDERAL REVENUES, STATE REVENUES AND SUCH. SO AGAIN, LAID OUT THE SAME WAY WITH THE SAME EXPENDITURES BROKEN DOWN. AND AT THE END, WE HAVE A TOTAL OF EXPENDITURES IN OUR RESTRICTED PROGRAMS. SO FINALLY, ON THE RESTRICTED SIDE, IT'S EVEN A LITTLE SIMPLER BECAUSE YOU DO HAVE THE EXACT SAME LAYOUT. YOU HAVE THE THREE YEARS. YOU HAVE THE NET INCREASE IN FUND BALANCE BASED ON THE RESTRICTED. YOU HAVE A BEGINNING BALANCE. YOU HAVE AN ENDING BALANCE. BUT GUESS WHAT? THERE'S NO OTHER CATEGORIES FOR IT TO GO INTO EXCEPT RESTRICTED. WHY? BECAUSE IT'S BEEN RESTRICTED BY A FEDERAL, LOCAL OR STATE GOVERNMENT FOR THAT PARTICULAR PURPOSE. SO ALL OF OUR FUNDS ON THE GENERAL FUND RESTRICTED SIDE THAT REMAIN
108MUST BE RESTRICTED AND USED FOR THOSE PURPOSES. SO HERE ARE SOME EXAMPLES. AGAIN, JUST LAID OUT A LITTLE MORE OF THE FEDERAL AND STATE RESOURCES THAT YOU'LL FIND. BECAUSE RESTRICTED RESOURCES ARE EARMARKED FOR SPECIFIC PURPOSES, THE GENERAL FUND IS CATEGORIES CATEGORIZED INTO UNRESTRICTED AND RESTRICTED COMPONENTS TO ENSURE CLEAR TRACKING AND COMPLIANCE. ONE OF THE BIG PROGRAMS THAT WE OPERATE HERE AT BISD IS THE EXPANDED LEARNING OPPORTUNITY PROGRAM, [01:25:09] WHICH IS A STATE RESOURCE, AND IT ALLOWS FOR STUDENTS TO BE SERVED OUTSIDE OF THE SCHOOL DAY. SO ELP ALLOWS FOR STUDENTS TO BE SERVED ONLY BEFORE AND AFTER SCHOOL. THE EXPANDED LEARNING OPPORTUNITY PROGRAM, OR ELP FUNDING, IS TO BE USED DURING THE SCHOOL DAY OR OUTSIDE OF THE SCHOOL DAY. OUTSIDE THE SCHOOL DAY, I HEARD IT. SO FOR
109OUR LAST GUEST SAID THAT LP FUNDING CAN BE USED ANYTIME OUTSIDE OF THE SCHOOL DAY. YOU'RE RIGHT. BISD CURRENTLY OFFERS A VARIETY OF PROGRAMS TO STUDENTS FOR BEFORE AND AFTER SCHOOL, FREE TO PARENTS BY UTILIZING THESE FUNDS. THANK YOU CHRIS. CHRIS IS IN OUR ACCOUNTING DEPARTMENT AS WELL AND DOES A FABULOUS JOB. THOSE WERE MY FIVE GUESTS AND I SEE A LOT OF CHILDREN RUNNING TOWARDS MY NYP PRESENTATION NOW, SO I'M HAPPY TO TAKE ANY QUESTIONS. THANK YOU. I DON'T HAVE A QUESTION. I HAVE A COMMENT. THAT WAS AWESOME. AND I'VE SAID IT BEFORE AND I'LL SAY IT AGAIN ESPECIALLY BEING, YOU KNOW, CONTINUOUSLY BEING PART OF THE COMMUNITY THAT DOESN'T REALLY UNDERSTAND WHAT RESTRICTED UNDERSTOOD. LIKE I WAS THE ONE ASKING THE MOST QUESTIONS AND TRUE
110LIKE TRUE TRANSPARENCY. I WAS LIKE, WHAT DOES THIS MEAN? SO I'VE LEARNED A LOT SINCE WE STARTED THE WORKSHOPS AND YOUR PRESENTATIONS, AND BY FAR THIS IS THE BEST ONE. I LOVE TRIVIA LIKE I'M A NERD, I LOVE TRIVIA, SO I JUST WANT TO SAY THANK YOU. YOUR EFFORTS, ESPECIALLY THE WAY THAT YOU'RE PRESENTING THE INFORMATION, IS INCREDIBLY SIMPLIFIED, EVEN THOUGH IT IS NOT SIMPLE. SO I JUST WANTED TO MAKE SURE I SAID THAT OUT LOUD, SO THANK YOU. THANK YOU VERY MUCH, I APPRECIATE IT. I WAS LOOKING FOR MORE ANSWERS FROM UP THERE. I THINK YOU WERE LETTING THE AUDIENCE ANSWER, BUT I WAS LOOKING FOR MORE ANSWERS BECAUSE I HAVE PRIZES. I WAS LIKE, I WANTED TO SHOUT THEM OUT. I WAS I JUST COULDN'T GET UP DURING MY
111DURING MY PRESENTATION. BUT PEOPLE WILL BE FED. BOARD MEMBER STEWART THANK YOU. I LOVE THAT WE'RE EDUCATING OUR COMMUNITY. I THINK THAT'S THE BEST PART OF THIS PRESENTATION, SO I THANK YOU FOR THAT. I HAVE ONE QUESTION. YOU MIGHT NOT KNOW THE ANSWER, BUT IF YOU COULD GET IT BACK TO ME, I KNOW YOU TALKED ABOUT OUR TWO SEPARATE RESERVE FUNDS, THE 3% THAT WE HAVE, AND WE HAVE ANOTHER ADDITIONAL. CAN YOU TELL ME OUR PERCENTAGE OF RESERVE THAT WE HAVE AT THIS MOMENT? TOTAL TOTAL RESERVE AT THIS MOMENT? THE. OKAY, I'LL GET BACK TO YOU WITH THAT EXACT PERCENTAGE, PLEASE. THANK YOU. THAT WAS MY ONLY QUESTION. THANK YOU. BOARD MEMBER CRITCHFIELD. THANK YOU, MADAM PRESIDENT. THANK YOU FOR THE PRESENTATION. TRULY APPRECIATE IT. AND
112I KNOW WE GET A LOT OF QUESTIONS ON THIS. THE FACT THAT WE'RE DOING THIS IN OPEN, I THINK, IS REALLY IMPORTANT. SO AGAIN, THANK YOU. I DO HAVE ONE QUESTION. THE THE CROSSOVER BETWEEN OUR UNRESTRICTED AND HOW MUCH UNRESTRICTED MONEY GOES INTO OUR RESTRICTED, THAT IS, PRIMARILY FOR OUR SPECIAL EDUCATION. CORRECT? THAT IS CORRECT. WE ARE INCREDIBLY UNDERFUNDED. WE'RE NOT DIFFERENT THAN ANY OTHER ACTUALLY ANY OTHER K THROUGH 12 ENTITY IN THE STATE. WE'RE UNDERFUNDED. AND SO THAT IS THE CONTRIBUTION FOR WHERE HOW LITTLE THEY FUND US FOR SPECIAL EDUCATION AND ABOUT HOW MUCH MONEY IS THAT THAT WE'RE UNDERFUNDED. I KNOW THEY DON'T LIKE THE WORD. WHAT'S THAT WORD? DON'T SAY IT. I'M NOT GOING TO SAY IT. DOCTOR SIMON SAID IT. BUT WHAT WHAT WHAT DOES
113THAT LOOK LIKE? AND AS FAR AS THE IMPACT ON OUR BUDGET EVERY YEAR ON OUR BUDGET THERE'S, THERE'S A COUPLE COMPONENTS IN THERE. SO PART OF IT AND I'LL AND THANK YOU FOR GIVING ME THE OPPORTUNITY IS ROUTINE RESTRICTED MAINTENANCE GETS ABOUT $7 MILLION AND THAT'S REQUIRED BY LAW. AND WE ALL WANT THAT. WE JUST SAW A FACILITIES PLAN. SO WHEN WE START GETTING THESE THESE WE'VE DONE A LOT WITH THAT MONEY ALREADY. AND WE'RE GOING TO CONTINUE TO DO IT. THAT MAINTAINS OUR MAINTENANCE DEPARTMENT AND MAKE SURE OUR STAFFS, YOU KNOW, IN ORDER. AND THAT'S ABOUT SEVEN, 7 TO $8 MILLION. AND SO THE REMAINING AMOUNT OF THE 39 MILLION IS MOSTLY THERE'S A COUPLE OTHER SMALL PROGRAMS, BUT MOSTLY SPECIAL EDUCATION UNDERFUNDING. SO ABOUT 39 OR IS
114THAT 31? 31. OKAY. AND WHAT PERCENTAGE IS THAT THAT WE THAT WE DO SPEND ON? LIKE, WHAT PERCENTAGE ARE WE FUNDED FOR SPECIAL EDUCATION, I THINK. IS IT HOW MUCH? I WAS GOING TO SAY A LITTLE HIGHER. SO WE'RE BETWEEN 8 AND 12% THAT THE THE STATE OF STATE OF CALIFORNIA AND FEDERAL GOVERNMENT ACTUALLY FUND US FOR WHAT THE NEEDS ARE. [01:30:05] AND THAT'S STATEWIDE. SO WE MIGHT HAVE A SLIGHTLY DIFFERENT NUMBER, BUT WHEN THOSE GO OUT. BUT I WILL SAY, BUT THE PROMISE IS SUPPOSED TO BE 40%. AND THAT'S WHY IT'S SUCH A HUGE CONTRIBUTION TO THE GENERAL FUND. AND SO DISTRICTS THAT HAVE A HIGHER POPULATION OF SPECIAL EDUCATION END UP PUTTING MORE IN, RIGHT? THEY CAN ABSOLUTELY BE MORE IMPACTED DEPENDING ON THE PERCENTAGE
115OF YOUR POPULATION. OKAY. THANK YOU FOR THAT BECAUSE I KNOW I HAVE BEEN ASKED THE QUESTION OF LIKE, WHY WE TRANSFER MONEY OVER FROM ONE SIDE OF THAT LEDGER TO THE OTHER. SO THANK YOU. I'M GLAD I GOT THE OPPORTUNITY. THANK YOU. TO PIGGYBACK OFF OF BOARD MEMBER QUESTIONS IS, I KNOW WE SAID THAT WE RESERVE 3%, RIGHT? IT'S IT'S IT'S A MANDATE. IT'S A MANDATE BY THE STATE OF CALIFORNIA FOR OUR SIZE OF A DISTRICT. OKAY. DO WE SAVE? I MEAN, DO WE RESERVE MORE THAN THE MANDATE? SO WE HAVE COMMITTED MORE. THE BOARD HAS VOTED TO COMMIT MORE FOR FUTURE NEEDS. BUT FOR THAT LINE ITEM, WE HAVE A 3% COMMITMENT. AND TO GIVE YOU AN IDEA, A 3% COMMITMENT IS. OH, GEEZ. OF COURSE I
116HAD IT IN MY HEAD. IT FALLS SHORT OF ONE PAYROLL. SO WHEN THE STATE ASKS US TO COMMIT 3%, THAT PERCENTAGE THAT WE'RE HOLDING ON TO FALLS SHORT OF BEING ABLE TO PAY ONE PAYROLL IN OUR DISTRICT. DOES THAT MAKE SENSE? YES. SO IT'S A VERY IMPORTANT ASPECT OF THE REQUIREMENT. AND THIS IS NOT A NUMBER I EXPECT YOU TO KNOW RIGHT OFF THE BAT. BUT WHAT IS THE ASIDE FROM THE COMMITMENT THAT WE'VE OR NO, INCLUDING THE COMMITMENT THAT WE'VE MADE, WHAT IS OUR PERCENTAGE AS A DISTRICT THAT WE HAVE? I THINK THAT'S THE SAME. THAT'S THE SAME NUMBER THAT BOARD MEMBER STEWART JUST WANTED TO MAKE. SO I'M GOING TO MAKE SURE I DO IT. SO TO GIVE YOU AN IDEA, THE RESERVES REQUIRED IS ABOUT 7.3 MILLION AND A PAYROLL
117IS AROUND HERE IS ABOUT 9 MILLION. SO THE STATE OF CALIFORNIA REQUIRES US TO HOLD OUT 7.3 MILLION, BUT JUST ONE PAYROLL IN OUR CYCLE IS ABOUT 9 OR 10 MILLION. OKAY. BUT YES, I WILL. THAT WILL BE IN MY FRIDAY MEMO, THE PERCENTAGES THAT WE HAVE OVER THE NEXT THREE YEARS. AND THAT'S WHY IT'S IMPORTANT. I'M ALSO COMING BACK IN MARCH SO WE WILL HAVE CHANGES TO THIS. I WILL GIVE YOU THE PERCENTAGES HERE. AND I'LL ALSO BRING THEM TO THE SECOND INTERIM PRESENTATION. BECAUSE UNFORTUNATELY, THE STATE OF CALIFORNIA HAS RELEASED NUMBERS AND ARCOLA HAS GONE DOWN. SO WE WE ARE GOING TO EXPERIENCE SOME LOSS IN SOME REVENUE OVER 26, 27 AND BEYOND BASED ON THE CHANGE IN THE STATE'S COLA. THANK YOU. YOU'RE WELCOME.
118AND I WANT TO THANK YOU. I THE RESERVES IT'S STILL SO MUCH WITH ME IS JUST THAT WE'VE TALKED ABOUT IT WHEN WE FIRST CAME ON THE BOARD. SOME OF US THAT WE HAD VERY HIGH RESERVES, AND THERE'S SOME OTHER DISTRICTS THAT HAVE VERY HIGH RESERVES, AND IT DOESN'T SCARE ME SO MUCH WITH THIS. I JUST WANT TO MAKE SURE THAT WE ARE SPENDING MONEY ON OUR STUDENTS THAT WE HAVE NOW. WE'RE USING OUR FUNDING CORRECTLY, AND IT IS A NUMBER THAT PEOPLE ASK ALL THE TIME. AND WHEN I HEAR PEOPLE TALK BAD ABOUT OTHER DISTRICTS, THEY THROW THAT NUMBER OUT THERE TOO. SO I DON'T WANT TO BE THAT DISTRICT WHERE OH, WELL, THEY'RE AT 57% RESERVES. SO THAT'S REALLY THE REASON I'M ASKING. IT'S NOT AN IT'S
119NOT A GOTCHA. I THINK YOU'RE DOING AN AMAZING JOB. I JUST THAT'S THE NUMBER THAT A LOT OF PEOPLE ASK FOR. AND IT'S KIND OF SOMETHING THAT THEY JUST TALK ABOUT A LOT. SO THAT'S WHY I'M CLARIFYING. I'M HAPPY TO PROVIDE IT. I THINK IT'S VERY IMPORTANT I AM. ANY OTHER QUESTIONS? COMMENTS. BOARD MEMBERS, STUDENT BOARD MEMBER OKAY. THANK YOU, MISS ARCUS. THAT WAS A PHENOMENAL PRESENTATION. ALL RIGHT. BOARD PRESIDENT GARZA AND LAST BUT NOT LEAST, WE HAVE THE ADVANCEMENT VIA INDIVIDUAL DETERMINATION, BETTER KNOWN AS AVID PRESENTATION CONDUCTED BY. WELL, I HAVE MRS. CARTER INTRODUCE OUR PRESENTERS FOR TONIGHT. EXCUSE ME. OKAY, SO TONIGHT WE ARE PLEASED TO SHARE UPDATES TO OUR CURRENT AVID IMPLEMENTATION HERE AT OUR ELEMENTARY SITES AND OUR ELECTIVE OFFERINGS IN SECONDARY. JOINING US TONIGHT TO
120SHARE THE UPDATES ARE GIL CASTANEDA, DIRECTOR OF SECONDARY EDUCATION, DOCTOR. DEIRDRE REYES, DIRECTOR OF ELEMENTARY EDUCATION. JESSICA CUMMINGS, PRINCIPAL OF BELLFLOWER MIDDLE HIGH SCHOOL, ALONG WITH MICHAEL ROOKS, ASSISTANT PRINCIPAL. THEY'LL DISCUSS THEIR EXPERIENCE WITH PROVIDING THESE OPPORTUNITIES FOR BELLFLOWER SINCE 2021. [01:35:04] PATRICIA DIAZ ARROYO, PRINCIPAL OF WASHINGTON ELEMENTARY, WILL ALSO PRESENT INSIGHTS ON THE IMPLEMENTATION FROM THE ELEMENTARY PERSPECTIVE. AND AND LET'S FORWARD ONE MORE SLIDE. THERE WE GO. AT THE CORE OF AVID'S MISSION IS A POWERFUL COMMITMENT TO CLOSE THE OPPORTUNITY GAP. THE IMPORTANCE OF BUILDING TRUSTING RELATIONSHIPS IS AT THE HEART OF THE AVID FRAMEWORK. YOU'LL NOTICE THAT RELATIONAL CAPACITY SURROUNDS THE NEEDS OF STUDENTS AND THE ACTIONS OF EDUCATORS IN THIS FRAMEWORK, AS NEITHER WILL WORK EFFECTIVELY WITHOUT POSITIVE AND TRUSTING RELATIONSHIPS TO SUPPORT
121STUDENTS SUCCESS. THIS YEAR, WE BEGAN IMPLEMENTING CAPTURING KIDS HEARTS DISTRICT WIDE, WHICH PROVIDES A STRUCTURE FOR ENGAGING WITH EACH OTHER IN A POSITIVE AND INTENTIONAL WAY THROUGH EXCELLING OR ENGAGING, EXPLORING, COMMUNICATING, EMPOWERING, AND LAUNCHING STUDENTS POSITIVELY THROUGH AFFIRMATIONS AND CELEBRATIONS OF SUCCESS. AT BELLFLOWER MIDDLE AND HIGH SCHOOL, THE CAPTURING KIDS HEARTS EXCEL MODEL GUIDES OUR INTENTIONAL FOCUS ON BUILDING STRONG RELATIONSHIPS AND A POSITIVE SCHOOL CULTURE THROUGH LAUNCH DAILY GOOD THINGS STAFF, ROCK STAR RECOGNITIONS AND STUDENT TEAM BUILDING ACTIVITIES. WE FOSTER COMMUNITY, CELEBRATE ACHIEVEMENTS AND SHOWCASE SPECIAL TALENTS. CLEAR, CONSISTENT AND INCLUSIVE COMMUNICATION STRENGTHENS CONNECTIONS AMONG STUDENTS, STAFF AND FAMILIES WHILE INTENTIONALLY ASSIGNED ROLES EMPOWER STUDENTS WITH OWNERSHIP, LEADERSHIP, AND COLLABORATION. TOGETHER, THESE PRACTICES CREATE A WELCOMING ENVIRONMENT THAT SETS A POSITIVE TONE FOR THE WEEK AND SUPPORTS ENGAGEMENT,
122BELONGING AND SUCCESS. AT WASHINGTON, WE ARE EXCELLING BY HELPING STUDENTS FORM MEANINGFUL CONNECTIONS WITH PEERS AND TEACHERS FROM THE MOMENT THEY ENTER THE CLASSROOM. IT'S ALL ABOUT STARTING THE DAY ON A POSITIVE TEACHERS HAVE CREATED SOMETHING GOOD. SIGNS AND EXPLORE MORE ABOUT THEIR STUDENTS AT THE AS THEY SHARE POSITIVE MOMENTS OF THEIR DAY. THIS PRACTICE NOT ONLY SPREADS POSITIVITY, BUT ALSO STRENGTHENS OUR COMMUNITY BONDS. AFFIRMATIONS ARE BECOMING A CORNERSTONE OF OUR APPROACH. STAFF MEMBERS CONSISTENTLY ACKNOWLEDGE STUDENT EFFORTS AND ACHIEVEMENTS BOTH ACADEMICALLY AND BEHAVIORALLY. THIS RECOGNITION HELPS STUDENTS FEEL VALUED AND SEEN AND MOTIVATES THEM TO KEEP GROWING. STUDENTS ARE ALSO EMPOWERED TO TAKE AN ACTIVE ROLE IN CREATING CLASSROOM AGREEMENTS, WHICH FOSTER A SENSE OF BELONGING IN OUR INCLUSIVE SCHOOL COMMUNITY. TO HELP STUDENTS LEAVE SCHOOL OR CLASS FEELING
123ENCOURAGED AND CONNECTED, TEACHERS CREATED LAUNCH JARS FILLED WITH PROMPTS AND REFLECTIONS TO END THE DAY ON A HIGH NOTE, REINFORCING THAT STUDENTS ARE VALUED MEMBERS OF OUR COMMUNITY. GREAT LEADERS SERVE WITH PASSION, PURPOSE, AND A PLAN. INCORPORATING. CAPTURING KIDS HEARTS EXCEL MODEL INTO OUR CULTURE PROVIDES A FOUNDATION FOR SUPPORTING STUDENTS TO BELIEVE THAT THEY WILL BE SUCCESSFUL AND TAKE OWNERSHIP OF THEIR LEARNING BY ENGAGING IN RIGOROUS ACADEMIC WORK AND LEARNING HOW TO NAVIGATE COLLEGE ADMISSIONS, FINANCIAL AID, AND CAREER PATHWAYS. AT OUR AVA JOURNEY IN BISD IN 2021, BELLFLOWER MIDDLE AND HIGH SCHOOL ENGAGED TEACHERS IN TRAINING AND LAUNCHED THE AVID ELECTIVE IN SEVENTH AND EIGHTH GRADES. IN 2023, AVID EXPANDED INTO ELEMENTARY WITH OUR FIRST THREE SITES WILLIAMS, RAMONA, AND WOODRUFF. THEY ATTENDED THE AVID SUMMER INSTITUTE AND RETURNED READY TO IMPLEMENT
124WITH CONSISTENCY AND PURPOSE. NEXT, WASHINGTON AND MAYFAIR ENGAGED IN TRAINING AND LAUNCHED AVID ON THEIR CAMPUSES. MAYFAIR JOINED BY OFFERING THE AVID ELECTIVE IN GRADES SEVEN AND EIGHT. BELLFLOWER MIDDLE AND HIGH SCHOOL REACHED A KEY MILESTONE IN 2025, WHEN THEY CELEBRATED THE FIRST AVID GRADUATING COHORT, AND TODAY, BELLFLOWER MIDDLE AND HIGH SCHOOL OFFERS 12 AVID SECTIONS ACROSS GRADES SEVEN THROUGH 12, INCREASING ACCESS FOR STUDENTS IN 2025. OUR SIX REMAINING ELEMENTARY SITES ATTENDED THE SUMMER INSTITUTE WITH THEIR TEAMS AND BEGAN IMPLEMENTATION IN AUGUST OF THAT YEAR. ALL ELEMENTARY AND BOTH COMPREHENSIVE HIGH SCHOOLS ARE INVESTING IN AVID PROFESSIONAL DEVELOPMENT, SUPPORTED BY DISTRICT AND SITE LEADERSHIP. THIS TIMELINE REFLECTS OUR DISTRICT COMMITMENT TO AVID IMPLEMENTATION, [01:40:02] ENSURING THAT EVERY STUDENT LEAVES BUSD COLLEGE AND CAREER READY. EFFECTIVE AVID IMPLEMENTATION
125TAKES A TEAM. EACH SCHOOL HAS AN AVID SITE TEAM, TEACHERS, ADMINISTRATORS, AND COUNSELORS LED BY AN AVID SITE COORDINATOR WHO SUPPORTS THE PRINCIPAL AT AVID SUMMER INSTITUTE TEAM, SET GOALS AND ACTION STEPS AND COLLABORATE WITH OTHER SITES THROUGHOUT THE YEAR. SITE TEAMS DRIVE IMPLEMENTATION BY MONITORING PROGRESS, REFINING STRATEGIES, AND ANALYZING STUDENT OUTCOMES. DISTRICT AVID MEETINGS BRINGS ALL THE SCHOOLS TOGETHER TO SHARE SUCCESSES AND BEST PRACTICES, STRENGTHENING BELONGING, CONSISTENCY AND COHERENCE ACROSS THE DISTRICT. THIS TEAM APPROACH SUSTAINS OUR WORK AND HELPS ENSURE ALL STUDENTS ARE COLLEGE AND CAREER READY. WASHINGTON ELEMENTARY SCHOOL IS PROUD TO SHARE THEIR JOURNEY ON THE ROAD TO BECOMING AN AVID SHOWCASE SCHOOL. WE ATTRIBUTE THIS TO OUR TEAM APPROACH AND DETERMINATION TO VERTICALLY ALIGN AND BUILD A COHERENT PROGRAM FOR OUR STUDENTS.
126ABBOTT IS THE BRIDGE THAT ENSURES RIGOR AND SUPPORT EXIST TOGETHER AND NOT IN ISOLATION. IT PROVIDES THE STRUCTURES THAT BOTH BALANCE. I MEAN THAT BOTH UNLOCK STUDENT POTENTIAL AND ENSURE EVERY LEARNER HAS THE TOOLS TO SUCCEED. THE QUESTION THAT DRIVES OUR PROFESSIONAL LEARNING SITE TEAM GOALS, COACHING CONVERSATIONS AND OOPS, SORRY. THERE YOU GO. AND COACHING CONVERSATIONS AND INSTRUCTIONAL FOCUS IS HOW DO WE CONTINUE MOVING TOWARDS TOP GROWTH TRAJECTORY? ULTIMATELY, ULTIMATELY OUR GOAL, OUR AIM IS TO REACH AND SUSTAIN HIGH LEVELS OF IMPLEMENTATION SO THAT AVID PRACTICES ARE EMBEDDED INTO DAILY INSTRUCTION, SCHOOL CULTURE, AND STUDENT EXPERIENCES. THIS ENSURES THAT WE WILL HAVE LONG TERM IMPACT RATHER THAN JUST ISOLATED SUCCESS. AVID STRATEGIES ARE USED ACROSS FOUR GRADE LEVELS AT THIS TIME, INCLUDING SPECIAL EDUCATION. WICKER, WHICH STANDS FOR
127WRITING, INQUIRY, COLLABORATION, ORGANIZATION AND READING, ENHANCES INSTRUCTION AND STUDENT ENGAGEMENT. PLC COLLABORATIONS HELP TEACHERS DESIGN RIGOROUS, STUDENT CENTERED LESSONS AND DAILY INSTRUCTIONAL PRACTICES IN IN OUR CLASSROOMS INCLUDE SCAFFOLDING, STRUCTURED COLLABORATION AND STUDENT DISCOURSE WITH METHODS LIKE PHILOSOPHICAL CHAIRS, FOSTERING CRITICAL THINKING AND ACTIVE ENGAGEMENT. THE DATA SHOWN HERE REFLECTS INCREASED CONSISTENCY IN THE USE OF WICKER STRATEGIES ACROSS CLASSROOMS. TEACHERS ARE MOVING BEYOND AWARENESS TO INTENTIONAL IMPLEMENTATION, ENSURING STUDENTS REGULARLY EXPERIENCE AVID ALIGNED INSTRUCTIONAL PRACTICES THAT SUPPORT ACADEMIC SUCCESS. COLLEGE PENNANTS AND BANNERS ARE DISPLAYED IN CLASSROOMS AND PUBLIC SPACES ACROSS CAMPUSES ACROSS CAMPUS. THESE VISUAL CUES REINFORCE DAILY CONVERSATIONS ABOUT COLLEGE CAREERS AND FUTURE GOALS. BUILDING A COLLEGE GOING CULTURE BEGINS WITH MAKING PATHWAYS VISIBLE, FAMILIAR, AND ATTAINABLE FOR ALL STUDENTS. THE GOAL IS TO INTENTIONALLY IMPLEMENT AVID PRACTICES IN TK
128THROUGH SECOND GRADE NEXT YEAR, FOCUSING ON BUILDING HABITS, LANGUAGE, AND ROUTINES RATHER THAN FORMAL STRUCTURES. WE TOOK AN INVENTORY OF WHAT OUR TEACHERS ARE DOING ALREADY THAT MATCH AVID STRATEGIES, AND WHAT THEY FOUND IS THAT THEY'RE DRAWING, LABELING, AND USING SIMPLE SENTENCE STEMS, ENCOURAGING CURIOSITY WITH I WONDER PROMPTS, PRACTICING THINK PAIR SHARE WITH VISUAL SUPPORTS, UTILIZING UTILIZING VISUAL SCHEDULES AND COLOR CODED SYSTEMS, ENHANCING FLUENCY AND CONFIDENCE THROUGH SHARED AND CHORAL READING. THIS APPROACH AIMS TO ESTABLISH A STRONG FOUNDATION FOR AVID AND EARLY EDUCATION. [01:45:01] IN SECOND AND THIRD GRADE, AVID ABBOTT FOCUSES ON BUILDING STUDENT INDEPENDENCE, WRITING MOVES TO STRUCTURED SUMMARIES AND GRAPHIC ORGANIZERS. STUDENTS BEGIN ASKING PURPOSEFUL QUESTIONS THROUGH WONDER WALLS AND LEVEL ONE AND TWO. QUESTIONING COLLABORATION BECOMES MORE ACCOUNTABLE AND WITH ASSIGNED ROLES,
129 WHILE ORGANIZATION SHIFTS TO PLANNERS AND LABELED MATERIALS. READING STRATEGIES LIKE INTERACTIVE NOTEBOOKS AND NONFICTION ANNOTATION SUPPORT ACTIVE ENGAGEMENT AND COMPREHENSION. IN FOURTH AND FIFTH GRADE, AVID PRACTICES DEEPEN TO SUPPORT CRITICAL THINKING AND STUDENT OWNERSHIP, STUDENTS WRITE USING EVIDENCE AND STRATEGIES LIKE RACE, ENGAGE IN HIGHER LEVEL INQUIRY THROUGH COSTA'S LEVELS OF THINKING, AND PARTICIPATE IN STUDENT LED DISCUSSIONS SUCH AS LITERATURE CIRCLES AND SOCRATIC SEMINARS. ORGANIZATION AND GOAL SETTING BUILD INDEPENDENCE WHILE CLOSE READING STRATEGIES STRENGTHEN TEXT ANALYSIS AND PREPARATION FOR MIDDLE SCHOOL RIGOR. FINALLY, IN SIXTH GRADE, AVID FOCUSES ON CAPSTONE SKILLS THAT PREPARE STUDENTS FOR SECONDARY SUCCESS. STUDENTS ENGAGE IN ARGUMENTATIVE WRITING USING CLAIM EVIDENCE AND REASONING, LEAD INQUIRY THROUGH SOCRATIC SEMINARS AND INQUIRY BASED PROJECTS, COLLABORATE THROUGH PROJECT BASED LEARNING AND MANAGE LONG TERM PLANNERS. READING AND
130ORGANIZATION STRATEGIES EMPHASIZE ANALYZING AUTHOR'S PURPOSE, BUILDING INDEPENDENCE, AND PREPARING STUDENTS FOR THE EXPECTATIONS OF MIDDLE SCHOOL AND AVID ELECTIVES. AS WE MOVE FORWARD, OUR FOCUS IS CLEAR AND INTENTIONAL. FIRST, WE WILL SELF-ASSESS USING THE RUBRIC THROUGH AVID TO IDENTIFY STRENGTH AND GROWTH AREAS. NEXT, WE WILL SELECT ONE INSTRUCTIONAL SHIFT TO IMMEDIATELY RAISE RIGOR AND IMPACT CLASSROOM PRACTICE. FINALLY, WE WILL IMPLEMENT GRADE LEVEL SPECIFIC STRATEGIES TO ENSURE CONSISTENCY, COHERENCE, AND SUSTAINED GROWTH ACROSS CLASSROOMS. THIS WORK EMPOWERS EDUCATORS AND UNLOCKS EVERY STUDENT'S POTENTIAL. INCORPORATING AVID STRATEGIES AND BUILDING A STRONG COMMUNITY AND RELATIONSHIPS BY UTILIZING THE EXCEL MODEL IN EVERY INTERACTION, PROVIDES STUDENTS WITH A FOUNDATION TO BE SUCCESSFUL IN MIDDLE SCHOOL AND BEYOND. THANK YOU. AT BELLFLOWER HIGH SCHOOL, AVID IS A KEY DRIVER OF OUR COLLEGE AND CAREER READINESS WORK.
131SINCE 2021, AVID HAS GROWN FROM A SMALL PROGRAM INTO A SCHOOL WIDE SYSTEM, SUPPORTING ACADEMIC SKILLS, STUDENT AGENCY, AND ACCESS TO RIGOROUS COURSEWORK. TONIGHT, I'LL BRIEFLY SHARE HOW AVID IS IMPLEMENTED AT BELLFLOWER AND THE IMPACT IT'S HAVING ON STUDENT SUCCESS. OUR GROWTH STARTED WITH INTENTIONAL STAFF TRAINING. CURRENTLY, 61.8% OF OUR STAFF IS TRAINED IN AVID METHODOLOGY. THERE IS A SLIGHT DECREASE FROM LAST YEAR, REFLECTING THE RETIREMENTS AND THE HIRING OF 14 NEW STAFF MEMBERS. ALL NEW STAFF MEMBERS ARE SCHEDULED FOR AVID TRAINING BY FALL OF 2026, ENSURING OUR CONTINUED GROWTH AND FIDELITY OF IMPLEMENTATION. LAST YEAR, WE CELEBRATED OUR FIRST GRADUATING CLASS. 87% OF OUR AVID SENIORS COMPLETED A THROUGH G REQUIREMENTS, COMPARED TO 46% OF BELLFLOWER SENIORS. 42.3% ACROSS BUSD AND 53.6% STATEWIDE. THIS DEMONSTRATES AVID AVID'S IMPACT ON
132STUDENT OUTCOMES. A KEY METRIC IS ENROLLMENT IN A COURSE OF RIGOR. COURSES OF RIGOR INCLUDE AP DUAL ENROLLMENT OR CTE COURSES. CURRENTLY, 77% OF ALL BELLFLOWER STUDENTS ARE ENROLLED IN AT LEAST ONE COURSE OF RIGOR, COMPARED TO 71% OF ALL AVID STUDENTS AND 75% OF AVID SENIORS. REFLECTING A STRONG CULTURE OF ACADEMIC CHALLENGE ACROSS OUR CAMPUS. IN 2024 2025, THE AVERAGE GPA FOR BELLFLOWER STUDENTS WAS 2.68, COMPARED TO 3.15 FOR OUR AVID STUDENTS. THIS DATA SHOWS THAT WHEN RIGOR IS PAIRED WITH WITH INTENTIONAL SUPPORT, STUDENT ACHIEVEMENT IMPROVES. EACH YEAR, OUR AVID SITE TEAM COMPLETES A COACHING AND CERTIFICATION TOOL FOR THE AVID ELECTIVE AT THE SUMMER INSTITUTE. WE SET OUR ANNUAL GOALS THIS YEAR. OUR FOCUS ARE ON SYSTEMS AND CULTURE, SPECIFICALLY IMPROVING DATA DRIVEN PLACEMENT AND STRENGTHENING
133COLLEGE AWARENESS, FINANCIAL LITERACY, AND STUDENT AGENCY TO OPERATIONALIZE OUR DATA. AVID STUDENTS IN GRADES TEN AND 11 TOOK THE PSAT, AND EIGHTH GRADE STUDENTS COMPLETED A PRACTICE PSAT EXAM. [01:50:07] COUNSELORS AND AVID TEACHERS REVIEWED THE AP POTENTIAL REPORTS WITH STUDENTS TO GUIDE COURSE REGISTRATION, INCREASING THEIR ACCESS TO AP COURSEWORK. OUR SECOND GOAL IS CREATING A COLLEGE GOING CULTURE. ALL AVID SENIORS ARE EXPECTED TO APPLY TO AT LEAST ONE FOUR YEAR UNIVERSITY. STUDENTS RECEIVE CLASS PRESENTATIONS. COLLEGE CORNERS ARE PRESENT IN EVERY CLASSROOM, AND COLLEGE VISUALS ARE DISPLAYED AROUND CAMPUS TO BUILD AWARENESS OF POST-SECONDARY OPTIONS. WE ALSO EMPHASIZE STUDENT, AGENCY AND SERVICE. AVID STUDENTS COMPLETE ANNUAL SERVICE REQUIREMENTS BY SUPPORTING CAMPUS EVENTS AND PARTICIPATING IN COLLEGE LEARNING EXPERIENCE AS A PART OF OUR CURRICULUM. STUDENTS VOLUNTEER AT VARIOUS
134EVENTS THROUGHOUT THE SCHOOL YEAR TO EARN THESE SERVICE HOURS. THIS YEAR, STUDENTS VISITED A VARIETY OF LOCAL COLLEGES, INCLUDING CAL STATE, LONG BEACH, CAL STATE, LA, UCLA, USC, AZUSA PACIFIC, CONCORDIA, CAL STATE FULLERTON, AND WHITTIER COLLEGE. THESE FILLED LEARNING OPPORTUNITIES HELP MAKE POST-SECONDARY EDUCATION TANGIBLE, ACCESSIBLE, AND ACHIEVABLE. WE ALSO PROVIDE STUDENTS WITH THE OPPORTUNITIES TO VISIT VARIOUS COLLEGES OUTSIDE THE LOCAL AREA. VISITING COLLEGES OUTSIDE THE LOCAL AREA. BROADEN STUDENTS PERSPECTIVES, RAISES ASPIRATIONS, AND REINFORCES A COLLEGE GOING CULTURE BY SHOWING STUDENTS THAT HIGHER EDUCATION OPPORTUNITIES EXTEND BEYOND THEIR IMMEDIATE COMMUNITY. THE CORNERSTONE OF THE AVID ELECTIVE IS INQUIRY BASED TUTORIALS. THESE ARE STUDENT LED ACADEMIC SUPPORT SESSIONS THAT BUILD INQUIRY, COLLABORATION AND CRITICAL THINKING. EACH CLASS IS SUPPORTED BY FOUR AVID TRAINED COLLEGE TUTORS WHO FACILITATE TUTORIALS,
135MONITOR GRADES BI WEEKLY, AND SUPPORT ORGANIZATION THROUGH BINDER AND PLANNER CHECKS. LOOKING AT OUR STRATEGIC TIMELINE, WE HAVE ADMINISTERED OUR PSAT IN THE FALL AND SUPPORTED EARLY COLLEGE EXPLORATION. CURRENTLY, WE ARE USING AP POTENTIAL DATA DURING COURSE REGISTRATION. AVID APPLICATIONS ARE OPEN AND WE ARE HOSTING AVID FAMILY NIGHT NEXT WEEK ON FEBRUARY 25TH IN THE SPRING. STAFF WILL VISIT AVID SHOWCASES, CONDUCT WICOR WALKS, AND SUBMIT CERTIFICATION EVIDENCE IN MAY. WE WILL ALSO ATTEND THE SUMMER INSTITUTE IN AUGUST TO HELP PLAN FOR THE 2627 SCHOOL YEAR. OUR AVID SITE TEAM MEETS MONTHLY TO COLLECT EVIDENCE AND MONITOR OUR AVID IMPLEMENTATION IMPLEMENTATION. THIS TEAM INCLUDES AVID ELECTIVE TEACHERS OR AVID COORDINATOR, CORE CONTENT TEACHERS, ONE COUNSELOR, ONE ADMINISTRATOR, AND AVID TUTORS. OUR BENCHMARK OUTCOMES REMAIN STRONG. 67% OF OUR AVID
136STUDENTS HAVE BEEN ACCEPTED TO A FOUR YEAR UNIVERSITY. 93% OF OUR AVID SENIORS HAVE COMPLETED THREE YEARS OF MATH WITH A C OR HIGHER, AND 57% ARE ENROLLED IN AT LEAST ONE AP COURSE. 33% OF OUR OF OUR AVID STUDENTS PLAN TO ATTEND A FOUR YEAR UNIVERSITY, COMPARED TO 21% SCHOOL WIDE, AND 100% OF AVID GRADUATES PLAN TO PURSUE HIGHER EDUCATION. SINCE 2021, AVID AT BELLFLOWER HAS INCREASED ACADEMIC RIGOR AND STUDENT SUCCESS WHILE CLOSING OPPORTUNITY GAPS. 100% OF AVID HIGH SCHOOL STUDENTS ARE ENROLLED IN AN A THROUGH G COURSE SEQUENCE. 81% OF UPPER GRADE AVID STUDENTS ARE TAKING RIGOROUS COURSEWORK, AND STUDENTS BENEFIT FROM A 7 TO 1 STUDENT TO TUTOR RATIO. AVID AT BELLFLOWER DEMONSTRATES THAT RIGOR WITH SUPPORT WORKS AND IT WORKS FOR ALL STUDENTS. AS
137WE LOOK AHEAD AT OUR AVID NEXT STEPS, OUR FOCUS IS SUSTAINABILITY, COHERENCE AND IMPACT. FIRST, WE'RE EXCITED TO EXPAND AVID TO THE PRIMARY GRADES, LAYING A STRONG FOUNDATION EARLY IN A STUDENT'S EDUCATION JOURNEY. AT THE SECONDARY LEVEL, WE WILL CONTINUE TO IMPLEMENT AVID STRATEGIES SCHOOLWIDE. THIS BROAD IMPLEMENTATION IS CRUCIAL FOR CONSISTENCY AND SUCCESS ACROSS ALL SCHOOLS. WE WILL KEEP UP THE MOMENTUM WITH AVID DISTRICT DIRECTOR CHECK INS. THESE CHECK INS WILL ENSURE THAT OUR AVID IMPLEMENTATION REMAINS ON TRACK AND EFFECTIVE. WE BELIEVE THAT COLLABORATION IS KEY TO COHERENT IMPLEMENTATION AND THEREFORE WILL CONTINUE TO SUPPORT AVID DISTRICT LEADERSHIP COLLABORATION DAYS. THIS EFFORT INVOLVES PRINCIPALS AND AVID COORDINATORS WORKING TOGETHER TO MAINTAIN A RIGOROUS AND SUPPORTIVE ACADEMIC ENVIRONMENT. THIS WORK REINFORCES OUR COMMITMENT TO RIGOR WITH
138SUPPORT ENSURING AVID PRACTICES ARE EMBEDDED, [01:55:01] SCHOOLWIDE, AND NOT ISOLATED TO INDIVIDUAL CLASSROOMS. FINALLY, WE'LL SCHEDULE AVID WALKTHROUGHS WITH OUR IMPLEMENTATION STRATEGIST, WHICH WILL HELP US VALIDATE AND REFINE OUR PRACTICES. THESE WALKTHROUGHS ARE A VITAL PART OF OUR CONTINUOUS IMPROVEMENT PROCESS. THIS ENSURES AVID REMAINS A TRAJECTORY CHANGING FRAMEWORK THAT ADVANCES COLLEGE AND CAREER READINESS FOR EVERY STUDENT. TONIGHT YOU HAVE HEARD WHERE WE ARE AT CURRENTLY. THIS SLIDE SHARES OUR GOALS AND PLAN FOR SCALING THE AVID FRAMEWORK OVER THE NEXT FEW YEARS. THIS YEAR, OUR FOCUS IS ON THE INITIAL STAGES OF SHOWCASING WASHINGTON ELEMENTARY AND BELLFLOWER MIDDLE AND HIGH SCHOOL. WE AIM TO EARN SHOWCASE SCHOOL STATUS FOR BOTH WASHINGTON AND BELLFLOWER HIGH SCHOOL. THIS WILL BE A SIGNIFICANT MILESTONE DEMONSTRATING THE EFFECTIVENESS OF OUR EFFORTS AS WE
139MOVE INTO 2026 TO 2027. WE ARE COMMITTED TO FOCUSING ON WICKER STRATEGIES FOR ALL GRADES FROM PRE-K THROUGH 12TH GRADE TO ENSURE THAT EVERY STUDENT BENEFITS FROM THESE PROVEN INSTRUCTIONAL METHODS. THEN, FROM 2027 TO 2029, WE PLAN TO INCREASE AVID ELECTIVE OFFERINGS AT MAYFAIR MIDDLE AND HIGH SCHOOL AND CONTINUE TO DEVELOP AVID SCHOOL WIDE STRATEGIES AT. THIS WILL FURTHER OUR GOAL OF ACHIEVING SHOWCASE SCHOOL STATUS AND SCALING OUR FRAMEWORK TO SUPPORT ADDITIONAL SCHOOLS. BY MAINTAINING OUR FOCUS ON SUPPORTING THESE INITIATIVES, WE WILL SCALE AND SUPPORT ADDITIONAL SHOWCASE SCHOOL ACHIEVEMENTS, CREATING A ROBUST AND INCLUSIVE EDUCATIONAL ENVIRONMENT FOR ALL STUDENTS. THANK YOU FOR YOUR COMMITMENT AND DEDICATION TO MAKING AVID A SUCCESS ACROSS OUR DISTRICT. THANK YOU FOR YOUR FOR A PRESENTATION. IT WAS WONDERFUL. BOARD MEMBERS. I HAVE SOME
140QUESTIONS. OF COURSE. MY FIRST QUESTION, I GUESS, WOULD BE FOR RENEE. HOW MUCH DOES OUR AVID PROGRAM COST THE DISTRICT EACH YEAR? I CAN HELP RENEE OUT WITH THAT. AS FAR AS THE REQUIRED MEMBERSHIP COSTS IT'S ABOUT 5300 FOR SECONDARY SITES AND 3600 FOR ELEMENTARY. NEW MEMBERSHIP IS HIGHER. THE FIRST YEAR. BUT THAT'S THE MEMBERSHIP TO BE IN AVID. AND THEN OBVIOUSLY WE WOULD BE PAYING FOR PROFESSIONAL DEVELOPMENT AND GOING TO SUMMER INSTITUTES AND THOSE SORTS OF THINGS. DO WE HAVE A TOTAL ON THAT? I CAN TELL YOU, LAST YEAR'S SUMMER INSTITUTE, THERE WAS ABOUT 129 PARTICIPANTS ACROSS 12 DIFFERENT SITES, AND IT WAS AROUND $400,000. SO THAT WAS FOR SUMMER INSTITUTE. BUT IS THAT ALSO FOR MEMBERSHIP? FOR EVERYTHING? CAN I GET A TOTAL COST MEMBERSHIP FOR THE
141 LAST THREE YEARS WOULD BE AROUND $121,000. I GET IT, BUT A TOTAL COST FOR EVERYTHING WE PAY FOR AVID IN ONE YEAR. CAN I GET THAT NUMBER? WE CAN DO OUR BEST. I MEAN, WE CAN DO OUR BEST. THOSE NUMBERS, YOU JUST WANT IT FOR ONE YEAR. SO OF THE 25, 26 SCHOOL YEAR. I JUST WANT TO KNOW ABOUT HOW MUCH WE PAY FOR AVID IN A YEAR. YEAH. AND IF YOU WANT TO GIVE ME AN EXACT NUMBER, YOU CAN SIT ON THE FRIDAY MEMO. BUT I DID ASK THIS QUESTION A FEW DAYS AGO, AND I JUST WANT TO HAVE AN IDEA ABOUT HOW MUCH WE SPEND ON AVID. IF YOU'RE ADDING THOSE TOGETHER, YOU'VE GOT 427 PLUS THE 61. SO YOU'RE AT ABOUT $500,000. AND ADDING IN A COUPLE
142OF THE OTHER TRAININGS, I WOULD SAY ROUND ABOUT $600,000. OKAY. I HAD A QUESTION ON THE FIELD TRIPS. I KNOW THAT IT SAID THAT WE HAD 20, 26 FIELD TRIPS SCHEDULED. DO YOU KNOW WHAT THOSE FIELD TRIPS ARE OR WHERE THEY WOULD BE? THE LEARNING EXPERIENCES? YES, WE HAVE 35 DIFFERENT FIELD TRIPS HAPPENING AND THEY ARE ACROSS A VARIETY OF DIFFERENT CAMPUSES AND SCHOOL SITES HEADING OUT. SO I HAVE A LIST OF THEM. THERE ARE ONES LIKE CONCORDIA, PEPPERDINE USC, AZUSA, UCLA, CAL STATE, LONG BEACH CSU FULLERTON, LONG BEACH CITY COLLEGE, CERRITOS DOMINGUEZ HILLS. I JUST WHEN I LOOKED AT THIS AND IT SAID THE SCHEDULED TRIPS, I THOUGHT THAT THIS WAS ALL OF THEM. SO THERE'S MORE BECAUSE I EVEN MY NEXT QUESTION WAS WHY NOT LOCAL LIKE
143LONG BEACH FULLERTON, CAL STATE OKAY, SO THIS ISN'T ALL OF THEM. YEAH, THAT SLIDE IS JUST FOR BELLFLOWER. HI. GOT IT. OKAY ONE MORE QUESTION I HAD WAS OBVIOUSLY, AS A TEACHER, I KNOW THAT WHEN YOU START PUTTING MORE ON TEACHERS, YOU KNOW, THERE'S THAT WHOLE QUESTION. AND WE'RE ADDING QUITE A BIT OF, YOU KNOW, DIFFERENT STRATEGIES TO THAT. HOW ARE WE GOING TO ENSURE THAT WE'RE NOT PUTTING TOO MUCH ON TEACHER'S PLATE, OR DO WE PLAN TO REMOVE THINGS OR BECAUSE WE JUST STARTED CAPTURING KIDS HEARTS? WE'RE DOING, YOU KNOW, DIFFERENT THINGS. AND I KNOW AVID IS COMING TO SOME OF THE SITES. WHAT ARE WE DOING TO ENSURE OR BASICALLY MAKE OUR TEACHERS FEEL LIKE WE'RE NOT GOING TO ADD A WHOLE BUNCH MORE TO THEIR PLATE, AND THEY'RE GOING
144TO BE FRUSTRATED AND FREAKING [02:00:02] OUT. I THINK THE GOAL FOR US ALWAYS IS TO SEE HOW THINGS MARRY TOGETHER. SO CAPTURING KIDS HEARTS AND AVID TOGETHER, THEY THEY BUILD SO SIMILAR TO HOW MISS ARROYO SPOKE EARLIER, WHERE THEY DID A SORT OF AN INVENTORY OF THE STRATEGIES THAT THEY'RE ALREADY USING. AND HOW DOES THAT CONNECT WITH AVID? SO LOOKING AT WHAT THEY'RE DOING AND THEN BUILDING ON TOP OF THAT. SO THEY'LL TRY TO REFINE WHAT THEY'RE DOING TO MEET THE, THE AVID STRATEGY. BUT THAT'S ALWAYS OUR GOAL IS TO TRY TO REFINE WHAT WE'RE DOING, NOT ADD TOO MUCH ON. OKAY. AND I KNOW I'VE DONE IT FOR ABOUT FIVE YEARS AT MY SCHOOL, MAYBE MORE. I THINK IT'S A GREAT PROGRAM. THE LAST QUESTION THAT I
145HAVE IS THAT IF WE IF WE HAD A DISCUSSION OR IN THE FUTURE, WE THOUGHT ABOUT REMOVING BLOCK SCHEDULE, HOW WOULD WE BE ABLE TO INCREASE ELECTIVES FOR MAYFAIR? I KNOW THAT WAS ONE OF THE GOALS IS TO INCREASE ELECTIVES FOR MAYFAIR MIDDLE SCHOOL AND HIGH SCHOOL. HOW COULD WE DO THAT IF WE REMOVED A BLOCK SCHEDULE OR WHAT WOULD THAT LOOK LIKE? AND I THINK WHAT WE'RE LOOKING AT IS RIGHT NOW OUR SCHEDULE INCLUDES EIGHT PERIODS. SO I'LL TALK ABOUT IT IN PERIODS, BECAUSE I THINK WHAT WE'RE TALKING ABOUT IS MOVING. IF WE MOVED FROM 8 TO 6, POSSIBLY OR LESS PERIODS WE COULD STILL INCREASE THE ELECTIVES, BUT THEY WOULD BE IN COMPETITION WITH OTHER THINGS. SO THERE'S A POSSIBILITY FOR IT STILL TO INCREASE. OKAY.
146THANK YOU. COOL. SO I DON'T KNOW. MY COLLEAGUES KNOW A LOT MORE ABOUT THIS STUFF THAN I DO. BUT I DID GO. I WAS ABLE TO SHADOW DOCTOR MORGAN OVER AT MAYFAIR HIGH SCHOOL AND POP INTO A COUPLE OF THE CLASSROOMS. I WAS REALLY IMPRESSED. I DO HAVE A QUESTION ON THE THE CLASSES HAVE SMALLER RATIOS OR IS THAT JUST THE ELECTIVES? NO, I DON'T BELIEVE THEY HAVE SMALLER RATIOS. YOU CAN COME UP IF YOU'D LIKE TO. DOCTOR, I ALREADY GAVE YOU THE DOCTOR TITLE. CASTANEDA. BUT NO, IT'S NOT A SMALLER RATIO. THERE ARE TUTORS IN THE CLASS, AND SO THAT'S WHAT DECREASES THE RATIO. YEAH. SO IT'S STILL AT THE REGULAR RATIO AS EVERY OTHER SECTION AT THE HIGH SCHOOL. SO I MEAN 29 TO 40 WITHIN THAT RANGE. AND SO
147AS BONNIE JUST MENTIONED, THE AVID TUTOR TO STUDENT RATIO DOES BRING IT DOWN TO 7 TO 1. SO THEY DO TUTORIALS, YOU KNOW, TWO TIMES A WEEK. AND SO THAT ALLOWS THEM LIKE TODAY WE WERE ABLE TO WALK THROUGH AT BELLFLOWER HIGH SCHOOL WITH THE AVID IMPLEMENTATION STRATEGIST. AND THEY WERE IN FOUR DIFFERENT GROUPS. AND SO THERE WERE ABOUT 4 TO 5 STUDENTS IN EACH GROUP WITH A TUTOR. AND THEN THE TEACHER WAS ABLE TO POP IN AND FACILITATE TO EACH OF THE GROUPS. OKAY. NICE. YEAH, I THOUGHT I SAW SOMEWHERE LIKE IT HAD LIKE A 12 RATIO, BUT. WE SHOULD HAVE THESE NUMBERED HE'S. GOT IT. THANK YOU. DOCTOR. THE SO TO GET IN THE PROGRAM, BECAUSE IT SOUNDS LIKE THE, THE SUCCESS METRICS ARE THERE. SO WHY
148NOT JUST HAVE EVERYBODY DO IT? IS THERE THERE'S A A ELIGIBILITY. WHAT IS THAT LIKE HOW DOES IT HOW DO WE SELECT IT. BECAUSE ONE THING WITH LIKE THE LIKE IF THOSE KIDS ARE ALREADY LIKE TESTING HIGHER THAN, SAY, OTHER KIDS, THEN IT KIND OF SKEWS HOW GREAT THAT IS. SO LIKE, I'M JUST CURIOUS, LIKE THE OPPORTUNITY. IT'S A GOOD QUESTION. ACTUALLY, THERE IS A CRITERIA FOR WHAT DEFINES AN AVID STUDENT, A STUDENT IN THE MIDDLE AND THE ACADEMIC MIDDLE. AND IT'S USUALLY YOUR STUDENTS WHO ARE AVERAGING C'S AND D'S BUT HAVE THE POTENTIAL AND CRAVE THAT YOU KNOW, THE ABILITY TO PURSUE HIGHER EDUCATION OR BE COLLEGE AND CAREER READY. AND SO THERE'S AN THERE IS AN APPLICATION PROCESS BECAUSE ONE OF THE CORNERSTONES OF AVID
149IS THAT THE STUDENT NEEDS TO BE WILLING IN THE PROGRAM. AND SO, JUST FOR EXAMPLE, AT BELLFLOWER, WHEN WE STARTED IN THE SEVENTH AND NINTH GRADE, WE HAD STUDENTS WHO APPLIED THAT WERE IN THE SIXTH GRADE TO GO INTO THE SEVENTH GRADE COHORT. AND THEN WE HAD EIGHTH GRADE STUDENTS WHO APPLIED TO GO INTO THE NINTH GRADE. AND SO THOSE STUDENTS FILL OUT THEIR APPLICATION. THEN THERE'S AN INTERVIEW PROCESS. AND SO THEN WE TALK TO THEM ABOUT, YOU KNOW, WHY THEY WANT TO BE PART OF THIS PROGRAM. ARE THEY READY TO COMMIT. AND THEN THEY GET ACCEPTED. AND THEN THERE'S USUALLY A WAITING LIST FOR STUDENTS WHO WANT TO PARTICIPATE. AND IF THERE'S ROOM, USUALLY STUDENTS THAT MOVE OUT OR THINGS LIKE THAT, THAT MAYBE IT'S
150NOT A GOOD FIT FOR THEM. AND THEY DECIDE THAT THEY YOU KNOW, DON'T WANT TO PURSUE, WHICH IS VERY MINIMAL. AND USUALLY THERE'S A PROCESS TO, YOU KNOW, FOR THEM TO EXIT. IT'S NOT SOMETHING THAT THEY CAN JUST DROP BECAUSE WE WANT TO MAKE SURE WE CHECK IN ON THEM. YOU KNOW, BECAUSE ULTIMATELY THEY MADE A COMMITMENT INITIALLY. SO BUT THE CRITERIA FOR STUDENT IN THE ACADEMIC MIDDLE C'S AND D'S USUALLY THAT MAYBE AGAIN, THEY STRUGGLE IN LIKE, ENGLISH AND MATH BUT NEED ADDITIONAL SUPPORT. AND THEN THAT'S WHERE LIKE THAT EXTRA FACILITATED TUTORIAL SUPPORT AND ADDITIONAL ADULT TO STUDENT RATIO HELPS. [02:05:05] OH I SEE. SO IT'S IT'S NOT LIKE THE A'S AND B'S THAT ARE OKAY. NO. AND THE GOAL IS FOR THEM TO EVENTUALLY
151BE THOSE STUDENTS AND EXPOSE THEM AND HAVE THEM TAKE AN ADVANCED COURSEWORK. SO WHAT MICHAEL WAS REFERRING TO WITH STUDENTS TAKING AP AND DUAL ENROLLMENT, FOR A LOT OF THEM, THE FIRST TIME, THEY WOULD HAVE PROBABLY NOT HAVE TAKEN AP OR DUAL ENROLLMENT OR CTE FOR THAT, BECAUSE AVID CONSIDERS CTE AS A COURSE OF RIGOR THROUGHOUT THEIR SCHOOL EXPERIENCE, AND SO AVID REALLY HAS GIVEN THEM THAT FOUNDATION TO BE ABLE TO JUMP INTO THAT HIGHER LEVEL. AND SO THAT ACTUALLY HAS ATTRIBUTED TO A HIGHER NUMBER OF STUDENTS IN AP AND ADVANCED PLACEMENT AND DUAL ENROLLMENT AT THE SCHOOL. AND WE'LL WE WILL SEE THAT EVENTUALLY AT MAYFAIR AS THE COHORT STARTS GROWING OVER THE YEARS AS WELL. AWESOME. I DID NOTICE ON ONE SIDE IT SAID 90% OF STUDENTS EXPECT
152THAT STUDENT TO APPLY TO A FOUR YEAR, BUT IT SOUNDS LIKE IT'S COLLEGE AND CAREER READY. SO HOW MUCH OF IT'S DRIVEN TOWARDS COLLEGE AND, YOU KNOW, IT'S IT'S BOTH AVID HAS DONE A LOT OF WORK TO NOW OPEN IT AND BE MORE COLLEGE AND CAREER READINESS BECAUSE OF THE FACT THAT A LOT OF HIGHER EDUCATION INSTITUTIONS TWO YEARS AND FOUR YEARS HAVE EXPRESSED THAT STUDENTS, EVEN THOSE THAT ARE AT THE HIGHEST LEVEL, ARE ADVANCED. STUDENTS SOMETIMES ARE LACKING THAT CAREER AWARENESS AND CAREER EXPLORATION BECAUSE THEY'RE FOCUSING ON THOSE CLASSES, GETTING THOSE A'S AND B'S, GETTING TO USC OR BERKELEY OR WHEREVER, BUT THEY'RE NOT REALLY THINKING ABOUT WHAT MAJOR OR WHAT PROGRAM OR WHAT CAREER THEY WANT TO GO INTO. AND SO AVID HAS DONE A LOT OF WORK TO SHIFT
153NOW TO COLLEGE AND CAREER READINESS. SO THERE'S A LOT OF CAREER READINESS UNITS AND ACTIVITIES AND LESSONS THAT ARE EMBEDDED IN THE ELECTIVE. AWESOME. AND WOULD EXPLAIN TO YOU REAL FAST ONE THING. SO JUST KIND OF HOW DO YOU HAVE YOUR AVID CLASSES, BUT THEN YOU MIGHT HAVE LIKE SCHOOL INITIATIVES THAT THE WHOLE SCHOOL FOCUSES ON. LIKE FOR INSTANCE, WE DO PLANNER CHECKS. EVEN IN PE, WE ALL HAVE COLLEGE BOARDS OR THERE MIGHT BE ROOM ENVIRONMENT REQUIREMENTS. SO IT'S NOT JUST THE CLASSES, IT'S THE INITIATIVES THAT YOUR SITE DECIDES TO WORK ON AND THEN EVERYONE WORKS ON THOSE, IF THAT MAKES SENSE. IT DOES. I JUST WANTED TO TELL YOU THAT. SORRY. THANK YOU. ONE MORE QUESTION ON THE THE KIND OF GOES BACK TO THE COST.
154SO, LIKE THE TUTORS IN THE CLASS. WHO PAYS FOR THE TUTORS? THE SITE USING THEIR SITE FUNDS. SO AT BELLFLOWER. AND THE TUTORS ARE USUALLY RIGHT NOW THERE AT BELLFLOWER. I KNOW MAYFAIR IS TRYING TO GET SOME TUTORS AS WELL, BUT IT'S A SITE COST SO SO THOSE THOSE TUTOR COSTS KIND OF WORK INTO KIND OF WHAT BOARD MEMBERS DO WERE SAYING LIKE WHAT THE ANNUAL COST OF A PROGRAM LIKE THIS IS TO RUN THAT WAY. WE CAN LOOK AT WHAT IT WOULD COST TO EXPAND IF WE KNOW ALL THOSE OTHER COSTS. WE CAN LOOK AT THAT. YES. YEAH. ABSOLUTELY. OKAY. AND I WAS JUST GOING TO ADD TO WHAT YOU KNOW, BOARD MEMBER STEWART WAS MENTIONING. SO ONE OF THE OTHER THINGS AND WHY WE'RE TRYING TO
155SCALE SCHOOL WIDE, THE IMPORTANCE IS BECAUSE THESE AVID STUDENTS ARE IN OTHER ENGLISH, MATH, SCIENCE, HISTORY COURSES. AND SO ONE OF THE THINGS THAT WE'VE WORKED REALLY HARD AT BELLFLOWER AND MAYFAIR IS LAUNCHING THAT RIGHT NOW. AND THEN OBVIOUSLY ALL OF OUR ELEMENTARY SCHOOLS ARE EMBARKING ON. THAT IS THE COMMON LANGUAGE. AND SO REALLY TALKING ABOUT THAT WAY, THOSE COMMON STRATEGIES, COMMON LANGUAGE IS BEING UTILIZED ACROSS THE BOARD, AT LEAST AT THE HIGH SCHOOL. BECAUSE LIKE TODAY, FOR EXAMPLE, WHEN WE WENT ON OUR WALK YOU CAN TELL THAT THE STUDENTS WERE ABLE TO PULL THEIR FOCUS NOTES THAT THEY TOOK IN MATH, AND THEY WERE WRITTEN SIMILARLY TO HOW THEY'VE BEEN SHOWN IN AVID. AND SO THAT IS HELPFUL BECAUSE THEN YOU KNOW, USUALLY WHAT HAPPENS IS EVERY
156TEACHER OR EVERY DEPARTMENT HAS THEIR OWN SYSTEM OR THEIR OWN WAY. AND SO THIS IS REALLY A FRAMEWORK FOR US TO BE ABLE TO HAVE CONSISTENCY ACROSS THE BOARD. NICE AND LAST COMMENT. I KNOW LAST YEAR I WAS A PART OF CONVERSATIONS ABOUT AND I HAD TO LEARN A LOT ABOUT THE DIFFERENCES BETWEEN THE TWO, BUT THERE WAS A PROGRAM CALLED GEAR UP. I FORGOT WHO WAS IN THAT MEETING, BUT IT WAS LISA. FORMER SUPERINTENDENT ACEVEDO WAS IN THE MEETING. I WAS IN THE MEETING, AND IT WAS WITH PARTNERSHIP WITH LONG BEACH CITY COLLEGE. AND FROM WHAT I UNDERSTAND, LIKE THAT TYPE OF GRANT PROGRAM WOULD ACTUALLY HELP WITH WHAT WE'RE DOING WITH AVID AS FAR AS LIKE THOSE WRAPAROUND SERVICES AND HELPING WITH THAT COST. SO WE COULD
157DO MORE WITH IT IF IT'S SOMETHING WE COULD LOOK INTO. I KNOW LAST YEAR IT WAS A TIMING THING. WE KIND OF CAME IN RIGHT AT THE THE END OF THAT GRANT AND IT WAS TOO FAST. BUT HAVE THERE BEEN ANY CONVERSATIONS SINCE THEN? DO YOU KNOW OF OR DOES ANYBODY KNOW ANYTHING ABOUT GEAR UP. SO JUST A BRIEF ONE WHEN CERRITOS REACHED OUT AT THE END OF LAST YEAR. BUT IT WAS ALSO SOMETHING IT WAS TIMING ON THEIR END THERE WHERE THE DEADLINE WAS LIKE JUNE 30TH, I BELIEVE, AND I THINK THEY REACHED OUT TO US LIKE MID JUNE. SO IT WAS BY THE TIME WE REACHED OUT AND SAID THEY SAID IT WAS TOO LATE TO SUBMIT AN APPLICATION. [02:10:03] BUT IDEALLY, IF WE DO
158HAVE THE OPPORTUNITY TO PARTNER WITH FOR GEAR UP GRANT, THAT WOULD ACTUALLY BE GREAT BECAUSE THEN IT SUPPLEMENTS. AND SO THE ONE THING WITH GEAR UP IS THAT IT IS FOCUSED WITH ONE SPECIFIC COHORT AND IT FOLLOWS THEM. BUT IT WOULD BE GREAT FOR THAT ONE COHORT TO JUST HAVE THOSE SUPPLEMENTAL RESOURCES. WELL, I THINK THAT'S WHAT MAKES US SUCH A GREAT CANDIDATE, RIGHT. BECAUSE THEY TYPICALLY THEY HAVE TO WORK WITH A MIDDLE SCHOOL AND A HIGH SCHOOL. BUT WITH US, WE'RE UNIQUE IN THE WAY WHERE WE COULD USE OUR STRUCTURE AS A, AS A, YOU KNOW, IT DEFINITELY MAKES US MORE APPEALING TO WORK WITH. SO I THINK IT'D BE I THINK IT'D BE GREAT. ABSOLUTELY. THANK YOU. DOC. I JUST HAVE ONE QUESTION
159ABOUT THE BECAUSE YOU MENTIONED THAT THE CRITERIA FOR AVID OR WHAT THEY'RE LOOKING FOR IS MORE OF THE ACADEMIC MIDDLE. AND THEN TO PIGGYBACK OFF WHAT VICE PRESIDENT CRITCHFIELD SAID, WHAT ABOUT THE THOSE A'S AND B'S STUDENTS LIKE, WHAT ARE THEY? IS THAT JUST A FLAT OUT REJECTION FROM AVID IF THEY WOULD EVER APPLY, OR IS THERE OTHER PROGRAMS FOR THEM? GOOD QUESTION. SO NO, IT'S NOT A FLAT OUT. I THINK IT'S MORE ABOUT THAT'S THE REASON WHY THERE'S AN APPLICATION PROCESS AND THERE'S AN INTERVIEW BECAUSE SOMETIMES THERE ARE STUDENTS THAT MAYBE IT GRADES DON'T TELL THE FULL STORY AND THAT GOES FOR ANY CASE. AND SO THAT'S THE REASON WHY THEY END UP DOING INTERVIEWS. SO POTENTIALLY THERE MAY BE SOME STUDENTS WHO ARE A AND B STUDENTS.
160THEY'RE REALLY HARD WORKERS, BUT THEY STRUGGLE IN SOME SUBJECTS AND NEED SPECIFIC SUPPORT. AND SO THAT'S WHERE THE AVID COORDINATOR AND THE AVID TEACHERS WHO ARE INTERVIEWING THE STUDENTS REALLY DIG INTO THE THEIR DATA TO SEE HOW HOW THEY CAN BE SUPPORTED AND HOW THEY CAN BENEFIT FROM AVID. BUT BOTH SCHOOLS REALLY HAVE OTHER PROGRAMS THAT ALSO BENEFIT THOSE STUDENTS. YOU KNOW, AT BELLFLOWER, THEY HAVE APEX FOR STUDENTS WHO MAYBE ARE HIGH ACHIEVERS AND WANT TO PURSUE THAT ROUTE. AND SO THEY TAKE OBVIOUSLY THE ADVANCED LEVEL COURSE COURSEWORK. MAYFAIR HAS A SIMILAR PROGRAM CALLED MAP, THE MAYFAIR ACADEMIC PROGRAM. AND SO SIMILARLY, THAT'S FOR THOSE HIGH ACHIEVING STUDENTS WHO WANT TO TAKE THAT EXTRA LEVEL. AND THEN BOTH SCHOOLS NOW HAVE THE OFFERED THE EARLY COLLEGE ACADEMY. AND
161SO STUDENTS THERE'S A NEW COHORT THAT JOINS. I WAS JUST AT MAYFAIR TWO NIGHTS AGO FOR THEIR KICKOFF FOR THEIR INFORMATION NIGHT. AND SO THERE WAS A LARGE TURNOUT FOR THAT. AND SO STUDENTS HAVE THE ABILITY TO TAKE THOSE DUAL ENROLLMENT COURSES EMBEDDED DURING THE DAY WHICH IS REALLY NICE DUE TO OUR SCHEDULE. AND SO THEY CAN COMPLETE 43.5 UNITS BY THE TIME THEY GRADUATE. SO THERE'S MULTIPLE OPPORTUNITIES. I THINK WITH AVID, IT JUST PROVIDES THAT ADDITIONAL SUPPORT FOR THOSE STUDENTS IN THE ACADEMIC MIDDLE WHO YOU KNOW, YEARN TO, TO DO SOMETHING AFTER HIGH SCHOOL BUT NEED THAT SUPPORT. THANK YOU. I JUST WANT TO SAY I CAN ATTEST TO THE EFFECTIVENESS OF AVID. MY KID WENT THROUGH IT, AND YOU GUYS REALLY DID GIVE HER THE
162SUPPORT THAT SHE NEEDED. AND IT'S IT'S TOUGH. I MEAN, EVEN WHEN, YOU KNOW, SHE SHE THOUGHT SHE WAS FAILING. SHE GOT THAT EXTRA SUPPORT BECAUSE, YOU KNOW, SHE WAS THAT HIGH ACHIEVER. I MEAN, THEY, YOU KNOW, CHILDREN THAT ARE HIGH ACHIEVING DON'T THINK THAT THEY THAT THEY DON'T STRUGGLE. THEY STRUGGLE TOO. AND SO I JUST AGAIN, THANK YOU. THANK YOU ALL FOR THE SUPPORT THAT YOU GAVE HER. AND YOU GUYS KNOW WHERE SHE IS. SO SO YEAH. CONTINUE TO AND I'M EXCITED THAT YOU GUYS HAVE BROUGHT IT DOWN TO THE TC LEVEL. I'M LIKE, OH WHAT CAN I DO. YOU KNOW. SO ANYWAY, I'M EXCITED. ESPECIALLY IF YOU CAN HAVE A KID IN IN THIS PROGRAM TO SEE WHERE THEY END UP THAT, YOU KNOW, LIKE THAT
163LEGACY STARTING AT ERNIE POWELL AND ENDING AT, YOU KNOW, BELLFLOWER, THIS IS GOING TO BE EXCITING. THIS IS GOING TO BE EXCITING. SO THANK YOU FOR YOUR HARD WORK AND YOUR SUPPORT. BEFORE WE END TONIGHT, I JUST WANTED TO THANK THE TEAM THAT CAME TONIGHT. I APPRECIATE THE TIME THAT YOU SPENT SHARING YOUR JOURNEYS WITH OUR BOARD. I THINK IT'S IMPORTANT FOR YOU TO SEE A SHOWCASE OF OUR SCHOOLS THAT HIGHLIGHTS WHAT ALL OF OUR SCHOOLS ARE ON THE PATH TO DO. SO I JUST WANTED TO PUBLICLY THANK YOU GUYS FOR COMING AND SHARING YOUR EXPERIENCES. THANK YOU SO MUCH FOR THOSE PRESENTATIONS. THEY'RE WONDERFUL. ANY OTHER QUESTIONS? BOARD MEMBERS? THANK YOU. OKAY, SO NOW THAT WE ARE DONE WITH ALL THOSE PRESENTATIONS IF THERE IS NO
164OBJECTION, [02:15:03] THIS MEETING IS ADJOURNED AT 8:47 P.M. UNTIL THE REGULAR BOARD MEETING TO BE HELD ON THURSDAY, FEBRUARY 26TH. HAVE A NICE EVENING. * This transcript was compiled from uncorrected Closed Captioning.