Azusa Unified School District Board Meeting - November 2, 2021

001must try to not hear good evening everyone thank you guys for coming to our regular board meeting today's the today is november 2nd and um welcome to everyone who is here in person and online our mission the isuzu unified school district equips every student with the knowledge and skills for college and career readiness to fulfill their purpose and positively impact society when the public wishes to address the board of education of an agenda item they may fill a blue card and at the podium or raise their hand while they're in zoom attendance the board of education will take the blue cards request first followed in order by speakers at the podium and then those in the zoom attendance board members are not permitted to respond to public comment remember the staff will contact you if

002more information is needed thank you all for your participation and translation services are available to the public thank you all for being here we'll go ahead and start our open session with 4.1 our black salute do we have melody galastia from least full here hello we're ready when you are you can go ahead and start whenever you're ready pledge of allegiance gradually i pledge of allegiance to the flag of the united states of america to the republic for which it stands one nation under god indivisible with liberty and justice for all you may be seated thank you so much melody for leading us in our flags today what grade are you in melody i'm in fourth grade fourth grade awesome and who's your teacher miss lopez awesome awesome well thank you so much for joining

003us tonight and thank your parents for logging you on we really appreciate you being involved in our school board meetings have a great evening make sure to do your homework okay bye next we'll go ahead and move on to 4.2 row call we have board member who's gonzales present we have board member career here board member beau yeah board member yolanda uh rodriguez pena here and borden varianas i am here there's five of us we can go and can i please get a motion to approve 4.1 approval of the agenda second heavy first by board member career we have a second by board member rodriguez pena we can go ahead and ask for both let's go ahead and move to a hand vote we'll go ahead and start with board member grier yes board member

004cruz gonzalez yes board member beau yes and board member rodriguez pena and board member ariana's that is five zero and it moved we'll go ahead and move to 5.0 uh report action of closed session matters there is none which leads us to our 6.1 public comment on agenda or non-agenda items miss hope near is do we have any blue card actually do we have anybody in the audience that would like to pull those are got it thank you for that we'll go ahead and start with terry monharas thank you esteemed board members superintendent ortega cabinet and student board member for allowing me to speak tonight on behalf of teachers at ellington tk8 there are a lot of our people and even a student night my name is terry monteraz and i'm the resource teacher at

005ellington your task to determine the future of our district is almost overwhelmed and after listening to the prior board meeting a task that requires countless hours especially i appreciate that you are taking the time to delve into the many components of your imminent decision and are asking questions gain clarification when i saw the models presented at the last board meeting it was heartbreaking to not see ellington as one of the schools listed to remain open although i did hear later in the meeting that the schools listed were not necessarily the actual schools to stay open i would like to share thoughts on why ellington is essential to azusa unified ellington was the first school to become a tk8 school with the leadership from our principal at the time and the support of our district our

006school moved over the next three years to become a tk the eighth grade school the district spent hundreds of thousands of dollars to build a new middle school wing so that students from tk-6 would not mix with the older students our staff experienced first hand the bumps in the road adjustments that had to happen and the learning curve that went along with this major thing we were able to recruit willing teachers who were open to and came to support our vision and our community welcomed the chain one of our main goals was to keep students appropriately young why begin the entire process again at another site when ellington is already drawing students if ellington is closed we believe that many of our students would be drawn to covina's pool ellington and the surrounding neighborhood are

007located very near los palmas middle school and merwin elementary school in covina having ellington as a choice for these students who technically live outside azusa benefits ausd as they begin their education at ellington and then move on to ghs rather than north carolina finally parents want their students to attend ellington as of today we have 120 students on transfer who want to come to ellington that's 33 of our 33 percent of our population students who choose to leave their home school to come to our tk-8 school what happens at ellington is unique having students for 10 years at the same school allows the staff to get to know the students and their families to develop lasting relationships that enable us support to support students and their family the goal of keeping students appropriately young is

008evident every recess and lunch as students in middle school play basketball go on the swings or play soccer at recess since the sixth year existence of our middle school there has been only one fight can other middle schools say that our students and staff have created an interwoven sense of community a sense of belonging and a sense of acceptance to quote our new principal adrian acosta there is something special here at ellington you can just feel it when you step onto the camp our teachers are experienced work well together and provide a solid foundation for our students as you continue to discuss the future of ausd please consider keeping ellington tka a choice for parents and family thanks next we have mr ron tressel but i made it here on sound coming from basketball high

009school uh good evening board members superintendent and assistant superintendent and is ron tressel i'm a future class nice moscow coach for breakfast there are several concerns that i have that have come up in previous port the first concern is that it seems to me and not only to me but other teachers on our campus that our high school students have been given a poor reputation i know parents have been concerned about the school reorganization and about middle school students being placed on the same campus as high school there are concerns that their children who are in middle school might interact with those they're in the high school and that middle school students may be poorly influenced by high school students i feel as if high school students have been made out to be the boogie

010and this is shameful we should never put the kid in that position it's one thing for decisive teachers criticize administration criticized board member can't do it for a kid all right they've gone through way too much in the past two years for people to come down on them so please i would ask that this doc and the board would stop this as well i can say that from first-hand experience from working with high school students that they are great kids who want to learn and have goals of what they want to do and be after they graduate from high school instead of fearing the exposure to the high school setting we should be embracing the opportunities that students will have access to on a high school campus my second concern is what was stated by

011board member cruz at the last meeting he stated that parents are sick of the way our kids are educated this comment was unprofessional and board member crews should apologize for these comments our teachers have worked long hours because we want to give our students the best quality education that they deserve these two paths these past two years have been tough on everyone but even though kobe took us out of the classroom last year there are many success stories our teachers and our students have enjoyed being back on campus this school year yes there has been areas where we had bring our students up to speed but as teachers and students have shown if you have the resources and resolve anything can be achieved my next concern is that we take a deep look into the

012pros and cons of the iv program now i'm a father of a student who went to the eye program at south hills high school he got a lot out of it he enjoyed being in the program and he said that it prepared him rigorous apology on the other hand unlike ap classes he was not able to transfer over his iv credit because many colleges do not accept ib credit the ib program costs a lot of money with very little return and very low student enrollment for those for but for those students who are in the ib program it will improve their writing math thinking and communications i just want to make sure that you take an overall view of the ib program all right laughs i know the school board's decision about the reorganization process

013it's a tough thing all right i don't envy i really don't it's a tough position to be in okay and i know that you know it looks like your course may be going toward towards a one high school camp what i would hope is that you don't make glass stone into an art pattern i think if you're gonna pull the band-aid off hold it up keep all the students on one campus so that students have people access educational and sports thanks very much next we have mr bob uh polar on zoom can you hear me yes sir oh um good evening everybody um i am uh here tonight because uh i was asked by a colleague to come and say a couple words about the ib program um uh this is a tough time for

014us it's a very difficult time for the school board making these difficult decisions uh about what's gonna happen in the near future with our us with our schools as you're making those decisions uh and i think i've had a conversation with almost every one of you individually about the strengths and the rigors of the ib program i'd like for you to actually consider expanding it and as you're making these decisions about whether we're one high school two high schools nine to twelve or seven to twelve um i just want to share with you that if we could consider bringing in an nyp a middle years program and a pyp a primary years program um both of those programs would help uh in many ways i think one way would help make us more attractive on

015a personal note i think i've shared my personal story with several of you individually that my children were going to the elementary school at the end of my street and i approached that district and asked to bring a pyp program in they did not so i pulled my children out of that district and brought them to a different district so they could have the pyp program i watch the change in my children uh and watch them grow and develop and uh all that they learned and i would base a lot of that on the the pyp program that that school had if we had an nyp program it would better ready our students for the ib program the diploma program we have the high school and more so than even that the mip program is

016for the entire school it's not a school inside of a school where it would affect all of the students and would help prepare them for any track that they do whether it's an ib track whether it's a engineering pathways track a medical pathways track whatever their goals are the nyp would help them be ready for that so this is probably wasn't even the appropriate time for this you have a lot of other big things on your hand on your menu tonight um but i just wanted to bring this in and say these words and if you want more clarification on anything i'd be happy to present to the board at some point in the near future or the distance future thank you mr buckler seeing that there's no more cards or anyone on zoom raising

017their hand we'll go ahead and move to 7.1 comments reports and requests by the board of education we'll start with board member bo thank you uh no comments from me tonight board member uh bruce gonzalez thank you um i have no comments either thank you remember rodriguez pena hi good evening everyone and uh today is the dia de los muertos it's a celebration of life and death remembrance of friends and family members who have passed away um i was going to report that i went to blackstone high school the the um spot admission day where high school seniors were able to speak to counselors one-on-one from azusa pacific university grand canyon laverne and the california baptist university they had their transcripts with them so they're able to you know show the countries and let them

018know which high schools excuse me which colleges were they were able to attend and they signed them up right in the spot i was so proud to see one of our students from uh glaston high school uh this young man i'm sorry mr ortega i believe his name is or artiega um anyways he was a student from glaston he was actually from grand canyon university uh uh speaking to the students uh i guess he seemed like he worked there at grand canyon so i was very proud to meet him um doing doing that job i went to slaughter middle school to be a judge on say no to drugs door contest the celebration was the red ribbon week and all the classroom did a fantastic job all the students and staff they were very creative

019it was very hard to select the out of 16 we're only able to slip first and second place winners so i want to thank the principal miss walker and the asb president hunter for inviting me i am i wanted to think together lights on after dark at powell elementary and central middle school at pal we took a tour to the classrooms and we see what the students were doing um i think it was the third or fourth grade the students were making little chains on a little kick where mache saying what are five things that you like about yourself and i thought that was quite interesting so some kids well you know i'm a good reader or i'm i'm uh what do you say i'm a good cat header or something but it was just

020cute how they were able to use their creativity on what they do best and some you know i'm good at basketball and i think it's great but we also went to the um the tk the etk to first grade class and they were making puppets and that's another thing what do you want to be when you grow up this little boy had a little puppet bag that had like m and i said where do you want to be he goes well i want to work at mcdonald's so you know i i think it's really good that they're so young and we put this in their mindset so young to know what they want to be when they grow up and that's through the work towards um my granddaughter you know i say this all the

021time but she was in the camp program at murray fourth grade and she said i'm gonna be going to apu being in the champ program so my daughter and i are like oh okay okay veronica you know here you will well make a long story short she did get a scholarship for apu because she strived and she knew what she had to do to be there volunteer her time keep her grades up and now she's at usc so um also at central middle school i went to um their after school program and those students are painting pumpkins including myself i painted a pumpkin and they had canvas art chalk art and the boys are playing a three-on-three basketball i went to glaston high school the broadway beach it was a beautiful evening um outside the

022weather was perfect it was a it was a full house but um the students were singing from the district elementary chorus the bravo slauson chorus bloodstone vocal music and i always enjoy listening to the kids and seeing them um singing believe it they were all singing with masks on and they were outside and we heard him beautifully um so we have many talented students i wanted to thank director music director jade clabasil and mary turner and then i went to murray school and slosted middle school for the um following parade and it was quite interesting you know the students had a great time i didn't recognize this florist for a while after she was just so beautiful she started talking i'm like who is that because we're wearing our mask on top of our costume

023but the students had had a great time it was nice that we were able to do that for the students this year um there was no parents involved but there were students there and that's what we're here for to be sure that the students you know felt that they were celebrating and wearing their costumes it was really nice so um i went to the deal de los muertos today at central school and they had a really beautiful string there that had employees that passed away from missoula unified and i want to thank the parent maria morito for inviting me thank you very much good evening everyone i just want to uh the only comment i have i just wanted of thank you out to just the number of community members who have reached out in

024regards to the the school reorganization process just the just the perspectives just the insight opinions that have been shared it it helps us to make better and more informed decisions when we hear from from you all so as we're continuing to have these conversations i i want to encourage all of you out there to continue to keep the emails coming in the text messages the phone calls i'm grateful for for the uh just community participation from from everybody and know that um that we hear you that this is a weighty process but that we hear you all we're grateful for good evening i would like to thank our principals at the different school sites where you guys brought some you know some normalcy to our kids um i know my own kids were super excited

025about getting dressed and even though they didn't have a um a parade like they normally do they were so excited to go see what their with their friends were going to be dressing as like that's it that's halloween for them you know for my youngest daughter she didn't care about trick-or-treat he just wanted to see what other people were wearing and that just made her friday saturday and sunday just it was so excited and so i want to thank you guys you know for for doing that and and the kids you know lifted the kids spirit little things just you know now as they're moving into the holidays and i know that we're still here with kobet but being you know being able to provide that is is such a gift to these kids to

026our kids right with mental health our kids have been indoors for two years you know we we didn't go trick-or-treating this is the first time it's like how do you drink a tree or you know do we wear a mat and so we did you know with precaution and stuff but i i just want to thank you guys and for this the teachers wow thank you for having them all day with their costumes they're probably like picking at it taking it off i yeah and thank you for that and um and thank you for not giving them candy mine would love it but i said none at school thank you for that and welcome to november and here we are and yes we are we're having conversations um important conversations and important conversations that should

027be had and we are having them now and i don't know if you guys um heard last week we we have moved our decision on to december 21st that is on tuesday we will be having special meetings um to be discussing facilities programs and budget right and so i welcome you guys to come to all these special meetings we will start some of it tonight um but we will be having at three or four meetings um before we make our decision and again i i would like to echo the the sentiment of of your expression and and what we're doing um moving forward with this and you guys are right this is this is not an easy and easy task for anyone you know and whether you just moved into the district whether you just

028got hired by the district right or whether we've been here for 45 years right it's still not easy but thank you guys for your support we'll go ahead now and move to our comments and reports by our student board members we'll go ahead and start with miss annette camacho this is 8.1 i do not see annette on using iphone okay go ahead and move to miss hannah hamilton good evening award um our next class competition will be on tuesday november 9th all day at chick-fil-a in azusa who will win this time will the seniors take the lead again make sure to show your classifier to receive points each each class will earn funds and the class that earns the most will get bonus fund please tell your friends and family to support our classes on

029november 9th congratulations to melanie perez for being selected to speak represent azusa high at the city of azusa veterans day ceremony on november 11th your speech is going to be fanned as heck congratulations to ms kukulero for being selected at azusa high's classified employee of the year basically works out of the attendance office does a superb job of making sure attendance records are accurate and does an outstanding job of communicating with our aspect family we have a new thrift shop on campus our aztecs will have the opportunity to shop at the aztec thrift shop thank you to the many donors that provided clothes shoes backpacks and school supplies the look to our cross country and football teams as they prepare for league finals this week and the first round of cia go we are introducing

030a new online referral for community schools that is simply the simple and easy to fill out if we have a student that needs support with resources you click the link in an email to fill out a few questions and we will take care of the rest we offer linkage referrals tutoring healthcare mental health basic needs support immigration services employment opportunities and job support thank you thank you before we move on i also wanted to include our staff our csda staff for halloween i know that they got dressed up that there was teachers and so i wanted to include them too and give a big shout out um for all of our staff at the schools we'll go ahead and move to our cabinet yes good evening board of education staff and community i want to

031share that last week i participated in site visits of our school sites with a representative from the los angeles county department of public health last tuesday with a group of members from the district that included our superintendent um and we also had our district nurse um miss melissa lofton and uh gary uh real was also there we visited uh ellington who's represented here and they did a fantastic job paramount elementary school slauson middle school dalton elementary school and on wednesday we visited valley dale and um bastogne high school i'm happy to report that at each of this full site the principals and their staff did an outstanding exemplary job of showing off our compliance to the lacd protocols and the representatives from the los angeles county department of public health also commended us for our

032compliance with the requirements from lac dpa um i am aware and i wasn't able to participate in other school sites that were also visited um and i heard some of the remarks as well from those visits so uh is certainly on the map as far as our compliance to lacd ph protocols way to go good evening board and our fellow county members i would like to first start to announce that on october 21st um the district registered and successfully participated in the california great stakeout um we did this district wide we had our on-call system we had our um um district um disaster team out we actually did a site walk we looked for outsteady employees or not outstanding but maybe lost employees secured them sorry secured the building we had a communications team at

033the gate in case the news came up and we also did the same thing on our school sites then each school side was able to call in report out to say all clear and vice versa so i wanted to say um congratulations to all job well done it was successfully completed and i want to thank everyone for their support additionally i would like to take the opportunity to introduce to you all mr jesus jesse gutierrez um jesus is our new assistant director of nutrition services he comes to us with a bachelor's of science in kinesiology with a concentration and exercise science he also has a master's in public health and nutrition and diabetics he is he is in his second year of his doctorate program in business administration and additionally jesse is a licensed registered

034dietitian prior to coming to azusa jesse worked with the los angeles rams we won't judge him he worked at chapman university and palace verde he is born and raised in rancho cucamonga and jesse is ecstatic for the opportunity to be able to be a close proximity with his loved ones as well as to help serve the students in our community so the board of education i would like to officially introduce you in person mr jesus jesse as we call him gutierrez good evening superintendent community thank you all very much for this opportunity i've had a chance to meet a lot of the staff be able to visit the site we're very excited for all the exciting changes that we will be implementing um at each and every site and any questions ideas please contact me

035community um students teachers principals anyone facing for us being able to find new ways to become best of ours evening board members uh staff and community um i too uh like board member rodriguez pena i want to give a shout out to uh glaston high school and azusa high school for uh putting on uh on the spot admission days uh for our students uh what uh what a wonderful opportunity uh to be able to go into a room and walk out with an acceptance letter um i did ask just in case were they were they bound to that and uh they're not bound so they they take that and they can still go home and think about you know which university they want to end up at uh but thank you to the staffs of

036both high schools uh for allowing this uh opportunity uh to our students number two just wanted to uh communicate that last week uh we had our ad hoc uh committee uh meeting uh with the city uh just a a great way to keep communication lines open to share to dream to ideate things that we can do together and i'm just appreciative that we have this systematic vehicle if you will uh to ensure that um that that we're working together so just want to thank the city for uh for that uh and then lastly i want to uh build on uh uh mr ronkiel's comments about the lacd ph we have a total of 10 schools now that have been visited by the department of public health last week and this week jorge said it all

037i just want to add that another comment that the department of public health made to us has been making to us that they highlight our district is how systematic and how um everything is the same they come to this school and they go to the next school and they just appreciate how systematic and routine and um the same they are and so they just want to show a lot of appreciation that that i thought that has happened and so i like jorge thank you to all the staffs it takes a lot of work these are moving targets sometimes sometimes twice a week they move um and so to keep up with that and to stay on top of that i just want to show my appreciation to the staffs that have been navigating uh this

038with us together good evening we would like to welcome mr manuel sanchez to azusa unified school district as our new director of technology and management information systems manuel brings a wealth of deep knowledge and experience from the field and we are absolutely thrilled to welcome manuel to the ausd team at this time i would like to invite manuel sanchez to come to the podium to say a few words good evening report president giannis honourable members of the board superintendent ortega our distinguished cabinet members and those on site and online it is with much honor and great appreciation that i have been given the opportunity to stand before you as the new director of technology for the mis department i'm excited for a new journey among many other talented leaders who have made it their goal

039in life to assist the families of this community i come to you with 14 years experience in educational technology and a passion to support all learners regardless of age gender or economic disadvantage this 14-year journey began over 21 years ago when i made one of the best decisions of my life that decision was to marry a teacher it is my wife patti's passion for education and her ability to connect with her students that gives me the motivation to better the lives of those around me she showed me that we not only have a responsibility to educate our youth today but to prepare them for tomorrow and the rest of their life that is why i would like to thank my wife patty for helping me choose a career that can really make a difference and

040to mr antonio flores principal at paramount elementary and mr netflower as mrs janet flores principal of murray elementary thank you for showing me that it doesn't matter where you come from but where you stay lastly i would like to thank everyone involved in the hiring process for having the faith in me to take this role i hope to make you proud thank you we stole another balwan park people yay welcome both jesse and um manuel yes yes i know you're trying to sneak out of here sorry to put you on this um yes i just want to congratulate you guys and welcome to asusa um i i really hope you guys are ready to roll up your sleeves because that's all we expect now from people that we hire right and and to most important

041you know most important is it's about the kids how can we move this district forward for our children so with that have a great evening and welcome to asusa moving on to our general function families get a motion to open 9.1 public hearing the board of education will convene a public hearing to receive public testimony concerning proposed trustee voting area plans associated with the district's transition but by trustee area election i move to open the public hearing we have a first by board member rodriguez penas second by board member beau more president uh call the vote please and i'm calling the vote and do we have a vote by a board a student member yes and it passes 5-0 to open up this hearing will not convene a public hearing to receive public testimony concerning

042proposed trustee voting area plans associated with the district transitions by trustee area election system under california elections code section one zero zero one zero the board must hold at least two public hearings prior to holding a public hearing to adopt a final trustee voting area plan as part of this hearing members of the public may submit comments on the establishment of voting area boundaries for the new trustee voting areas that will be established as part of the district's transition from an out from an at large election system to a buy trustee area election speakers will be given three minutes make comments on this matter in this matter only have we received any card good evening members of the board i'm jonathan salt with f3 and i'm joined by the demographer and i think it might

043be helpful to first give a brief presentation and explain the process and the maps and then potentially field any additional public and board comment if that makes sense to you yes let's go ahead perfect good evening everybody again i'm jonathan salt joined by justin rich the demographer and tonight's a big night it's the first public hearing there are actual map options available that ultimately the board will select in the december board meeting a little bit the background why this is happening and what's going on here the california voting rights act or cvra is about 18 years old and it prohibits at-large elections if those elections impair the ability of members of protected classes from influencing the outcome of an election or electing candidates of choice district currently has an at-large system and around the state

044you may have seen that folks are being sued by potential plaintiffs claiming that their election system violates cvra and when that happens those plaintiffs are entitled to significant attorneys fees but if a school district or a city were to prevail they're not afforded that same right so what is a buy trustee area election system which is what the district is going to switch to for the next election besides being safe from cvra the district will be divided into five roughly equal population areas and a board member will be elected from each area only by the voters who reside in that same area now importantly and as you'll see on the maps um you've all been lawfully elected you'll all serve your full terms regardless of where you live right now but over time um there

045will end up being one trustee per area so we had the pre-map stage earlier in the fall where we feel the comments about how folks would like to see certain lines drawn potentially now we're in the map drawing phase and so i'll hand it off to the demographer to talk a little bit about the criteria for drawing the maps and walk through each of the options justin thank you for having me tonight um the the first and in primary consideration that goes into drawing maps is making sure that based on the 2020 census data that we balance populations amongst each of the areas our goal is to have a variance that's less than 10 percent between the the largest and the smallest area note that uh they won't be uh exactly equal but as as

046equal as is practical uh when we consider other uh things that that go into drawing those trusty areas as well we must comply with the u.s constitution like i said we we need to uh to achieve population balance as as much as we can and we must also comply with the federal voting rights act um the the federal voting rights act states that we shall not impair the ability of a protected class to elect the candidate of their choice uh you'll note that in the the demographic information that we've provided along with each of these scenarios i'll point to some of those aspects and how they relate to the federal voting rights act uh additionally the the voting districts should be geographically contiguous uh they should encompass communities of interests or neighborhoods uh and to

047the extent that we can and this can be challenging given uh varied population densities and also the topography and just general shape of the district boundaries try to keep them as compact as possible uh lastly they cannot favor or discriminate against an incumbent or political candidate or political party so uh just in terms of the the results of the 2020 census uh what it told us is that for for your district the total population is 69 uh the population that is 18 and over is 811. we've included a map on this just on the previous slide that shows the the jurisdiction served by the school district we've also included in our in our prior presentations as well this graduated color map and what it does is it takes each census block within the district and

048color codes it based on the concentration of the hispanic latino voting population based on citizen voting age population gathered by the american community survey i'll note that the largest protected class and largest group period is the hispanic latino population this is the the estimate that we use for eligible voters within the district so in the first scenario i'll just note a couple of things and starting in the southwestern portion of the district the area that's in yellow it may be a little hard to to distinguish just based on the slide but i think the maps posted on the district's website do a better job of this uh you'll see in yellow here is trustee area one and then working in a counter clock clockwise manner trustee area 2 is in green trustee area 3 is

049in red kind of a reddish color trusty area 4 is in blue and then in a light purple color is trusty area 5 in the northern portion of the district i'll note that the major dividing lines uh generally speaking follow either major free roads and freeways uh and and this map tries to to follow along those major dividing lines next slide just one quick thing i've also included election sequencing on the bottom right on this slide in addition to selecting a map option in december the board also has to select sequencing of elections um and fortunately looking at the three options so far the work is sort of done for you based on when your current terms expire and so on this map for example should this be the map um there would be an

050election in in area one in 2022 because that would be an open seat there with someone's term expiring um area two would be 2024. area three would be open but that would actually be 2022 so there'll potentially be a new member or at least somebody who doesn't live here yet area 4 is 2024 and then area 5 is 2022. so that'll appear on each slide as well so just to note a couple of things on the prior slide it showed the variance is 9.2 percent and then when it comes to citizen voting age population um what what it tells us is that there are four majority protected class districts here in trustee areas one two three and five all of those are above the 50 percent mark and you'll you'll see in two of the

051scenarios we have four trusty areas that are majority uh hispanic latino based on citizen voting age population and and this is one of those next line in the scenario two map we've taken a little bit different uh approach to to go to the dividing lines you'll you'll see that the the area between trusty area one and two follow the 210 freeway excuse me areas one and five follow the 210 freeway we've also taken some some different uh ways to divide up trusty areas two three and four um again trying to focus on major dividing lines and and following the census blocks in those neighborhoods the major dividing lines are citrus avenue for instance the area around azusa high school which is pasadena avenue and i'll note here that the variance is slightly lower at 8.1

052percent again that's the difference between the largest and the smallest areas in terms of the citizen voting age population in in this scenario we have four uh majority protected class districts for the hispanic latino voting population again this is based on citizen voting age population and in trustee areas one two four and five we have those majority districts again in in terms of the federal voting rights act that is a positive thing that we see here and a quick point of clarity the reason that not every one of the majority areas is highlighted in green is just because i highlighted the sections that are above the district average not necessarily that we're a majority so even though area four and five are majority hispanic latino by citizen voting age population they're not highlighted here but

053as justin said there are four majority hispanic areas on this scenario three i'll note that this is the scenario that has the smallest variance at 1.8 percent this does divide the uh the the trustee areas a little bit differently doesn't focus as much on the the major roads um but um it it does accomplish having a lower variance of 1.8 percent uh still the you know the trustee areas are oriented in in a similar manner uh i'll note that trustee area 5 on the area that is east of azusa avenue drops down further into our drops further south i should say and follows along generally where the promenade is those are the major differences in this particular scenario and also in this scenario i will note that um you'll you'll see the green circles there

054highlight the the areas that are that are above the average for the hispanic latino voting population however there are three out of the five areas are majority hispanic areas you'll note that still in trustee areas four and five those represent a plurality of voters so those are the major differences again as it rep as it uh relates to the demographics so again just as a reminder before we field comments from the community and the board um these maps do not change before anybody goes to school it doesn't change the district boundaries or even how the board's governed it only really changes how board members are elected and when still one district with common goals and challenges um tonight is the first map public hearing as we mentioned and as you may remember there were a

055few public hearings earlier in the fall two weeks from tonight would be the second map public hearing and then in mid-december there'll be one additional public hearing and then immediately after that presentation and public hearing the board will consider adopting one of these options to be its option that it presents to the county for approval um for those of you following along at home or want more information the district's website if you click on board of education and ultimately cvra there's a ton of information here about the maps the maps are linked there as well and i think there's some other information there as well that's helpful and so with that i will unshare my screen and we look forward to hearing any comments now we move on to our public comments uh from members

056of the public the speakers will be given three minutes to make comments on this matter in this matter only we have received cards see here of cards so we have someone online okay mrs amber food hello we can hear you now okay great um i had a question i was looking through the maps and i was trying to read over the information and i was slightly confused on how the board when we when we elect a trustee for a specific area if that trustee dedicated to the schools within their areas so um like for example i just happen to have a map three and i'm noticing that uh trustee area number one specifically shows that they have ellington school and slauson middle school within their trustee area so if parents or students from those specific

057schools had questions or concerns or needed to reach out to somebody are they only allowed to reach out to the to their specific trustee or can they reach out to additional board members and the reason i ask this is because with our school reorganization process these schools could change and we could end up in an area there could end up a trusty area that doesn't actually have schools associated with them or some might have more schools than others and i i was just looking for some clarification on how all that works out thank you amber i'm happy to answer that um if you don't want to use the rest of your time um but um two things one the physical location of any school site is irrelevant for this process i'm just important to note

058that um and even if through the reorganization there ends up not being a specific school in a certain trustee area there are still folks who live there who will attend schools that are ultimately board members are accountable to but i think most importantly um this does not change how the board is governed so if i'm a trustee and i live in area two and that serves you know x school or y school it doesn't make a difference i still represent the entire district and so board members would want you know everything to go well so that the school district would continue to function well um it's not as specific like it is in congress where this is my congress member and this is my senator and you know if you're not in my district it

059doesn't count that's how it works here this is just about how folks get elected to the board and when but the governance of the district is still exactly the same as it is now okay thank you do we have anybody in the audience that would like to make comments thank you to the public for your comments um would the board like to go ahead and do it during this hearing yeah did anybody else think she sounded confused as she read my name wait your mic's still on go ahead board member career so the the only comment i have i think the only comment that i have is in regards to these these three scenario maps and i i shared this to an extent with uh superintendent ortega it it makes me a little uncomfortable to

060see trustees on the map that i mean at all i think it's helpful to i i can see how it could be helpful for the community if the community is curious and wants to know where where questions are but it does make me uncomfortable to the extent that current trustees are where trustees live now is is taken into consideration for where the trustee maps are because we should be looking at what makes the most sense for our community regardless of who is currently sitting on on the board and so i just want to say that out loud because it presents a potential conflict of interest that that that makes me uncomfortable um and so as we are looking at these scenarios i just want to say i i i i would hope i would expect

061but as we look at these centers or any others that um we are not taking that into consideration with our with our decision um yeah i'll leave it at that it just makes me a little uncomfortable more than a little bit uncomfortable i'm sorry but i'm not understanding why you make students like because they don't you want to know where you live i mean like what is it i'm not understanding not at all that people know where where i live more more because we if if where current trustees live is taken into consideration as a factor for where uh maps are drawn and then we as a board are voting on what those areas are there there will there will you know we run the risk of you know there's the potential for for voting

062to preserve certain of us on the on the board because of where we where we're living but it's about you know what's best for our community not for or where any of us are currently um or any of us who are currently stationed on the board okay right now yeah we have mr jonathan stolt that's an excellent thought and i i'll i'll hand off to justin in a second but as you can see on all the maps there's pairings of trustees so there wasn't you know the the gerrymandering word i mean there's one map that has three trustees in the same area that's mainly there i think just so people see that there isn't anything officially going on and so that we can see how the sequencing of elections will work because obviously if you

063know if i live in an area and i'm my term expires in 2024 we can't put that area up for election in 2022 because i live there um and that would mean there'd be an open area somewhere else and so um i absolutely agree with with the thoughts there um just wanted to be clear and again justin you can take it from here but there are pairings of trustees so i think that shows that that wasn't done in a way to factor overly where everybody lived yeah and i'll just i'll just emphasize the point that we're required to have sequencing and and to present that as part of this and the only way we can know that is by knowing where trusty areas where trustees live within these areas uh and to be able to

064uh to ultimately game out how these how the seats are gonna come up for for the um you know for the upcoming election so so that's why it's included and i you know to to share the sentiment i do understand uh that that's uncomfortable this is that this is a requirement under the law though that we have to provide the election sequencing i have a question so one of the things that you guys shared was that eventually we would um all go to a one election so would that mean overlapping what does that look like and what is the time frame so what that means let me let me reshare my screen just to give an example okay can i see that i have the powerpoint up okay so let's just look at map2 just

065because that's where i am right now so what i meant is right now if you look at map two and you look at the northern portion here there are two trustees that live in area five um nobody is saying that when you adopt this map that everybody there could all be one of you in there what it means is is that during the 2022 election there will only be one candidate one trustee uh whether it's a current trustee or a candidate out in the community only one person will win this seat and then a new board member will probably win this seat uh who lives down here because that area area three has no trustee and they'll be open for election in 2022 that's what we talk about sequencing it stays on the same 3-2

066cycle but it's where it's not just 3-2 at large it's three two based on each area so again if map two hypothetically is the map area one three and five will be open for election 2022 and areas two and four will be open for election in 2024 all for four-year terms each time but as of this exact moment there's not one trustee per area yet that will happen after the next election if that makes sense meaning that there will be one trustee in area five one trustee in area three there already is the trustee in area four there already is a trustee in area two and there will be a trustee in area one gotta thank you do we have any more questions so what if in a certain district we'll we'll say district three

067and um no one runs for a certain district just like just like any other board vacancy the board can appoint someone if nobody runs but the caveat is that starting in november you must have points from someone who lives in the area that's open we have to appoint someone lives in this particular area correct so if if the election happens or the sign up for the election happens candlestick happens for uh next fall and nobody runs for area three the board can then follow its vacancy filling process um i think there's a special section in there called failure to elect the board can't appoint someone to serve but they must live in that area the same way that you must appoint someone who lives in the district now now you must appoint based on specific

068trustee areas and then just my second question is on um scenario three how there's three stars on one area right so um it looks like one person runs in 2024 the other person's running in 2022. what happens yeah i'll pull that up that's an excellent question so it is this the map you're talking about yeah yes sir okay so um on this map as you can see currently there are three trustees that would live in area five should the board pick this map option and what that would mean is is that since there is nobody who lives in area four or area three the way the sequencing would shake out since you are on 3-2 cycles and there need to be three elections held in november is that the two trustees who live here whose

069term expire in 2022 wouldn't be able to run for that seat until it's open for election 2024 and instead there'll be an election in 2022 in area one three and four and so um come december 2022 there will still be one trustee per area but these two trustees in particular unless somebody moves wouldn't be allowed to run because that area wouldn't be open for election until 2024. again that's only the case on this map the other maps i think pair the two 2022 term trustees where in theory and i'm not sure who anybody is i just know where folks are on the map um you know either one of those trustees could could win the election or outside came they could win the election they would only end up being one trustee per area starting

070in december 2022. thank you we have one last comment by part number three it can you speak to you laid out a map process wise as we have these public hearings what is the purpose of i understand one of the purposes is just merely to have the public hearings but but procedurally what information or direction is is expected um throughout these next let's say two two three another excellent thought so um that's up to the board um you know right now this this is on here essentially as a public hearing it's for folks to comment for the board to comment and share their thoughts if the board say wanted to see something different or a different look you could give direction to the demographer to create a map option 2a or map option 4 if

071there were some very specific feedback hey you know i like this one but what if it looked like this is it possible to make it do that you can give that direction the demographer can make those adjustments some districts go about eliminating maps throughout the process i don't always recommend that i think you can just kind of let it play out see how you all feel about each option see how the community feels about each option and then at the way it works procedurally in the december meeting is you'll have a public hearing like this it'll close and then i'll have a script that you'll each have in front of you where anyone is eligible to make a motion to approve of the resolution with insert map number here so i move to approve uh

072the resolution with map option one as attachment a and then there could be a second discussion if it doesn't pass someone else can motion a different map until they catch the three boats so um you know the board is free to discuss as much or as little as it would like at these public hearings and at that final one um again a lot of it is your discretion uh generally boards tend to just talk about what they like or don't like so far and feel that community comment um you know as we move along here and unfortunately sometimes there's not a lot of community feedback sometimes there's a tie it just depends i just have one last question all right um so these maps that i'm saying here are they particularly um horizontal or vertical

073or it seems like they're going straight down and have you did one that goes like straight across by five districts if i understand the cr the question correctly the the trustee areas have been drawn more north to south as opposed to east to west is that right yes yeah and and i think the the way that we approach that is just looking at the major roads and and looking at at the freeways that it seemed logical to us and and as we started you know again this is you know balancing a number of things but most importantly balancing population so where it made sense where there were natural dividing lines again along a freeway or along a you know a major road it seemed to work better better more on a north to south but

074i'll note that you know the difference between scenario one and two is that when you look on uh you know the eastern part of the district we started to do um well i guess that's still a little north to south too but um you know we tried to take some different looks at dividing lines it's uh capturing where the population density is in making sure each area is roughly equal and trying not to split down uh minor roads that could be you know dividing up communities that would otherwise speak with a single voice so i think that was how we approached it but if you have suggestions on um how to to go you know more east to west i think that's that's helpful for us to know we don't live in the community uh

075we're looking at it from a data and um you know from you know again those those major dividing lines that seem obvious to us but uh you you certainly can add in additional color that uh will will help us to come up with better maps and so we can also change the line or does it depend on the population you know there's enough on mostly section you know district one two or three if we move the line and it doesn't have the the right population like the other one it has to kind of even out yeah you're you're correct pretty much yeah but but if you point to you know particular lines that you you think make logical uh boundaries uh then i think we can make those adjustments and then uh you know accordingly

076we'll make uh the the proper adjustments in the other areas uh as as needed and that's that's really helpful feedback for us and you got all these figures through the census or um did you look at map yeah all of this information is based on the 2020 census uh we we received that information just over a month ago and what we have is the total population for each one of the census blocks uh they they carve up the entire united states into small little blocks that generally represent you know small neighborhoods or uh similar zoning types and things like that so uh they they divide up the entire united states into these census blocks we aggregate those together and then we count up the total population for each one of their the areas based on

077that data okay thank you very much you're welcome seeing that there's no more i'm sorry it's one more question so what was the purpose of doing these three districting was there a reason why we had to do it at this time i just want the community to hear why this is being done so um the cbra and the wake courts have interpreted it is very very favorable to those filing claims against public entities um so much so that if you wait to receive a complaint um it could be pretty costly for a school district or a city even if you wave your arms and say fine we'll make the change and so proactively changing on your own allows you to have a little more control over the process a little more control over the timelines

078and and doesn't necessarily result in litigation or expensive costly um fees going to somebody who's trying to carve up the district because you know i have heard you know people will say well you know why are we doing this because you know we have a diversity on our board but i explained to them it's not necessarily the board it's the community why would you do this right it's a representation different part of the actual makeup of the board um surprisingly is irrelevant in cbra analysis it goes by the preference of um folks in the community protected class groups in the community um and so again the the racial or ethnic breakdown of the board isn't a factor it should their bc during litigation thank you great thank you for all your comments public hearing received

079public testimony concerning postcards reporting the voting area plans is now closed can i please get a motion i'm sorry let's not let me break crap it's an info item we'll go ahead and move on to 9.2 school reorganization you show your spring yes we're doing that in a second i hope if you can stop there you go um so just wanted to pick up where we left off uh last time the board had a healthy conversation about uh the models uh there were some questions there were some ideas um and then i suggested that if it was if it was helpful that we can try to capture right some of that sentiment so that you had something in front of you that you can then maybe uh spring forward from and so i just want

080to walk you through what what it is that that we did uh why we did um so that that you can begin your your conversation uh dana is there any way to make that uh larger just for the it's the next one the plus sign yep right there you go all right thank you okay so the first thing we did is we layered what what we thought we heard from the board of education on top of what the school reorganization team suggested or recommended or brought forward and so this what you see here is in no way shape or form saying you know the board was very clear that there was no decisions or discussions about school closures and naming schools this is just the same exact model that was brought forward by the school

081reorganization team and all we did was layer on top of it what we thought we heard so i'm going to walk you through through that so this one right here is called model 3 1 tk8 on the left hand side you will see the elementary schools again these are the elementary schools that came forward to you all by the school reorganization team what you'll notice here though is that in valley dale we added a parenthesis and we said this would be the dual immersion school uh wall-to-wall to wall this is the dual immersion school meaning if you do not like dual immersion or you're not interested in dual immersion then you cannot attend valley deal because valley dale only offers dual immersion it's a dual immersion uh school would hodge be removed in this particular

082one there would be no dual immersion at hajj that is correct and would it be mandarin and and spanish gonna get to oh gonna go oh valley deal no valley deal would be dual emergency spanish only and i'll get to we'll get to the to the mandarin uh in a second well you will notice also if you had the original um school reorganization model three uh what you would notice is that in the 2223 we're still on the left-hand side elementary schools that projected enrollment has increased because we're really shooting in the dark not really knowing how many students would actually matriculate or or desire or choose but we felt it was important to guesstimate project and so we actually brought some students over from the middle school brought them over to valleydale and that's

083why there's an increase here of projected enrollment for 22.23 that increase in projected enrollment then increases your capacity right on the right hand side again this is from the school reorganization team i want to walk you through here so here we've done a couple of things gladstone high school what we thought we heard the board of education glaston high school becomes a six eight i don't know we named the school didn't we we didn't i think we did no there were no naming schools and so i'm i'll aimed it right now yep because that's what the school reorganization team name right and so again we're not saying that that would be the one we're just layering on top of what the school reorganization team just like on the elementary schools the board never said we're

084going to close ellington or we're going to close lee right this is just for you to springboard a conversation so if we're layering on top what we're saying is that there would be a middle school at glaston high school there'd be six eight and that would be the myp the middle years program you heard during public comment a little bit about a little bit about this you will also notice that where it says glaston high school there's an asterisk um again just based on what we what we've been talking about we've been hearing uh this asterisk signifies that there would be a new middle school but on the glaston high school campus lastly the projected enrollment has gone down because we brought students over to valley dale tk8 at the high school level nothing happens

085at the high school level that stays as is except just being a little bit more clear that that the new high school is on the azusa high school campus in this hypothetical model in this hypothetical model that is correct that's layered on top of what the school reorganization team brought forward the next model again trying to to capture the essence of the conversation uh part of the conversation was well why don't we have two tka schools and so um again we took our our best attempt at what that would look like again trying to capture the essence of the conversation so if we start again on the right at the elementary schools again we haven't touched what schools stay open which we'll say is closed this is what was brought forward by the school reorganization

086team but what we've done here uh we we we think we heard conversations about um geographic location uh specifically north and south and so dale continues to be tk dual immersion spanish wall to wall but then we add a tk8 at the most northern school and that's hodge hodge becomes your pyp which is the primary years program and your myp which is your middle years program and that's where we can we can have and cultivate and grow uh mandarin the mandarin would be in conjunction with the primary years program and the middle years program but again this is wall to wall so that means if i am not interested in pyp myp uh mandarin then podge would not be a place for me to go because this would be wall to wall this would be

087the academy if you will right that would be that so again only going north and south uh just that's all just to give you a flavor now this model adds a tk8 so now we have taken more kids more students from the middle school and we have moved them over to here so if you notice on model one there's 3331 projected students but in model in the second one there's 3411. so again that increases our capacity here on the right side but it decreases your capacity uh on the on the right hand side in this particular again just a springboard this is all it is the middle school then does not become the myp the middle school is just regular comprehensive middle school and the nyp gets moved over to the tk the tk8 to

088have one school completely focused uh on that again nothing happens at the high school that would be that would be the the difference there yes oh uh board member bo yes mr ortega can you uh repeat what you said about the difference in capacity between model 3 1 tk and 2 tk8 because i i'm seeing on the one tk8 the projected enrollment for 2223 at 3331 and then in the model with two tk8s the projected enrollment for 2223 being 3411. so what part decreases or increases can you clarify that again a thousand percent thank you so on the right hand side if you will on the elementary school side if we move from the one tk8 compared to the tk8 the 2tk8 model increases the capacity and the projected enrollment because now we have more

089seventh and or sixth seventh and eighth graders going to a second tk8 so again we're projecting that we're going to take away from the middle school to to have those students come here obviously they're going to go because they're interested so then the capacity and the and the projected enrollment goes up for the elementary schools while the capacity and the projected enrollment for the middle school goes down and so if it's one tk8 it goes down to 1417 projected if it's 2 tk8 it goes down to 1337 again projected we don't know so that's so on the elementary side you go higher on the middle school side you go lower mr ortega i i'm hearing what you're saying and i when i'm looking at the page capacity doesn't change it's the projected enrollment that changes

090oh i'm sorry so if you look at below the projected enrollment uh on the on the one tk8 the capacity is 73.71 percent it's uh yes so at the middle school you go from 74.27 percent with one tka the capacity drops to 70.07 percent with the two tk8 and then conversely on the right hand side the capacity for 1t at the 1tk is 73.71 but if there's two tka it goes up to 75.48 again complete projections at this point in time okay thank you for clarifying yeah at that thousand percent thank you board member career similarly i know you touched on this uh superintendent looking at the model 3 1 tk8 and comparing it with model 3 option 3 which we would have gotten a couple of board meetings ago this it the the schools

091are similar the composition is similar in that there's one tka at valley dale in particular using that as a as the example but it it increases the capacity on this this week this this model and it drops the capacity in the middle school can you five by four four five percent can you explain that again a thousand percent so the one that you are referencing prior we did not move seventh and eighth graders or sixth seventh and eighth graders over to the valley dale tk8 because we were we just didn't know like are we doing 20 40 60 80 100 and so there was no student movement over and so when you're looking at the at the at the model that you're referencing prior that is strictly tk5 even though there is a tk8 and

092so here we said no we have to be a little bit more realistic let's move some students over to kind of show what the possibility is again really not knowing the attraction the want the desire of the community to to be at a tka oh um so also so if you're moving the sixth graders to the middle school so then that will change the elementary school's capacity and enrollment also correct that is correct so i'd like to take a look at what would that look like for school yeah okay so just some i'm clear just to clarify so we'll take valley dale dalton hodge magnolia murray paramount powell will show you you already know the capacity but what's missing from here is the enrollment the enrollment yes or the projected enrollment and then how does

093that fluctuate the capacity okay absolutely um okay and if we again just trying to capture the essence of the conversation of the board of education we also included uh two pages of possible cost considerations again these are uh projections and again these are a hundred percent based on what the school reorganization team recommended that this is not in no way shape or form saying that this is what the board wanted or this is what the staff wants is just just so you had something to to to chew on and to and to consider so uh building uh the valley dale dual immersion uh tka wall-to-wall um looking at about forty five thousand uh dollars and there's a breakdown there of that 45 000. there was a a question regarding the ib estimated cost uh at

094the high school so that's estimated uh just a little bit over uh 110 000 uh to do an myp so that's at one middle school so that's the one tk8 um we're looking at about 126 uh 400 if that was can i please go back to the why the myp absolutely so the 126 000 are we looking at oh one middle school thank you yes good we're looking at one classroom one program what is what what exactly are we are we talking about yeah so if we're looking at the model 31 tk8 and the 680 is an myp then the six eight would be again wall-to-wall uh an nyp school through all tool you mean all students will be in the myth program correct that is correct yeah that is correct if we looked at

095model 3 2 tk8 and instead the pyp and the myp were at a tk8 the cost is somewhere just over 92 000 two different ways and two different you know methods of approaching that uh transportation uh has also been uh a a um a request and a conversation uh so first i want to kind of talk to you about the approach that we took um again just to give you some some context so the approach we took was if we offered 17 routes right 17 different ways that buses would pick up and drop off kids uh drop off students in the morning and then redo it in the pm when they're going when they're going home uh that would run somewhere about 2.8 2.9 million dollars um per year we we do not think again

096projecting it it's hard to project this but we we do not think that that we would have 17 routes of interest from the community um we it's really hard to gauge what what that would be but we wanted to kind of give you based on our fleet there would have to be staffing that has to get increased but based on the fleet then we have the capacity to do 17 routes in the am and 17 routes in the pm we just don't think that we would even get close to that but again we could be off basically but you have to um buy more buses or you have to hire more employees hire more employees yes uh but buy more buses no how many buses do we have we have 17 operating uh buses uh

097but we actually have more than 17 on buses oh okay but you would increase their the bus driver's hours or hire more people hire more people just for clarity how many non-operational buses do we have i think it's over 20 yeah but i will give you the exact number and when we say not operating meeting it would take um special services to get them working but we have 17 in our yard currently right now that we are utilizing a different so we have i know this is on the high end 7 17 route we also utilize buses let's say to i wonder in this in this new model how relevant this would be but we use buses to transport students between schools let's say for sports things i guess or not even between schools even

098to other districts we lose our buses for that correct and that'd be athletics and so we can continue to utilize those but those are typically after so we would be able to run if we had 17 routes we could run all 17 routes and that would not interfere with the number of buses we have and the and the schedules i'm going to say that is only if we do not use all 17. so if we're using all 17 it could interfere depending on what time the games start and what time we have to leave and then if i can just add a little bit more context to that so let's pretend there's 17 routes 17 buses and they're going from again i'm just making this up right from 7 00 a.m to 8 15 a.m

099paramount elementary school wants to take a field trip to the long beach aquarium and they have to leave at 7 30. in that situation whether we have the fleet or not the fleet or the buses or not the buses because our our buses are on routes then at that point then we have to go a different direction and we either have to charter uh a bus for paramount to get them where they need to where they need to go and that that exists now with without without this that exists in in just normal uh day-to-day business if if you have to take a trip that interferes with our normally scheduled routes then then that has to be chartered out but also do we have um i i see this bus dirt hand buses and first

100buses they're not our they're they don't belong to ausd right or we we we contract right we contract for them too and those are are they mainly for students in special education are they mainly for yes ma'am and our high needs dude and those are those are provided uh via our i know what it is right board member bo thank you i have um i have four questions and i'll try to go in order of the presentation um in the the tk 8 model one or two schools um can you share with me the rationale for identifying valley dale as a k-8 rather than keeping our existing k-8 at ellington yes um so again the school reorganization team when they brought the model 3 forward valley dale was identified as the tk8 and so again

101we did we didn't touch it we didn't we didn't want to again make changes to it and so that's why valley dale is the tka and what was the rationale behind that to refresh our memory i would have to dig back uh to to unders to to to get that i i don't i don't know off the top of my head but there was a rationale and and the people who authored and did this or there was a reason i don't know if the team remembers why exactly it could have been and i'm just now unspeculating but it could have been just a sheer capacity like it's a bigger it's a bigger school but but again i could be i could be wrong okay so my comment around that is um as we're looking at

102these models around how many tk8 schools and which campuses would house a tk program um i'd like to see a scenario in which ellington remains the ka and what that would do in terms of capacity both in the k-8 side of the house as well as how it would impact the capacity at a unified middle school campus my second question is in looking at the program costs for ib um it looks like between the the pyp model i'm sorry the nyp for at one middle school and then the pyp nyp if it's at a k8 school um everything looks but it puts out you know the annual fee the coordinator training initial application um why wouldn't the pyp nyp k8 program not have an ib coordinator that are we missing a 20 000 cost on

103that got it so um one of the rationale on that one is that we do have uh staff that might be able to do that um in some of our plans we have uh identified instructional coaches and so we think that there would be a way to be able to do that the other the other thing is that in the in the secondary um the the teachers um have period right and so you can do you know a period off and not have a class but at the elementary level you can't really do that so you'd have to have a dedicated person so our elementaries are situated just a little bit differently so we think we might be able to do that with an existing staff and so with that are you saying that there

104would be no additional stipend for staff that would take on coordinator responsibilities they would have training but no compensation going forward no additional compensation going forward if it were a full-time position at the site then i'm not sure if there would be a stipend or not but there would be a coordinator because the program does require that but it might be somebody at this at the site who is a full-time position in that okay so their duties would shift from a classroom teacher to being a coordinator likely uh there's also we've again we have been talking about uh instructional coaches right and so in this situation we might have the coordinator who is also serving um you know facilitating the program but also as that instructional coach for that program as well i see i

105think um for the benefit of of the public and also for us to be able to keep track of this dr mitchell if you could footnote that on this on this document so next time we look at it we can remind ourselves um why we don't the expenses don't line up um my final two questions are around the transportation program um ms jamal am i reading this correctly that the um our estimated cost for drivers is 465 dollars per day for a five hour day and that's just staff time that's not is that just the hourly rate or is that grossed up with benefits as well as staff time um vehicle maintenance as well as um fuel close the total cost operate the bus for five hours so the reason i asked about that is

106because i i think in the previous document you sent us it was the 465 was above the line and that was staffing and then below the line you had additional costs for fuel and maintenance so is did i read that wrong um i believe so dr bill okay thank you um and then sorry my final question around transportation is um can we explore or you know what would be the the process to explore school to school routes versus home to school routes so in this example this can be either or so it's just the route so we um the number of routes is um we're saying we can do up to 17 in the morning enough 17 in the pm but it could be from home to school or school to school okay so that's

107like it's our capacity it's not the not necessarily the usage yes ma'am okay thank you so much you're welcome um so so again that was the kind of the approach on the transportation um and then we also put on here um again well we've heard uh right dreaming envisioning um imagining and so again in this model that was brought forward by the school reorganization team if if this is again there's lots of conversation to be had but if azusa high school was going to house the new high school and again we're in the in the dreaming and imagining um you have a small map here i know but there is a a section of azusa high school that has um really outdated portables um in this little red square and so again just considerations things

108to consider that could be replaced with uh two sets of ellingson style modules uh which these are the modulars that if you do not pay close attention uh looks like a regular building and that has an estimated cost of about 4.5 million dollars again what the school reorganization team brought forward it does close ellington another option if this is the way it went the ellington modulars can actually be relocated and so that's a little bit more um in terms of what you get as you're getting there you're getting nine rooms and a restroom and so that that cost is uh around three million dollars um again just just something to consider for that that particular area um right there and so one of the things as they're presenting right now the high portables right and

109you're explaining this i i don't see um as you said that um this is not a definite you know um where the bulls are going to be closing or where we're going to put it but what i would like to see which i don't see here is if boston was the main high school and astute was the middle school what would that look like right just like you're having here you know would you need some more modules um would be able to have the you know um that happened um along with the um we had heard a board member both asked you know to also see if ellington was not and what that would look like um and so again this was just meant right to to hopefully uh continue your conversation as as as

110you're trying to make decisions uh again hopefully it's helpful um as you're moving forward in in in that you have any more questions on this though there's a couple things that we've asked for yeah i wanna i really wanna go back to the beginning where you talk you made your assumptions about like for example where programs would be i mean i know we haven't really spoken about programs so like for example i i'm not sure we've made a decision that we want to have a wall-to-wall dia school right i mean there are benefits to having choice and having opportunities to be at a dice do dual immersion in an l and at one and like in belly dale and at hodge so that's that's number one that i wanted to bring up number two um

111and i apologize bye mrs so what happened i think the board had talked about trying to make the large comprehensive middle school the middle year program what what can you explain why you like are you not are you saying that's not feasible but why why a decision to try to try to put it on a k school instead uh yeah thank you um if i can just bird walk for for a second because i forgot to mention this um we've talked about stem we've talked about a school of the arts we've talked about and so again right these could be plugged in however that needs to be plugged in um so wouldn't the cost be different though i mean to board member chris gonzalez's point wouldn't it the cost be different if it was at

112one of the comprehensive uh middle schools i mean because there's more there's more students we and we've outlined that here so in in the model 3 1 tk8 the middle school is the myp right the comprehensive middle school is the myp um in the model 3 with two tk8s again because this is an opportunity to to again mix and match a thousand percent we can we can go back to the comprehensive middle school being the myp and then the other tk8 can be another specialty school or not um this approach uh again we just we just thought that it would be a continuous uh on one campus pyp myp um and so we just thought just because of that continuous kind of on one campus that that might be uh something of a benefit but

113again in no way shape or form are we married to any of this we're just trying to capture different looks and different and different views um but that's what it's meant for exactly for that so let's ixnay the the hodge move it here you know whatever and that's that's perfectly fine but that was the thinking the thinking was if we only have one tk8 um and it's a valley deal per the school reorganization team then that makes sense to be dual immersion uh and then have the myp at the middle school if we're gonna have a second tk8 then we thought you know what having a continuous program on one site uh we saw some potential benefits there a couple questions let me start with this this first one what what is helpful what is

114helpful for us to discuss and or land on so last last week we had a conversation to recognize that there are three major categories we have programs we have locations and we have budget those three major conversations to have so this is helpful because it it summarizes some of what the thinking was and put some numbers and details logistics around things we talked about last last week that's helpful that we that we now have this but as we look ahead how do how do we begin the next part of the conversation either around programs budget um or locations and i'd recommend programs and board member cruz gonzalez you kind of started starting some of that how can we how can we shift uh a program's conversation but shouldn't we start with the schools first and

115then go to programs and budget do we know what schools you're talking about what programs we're going to have our certain schools so i think we could there's there's probably because we're like all over the place i'm not comfortable with that right now so there i imagine that there could be an unlimited you know way to approach this i i would suggest that if we first think about if if we i might change my mind but if if we i reserve that right but if we start if we start looking at at programs and first ask ourselves what are the what are the types of programs that we want to have that might influence then where or looking at which campuses we have where we might put those programs and space some of those programs

116out what the size of the programs are what the the actual facilities themselves are are like so we could start with we could sever locations but we run the risk of starting with locations then after we talk about programs we realize that these programs won't fit at these locations or won't just but that's that's how we need to know what what locations you're talking about you know it's like that's why i talked about going in faces when i spoke about that last time right i mean like you know take it you know vote locations and then we'll know what's true we'll know what their capacity will know what the moves are going to be and then we'll know if the program fits in that too you're you're going the other way around i i would

117probably today at 8 51 p.m i i would suggest looking at programs before we look you know i'm gonna actually throw a third idea is that why don't we do it why don't we do that so i'm like thank you i must simultaneously simultaneously thank you basically yes why don't we do it like again because you're both right i i think that no i'm right [Laughter] right right because there's because it kind of goes hand in hand right it goes hand in hand i think it would just benefit you know our conversation to actually have that same conversation at the same time let's go first okay so it is i it is it is almost nine o'clock and we do have one on the agenda and i'm just wondering we're meeting next week on this

118again correct that is correct so i'm going to go ahead and suggest that we go ahead and this is a topic of conversation that is going to last more than an hour and so let's go ahead and um the meeting that we're going to have let's go ahead and have a conversation on that the direction is uh programs and schools um together you guys are okay with that yeah i'm good are you good i will submit to the wishes of the of my colleagues i'd be game to have some conversation now i also i also just want to say because because um you know i'm looking at this for today and digesting it today like i i'm not i'm not i i'm not asking for any changes or like updates to these i think this

119now gives us a week to look at this look at what what you put what the staff has put together and come back prepared to have a car like a i would say a better conversation about uh about what what about these options thank you board member bo yes um time to digest and focus solely on this next week i agree thank you thank you for that we'll go ahead and um since one of the things that our board member uh did fair it is almost nine o'clock if we have nothing um to add we'll go ahead and continue this conversation at this next um board meeting special board meeting we're moving on to 10.1 i'm sorry the consent calendar 10.1 through 10.7 can apples get a motion to move the consent calendar make a

120motion to approve item 10.2 to 10.7 we have a first by board member rodriguez pena we have a second by board member rear any discussion seeing that their stem will go onto our student preferential vote yeah and if we can please cast our votes and it passes five zero moving on to item 12.1 approval of modular classroom purchase from options for learning now please get it motion remove this item make a motion to approve 12.1 have board member rodriguez tanya send it members seconds any discussion in that there's no we'll move on to the student preferential vote yes you and it passes five zero moving on to a 13.0 curriculum and instruction go ahead and move 13.1 to open the public hearing to receive public input on the asus unified school district ausd educator effectiveness

121branded but expenditure plan make a motion to approve 13.1 a second we have board member rodriguez pena um first we have a second by board member beau do we have any discussion and we vote to open the public hearing board member i'm sorry student professional vote yes thank you and it passes 5-0 do we have anybody in the public that would like to go ahead and comment anybody on zoom we do not have any hands raised on zoom okay great thank you seeing that there's no comments the public hearing will now be closed is there going to be opportunity for the board to ask questions on this or will that come will that come when we actually approve the um the grant we can go ahead and do that right now yeah so i just

122have some questions about these expenditures particularly around the 1.6 million that we're planning to is it it looks like it's to sort of start a restart of itself program can you talk about that and that's it yeah so this is um it's not to start an induction or new teacher program what this would do would be in addition we have new teachers that do go through induction but this would be specifically to develop and implement our own support program for um teachers who are new to the district within the last three years there have been i believe um 49 teachers um who were hired and have been working in the zeus unified um and and that's likely to grow and continue and so um what we're very interested in doing is providing um support professional

123learning we would have a five-day summer institute for the teachers in the summer we would have uh twice a month after school we would be providing um professional learning for the teachers we'd also be providing uh in-class coaching support as well so um and there's a few things uh around what we're calling them um pillars of practice we we're looking to improve um educator practice for our beginning teachers we're also looking at improving teacher retention as well some of the professional learning would include effective implementation of content standards in our state framework effective instructional practices including how to differentiate for for all students culturally relevant and responsive practices our ausd success drivers uh we have a literacy plan that we've been working on and so we're very excited about that and providing support for that

124uh social emotional learning and well-being um uh classroom environment and community building and professional collaboration so those are really the pieces that we're one we want to put together for this professional learning plan and this funding um is it's a five-year plan so so these these total budget dollars are for over the over five years correct so for example for them so for special ed we're talking about hundred thousand dollars so that is going to be like 20 000 a year correct and we have special education teachers who are new would also be if they're new they'd be participating in in you know and getting some of the other uh dollars for this as well so i i mean i do have questions about i'm not saying that new teachers are not important but it

125looks like the bulk of the dollars are going towards that new teacher piece and i mean we do want to make sure that that our current teachers who've been with us and been committed to our district for a long time decades in many cases right that they're that they're that we're fully supporting their work um and i think about initiatives like seal that you're going to be that you're planning on implementing um a lot of the work you've done we're doing at the secondary level to try to increase the rigor and at that second secondary level um and so thinking about the balance of where you're planning to spend these dollars i appreciate the thoughtfulness of the different areas we're focusing on um but i also think as a board member what i i want

126to see um i what i really appreciated about the la about the esser funds is that you could tell we're very targeted we're really going deep with real a couple initiatives right and this kind of feels like it's um kind of there's there's a lot of things happening and a little bit a little bit of money put in a bunch of different little pots and so that i just i think um that i might be a little concerned about that i mean i i'm hoping to be convinced that that's the provided approach but but i but i do i just want to express that concern i appreciate that um one of the things also to think about in terms of beginning teachers or these are teachers that are at least in the first three years

127of their practice so this is not just for a first year teacher this is this would be used for teachers who are you know really in the beginning first three years so that's something to consider and we'd also be happy to reallocate some of the funding as well is that what the majority of the board would like yes i'm sorry i didn't hear what you said gabriella i was asking um the other board members their thought oh i i think sabrina's hanging out and like i said i'm actually that's not what i'm recommending i'm just saying convince me that the best the best use of these dollars is the is the is the new teacher the new supporting the new teachers that that's what i'm saying one of the things also to think about is

128that we we do have as you mentioned quite a bit of one-time funding that we have allocated significant uh you know uh dollar sport like such a steel for example in and really the thinking around um allocating this much money uh 1.6 million dollars to support new teachers is that supporting teachers in those first beginning years of their practice to be successful is really important especially as we are looking at potential shortages down the road we're looking at making sure that we provide a very healthy start to make sure that that our beginning teachers are successful not just in that first year but the second and the third year as well and to provide a systematic plan uh to really support their success that's important i think board ben robeaux has never broken hi um

129dr mitchell i in in looking at the the spread so the esser funds um go through june 2024 is that right there's the other there are different buckets of money but yes june 2024 yeah so the the kind of one-time money that the farthest we go out is is the 23-24 school year right um and then this um educator effectiveness grant goes out to 25-26 so we've got two years at the tail end um i think really understanding and looking at the the table understanding that these are buckets of money spent over five years i would i would like to see some reallocation toward um els and special education students the last two rows of the table knowing that those are some of our highest need populations and that all of our teachers teach els

130and all of our teachers you know support students with special needs including new teachers including veteran teachers so i am in favor of a little bit of reallocation and then also is it contemplated in this plan that the money is divided evenly over five years or is there a kind of a fill in with some of the things we're doing with s or money in years one through three and then this money could come in in years four and five to support those other language initiatives that are currently being funded by esser yes that's certainly one way to be able to look at that um because this money does uh extend a little bit longer um and so um we do have and when we look at um you know trying to allocate funding and

131taking a look at what our anticipated needs are we really do continue to look at our lcap and you know what our goals and metrics are for that as well this gives us just a little bit more money to um you know to be able to allocate for a little bit longer could we could i ask then in the next or in the regular board meeting where we'll be um approving the plan that we could see kind of a layered table where we can see some of our targeted funds our assert funds and these grant funds and how they support each of these learning buckets thank you i wanted to ask a question on the um coaching mentoring and professional learning for implement ethnic studies education we do not have an ethnic studies teacher at

132this time right we have a latino study but that's an extent so does that mean that we will be looking for an ethnic studies teacher or how are we going to use this that we don't even have a program at this time that's a it's a wonderful question thank you for asking that so we have um about of our english language arts and history social science teachers who have been participating in uh professional learning around ethnic studies and we've had several several days of this professional learning there are many ways to be able to implement an ethnic studies course one of the ways is to have a standalone course another of the ways is to be able to take our existing courses and redefine that course so there are lots of high schools in california

133who do just that so for example uh instead of a ninth grade english class just you know language arts it is a ninth grade ethnic studies language arts course and the focus is ethnic studies through literature so it's not necessarily um finding an ethnic studies teacher you're talking about training our own staff to become ethnic good that is one way to do it that's correct um and you can do it in history social science it can be done in language arts one of the other benefit is that um the teachers are also um learning how to incorporate uh ethnic studies into uh their existing courses and this could be done in world language it can be done and and many different courses where you can um you know have an ethnic studies lens in some

134of your units of instruction and are we at getting any help from our latino study teacher on any of these programs because she i know he knows both right he does um so i have actually had a conversation um with dr sanchez uh regarding uh what we're doing and our implementation um we have hired uh some consultants um that have been doing this work um and she actually knows the people that have been doing this this is what they um they do for other high schools and so we went ahead and um uh just i had made some phone calls and uh talked to some other high schools who have used this uh these particular consultants and really liked their approach um i also had these consultants go to uh speak with our diversity equity

135and inclusion uh committee team members and which had students involved as well um they all um really appreciated the approach and also recommended that uh that we go with the consultants that we have did they i know the muscle oh you do i do he was a board member moving on to 13.2 we have fall 2021 district diagnostic results presentation right i'm going to give dr mitchell a moment to pull up our slides and while she does that i just want to greet the board president arianes board member mr ortega and cabinet the board requested uh to hear results of our fall diagnostic assessments and so this evening i'm here to share and discuss uh those with you so we'll go ahead and using the slides talk about how this year we began a district-wide

136look at all of our students reading levels and math skills and this is in addition to our regular common formative assessments that our district give gives on an annual basis the purpose of a diagnostic assessment is really to provide teachers with actionable really valuable information about their students uh specific reading and math skills because those are two of the most critical skills used really in all content areas and it's an area that we want to make sure our students are we should make sure we know where our students are so that we can address those as they're returning to us from foreclosures and hybrid so teachers and principals over this this fall have been using uh this data to really plan effective first instruction for students and also to identify some of the added supports

137that our students may need in in the areas of reading and math so i want to start with looking at our high school students our 9th through 12th grade students uh used a reading inventory assessment which measures their lexile level and lexile is just a reading level that is well researched and accepted um it is based on on grade level uh expected reading levels for all grades and so um the graph that you're looking at shows you all of our 9th through 12th grade students and then it shows you by grade level where they how they performed on on the reading inventory the select file measure and um just just as a note the advanced and proficient reading levels are students who are reading at or above grade level and then basic and below basic

138indicate students who are reading below grade level for math um the next three slides are going to show you the result of our our high school math diagnostic high school math courses are um are content driven therefore one of the best tools to use as as kind of a beginning of the year diagnostic assessment is really to look at the students readiness for the course that they're enrolled in and so the cal state uc math diagnostic testing program we just kind of call it mdtp for short they provide um diagnostic tools that really support mathematics educators in um in preparing students in in california schools to be successful in their current courses and then to look at subsequent math readiness for the the following courses and like the reading inventory the lexile measures these are

139grounded and researched and created as i said by uh mathematicians at the the cal state's didn't use these so our mdtp results show what percent of students have mastered specific math domains uh needed for the course that they're enrolled in so on this slide you can see our integrated one and integrated to students where the percent of them mastering those domains that are necessary for success in those two courses the following slide shows you our integrated three and pre-calculus readiness assessment and then the final slide shows the result of our calculus readiness diagnostic and high school teachers in and actually in all content areas are able to access their students diagnostic data and use them to guide uh their instructional decisions for example it wouldn't just be your english teachers who would look at the

140reading levels because reading is such a core component of all content areas this will allow teachers in all content areas to really address the specific needs make sure they're scaffolding and differentiating to support student access to the content so and all of the diagnostics this year both the high school diagnostics as well as the elementary and middle school uh diagnostics are um online assessment so i'm going to transition now to looking at that middle school and elementary result before elementary and middle school we used an assessment called i ready diagnostic and they are designed i ready design these assessments really to provide teachers with again actionable data that points to their students specific needs their ability levels it identifies specific skills um that students you know have mastered and may need to learn in order

141to accelerate their growth and so um the diagnostic and i ready is for both reading and math and so what you're seeing on this screen are the results for the reading diagnostic and i ready and on this diagram you can see that students fall into one of three tiers overall tier one which is the blue tier on the diagram represents students who are performing on grade level and it says emerging because this is the beginning of the year so we're not expecting students to have mastered their grade level standards as it is is a diagnostic at the beginning of the year um and you can see that 46 of our students fell into tier one year two is our yellow tier and it reflects the percent of our students in elementary middle schools who scored

142one grade level below uh in reading and then finally tier three that orange here shows students who are reading two or more grade levels below and 31 of our students fell into this tier at the beginning of the school year looking at the same data we can break it down by grade level again the three tiers being reflected uh by this this graph and you can see uh all of the grade levels there and the years in which students as i mentioned uh iready also is where our students take their math assessment and similarly uh there are three tiers that students can fall into and in this case you know tier one forty-one percent of our students uh board in that range twenty-nine percent scored in tier two and then for tier three we have

143thirty-one percent of ours so in looking at math diagnostic by grade level you can see that break uh breakdown on on this next slide uh as well so you get a grade by grade snapshot of the overall performance in math and so teachers have been using this data individually they've been using it in their professional learning communities and in other collaborative conversations some of them with our team ptosis working to really get clarity first and foremost of where their students are with uh with math and reading and then to prepare to present and support students needs in in their classrooms as they're planning for instruction and the use of these diagnostic assessments has really helped us this year to create a more balanced system of assessments for our teachers uh so these are in addition

144to our are common formative assessments that we continue to give that are more performance task based um throughout the year so thank you so much for for the opportunity to share with you this evening and i can answer any questions you might have seen that there's none thank you so much oh i'm sorry no there's questions i did okay see the hands phase go ahead board member chris gonzalez i think sabrina had her hand up before i did though i just jumped in the photograph go ahead i'll wait yeah i was so i was really curious especially on the secondary level it feels i it you know it's helpful to see sort of the the once you broke apart the different um for the math diagnostic really seeing the different areas of math specific areas

145no not this not that already but the mdtp and i'm wondering do our that get this kind of rich data when it comes to the reading diagnostic because it looks it looks much more it doesn't look as i don't know how to say it like there's not as many components to me it looks like what you're presenting to us is just a single component about their reading their reading level proficiency yes and and for our high school students that is the first step in the diagnostic and then we do while we're not doing this district-wide that we do have other tools that we can use to diagnose diagnose the more specific reading needs of all students in all grades um and so we don't have district-wide results of that to share just the reading inventory

146results because we're not diagnosing in detail reading needs like for example students comprehension or ability to have phonemic awareness we're not doing that at a high school level with all students so then so tell me talk to me a little bit about about what happens in terms like say yes to on an individual what i'm hearing it's more individualized right is that what i'm hearing yes at the high school so maybe dana talk to me a little bit about what happens when a student let's say in ninth grade comes in and tests below basic on the reading diagnostic so for high school students with the with this assessment with the reading inventory it does it does not break it down like it does for uh you know the uh the i ready so when you

147have students at the high school level like you said ninth grade who are not reading at that um uh you know grade level uh proficiency yet um what are some of the things well that would be in classroom uh interventions right so our teachers on special assignment uh we have uh our english language arts mathematics history social science teachers on special assignments work in with the teachers in their plc's one of the things that we're doing is providing a secondary um kind of intensive reading course for our teachers to be able to provide specific strategies so this really does come down to strategies that they can use um every high school teacher is a teacher of literacy reading and writing right and so um we wanted to be able to provide uh continued professional learning

148on uh some specific strategies for teachers to be able to use as their planning instruction um and like i said a lot of this comes down to differentiating the instruction i think also an important point is that although a student might be below grade level what is extremely important is ensuring that all students have access to their grade level tech right and so there are lots of strategies for example reading the text out loud right um there are strategies that we can use to be able to support uh literacy for our older students so that's something that we know is a need and that's something that we are working on for professional learning with our teacher and special assignment and then my other question goes all the way to the end of the slide deck

149i'm looking at the math diagnostic and seeing the results of seeing that you know what what you see there in first grade right um and then see you know seeing the the later grades and so i mean my question is is this something that we've seen in previous years as as well that's my first question right so is this is this the trade does it have because i know we've been using these that have we've been using these diagnostics for multiple years no this is our first year okay wide okay applied all of the students using the diagnostic assessment using i ready yes and using a district by diagnostic okay but seeing seeing that i'm looking at first grade and second grade and seeing that big yeah i mean obviously there's other factors we know

150the pandemics had you know there's lots of factors but just wondering about when you see that where do we think in terms of how do we capitalize on knowing that these first graders or you know a good chunk of them are actually on emerging or on grade level and how are we going to maintain that momentum i think that's a dana question again too okay um so that's it it's very encouraging data one of the things that we're doing with our uh p3 cc work is coherence around mathematics instruction um it's something that the state's been working on as well right so we know that when you have a very strong early childhood education program um the you can the benefits can fall flat um when they uh you know after like third grade and

151beyond um if there's not a coherent system so what one of the things that we're doing in the p3 cc is really taking a look at our assessments that we currently have we've made an adjustment looking at specific data algebraic operations is one of the components when we really dig into data for our preschool through third grade um that is an area where we want to pay attention to that so we've changed assessment questions on our common form of assessments and we are using uh strategies around accounting collections for example to be able to see the extent that students are using uh strategies to be able to solve problems across the grade levels um it's been really fascinating work we've been supported by megan frankie out of ucla um the the team has been working

152really hard to really dig deeply into our data to determine just like you said like how are we going to ensure that and one of the ways to do that is through looking at student work specifically so um tied into all of this is the plan that we have uh now for kind of pivoting the way that we're doing professional learning um through this p3 cc and what i mean by that is that um our teachers on special assignments um the coaches that that we've hired um are going into the classrooms with teachers and really working with them around small group instruction around cognitively guided instruction using the um you know the um accounting collections methodology and we'll be collecting student data right to be able to see um to what extent uh how we're

153doing things are actually making a difference so that exact question that you asked that's exactly what we're doing to be able to look at that okay thank you and then my last question is or is really more about um sort of the what data we're looking at here i what i don't see here is any data around student groups right and so you know again looking maybe at the high school literacy right is that i mean are there trends for example do we have a lot of high school newcomers who are learning who are learning english or is that is that that big cohort that'll be low basic uh is that special ed students right who who are in these student groups if there are i mean obviously we want to we want to individualize

154any supports that students need but are there certain groups that we can look at and say okay we need to make sure that we're focusing on them that i feel i don't see that in this data so i can't you know i can't make any i don't have an understanding of what that what that would be for us um that and then my other just second my other comment would be around you know i hear i hear about interventions right and i think about back to nochella behind where we had a whole menus of interventions and you know we had this whole pyramid but it seemed like everything was focused on intervention and pull out and so really my wanting to understand especially as we start implementing more deeply mtss how are we ensuring that

155most of the kids are in that tier one where it's about first instruction right and not necessarily around like now we're gonna layer on intervention and i think that's those are the two things that are sort of in my mind still on the table where i i don't have clear clear grasp of how we're dealing with the with those situations so that was more commentary than just than a question any other questions board member bo hi thank you um i largely had the same observations um that board member cruz gonzalez had around the kind of the slide if you will when we get to upper elementary and into middle school in both reading and math um and so as we go through the year and look at our different funding sources and specialized programs i'd

156really like to kind of always bring it back to how we're tracking um the effectiveness of our inputs and and the impact of those inputs on the outputs um well these questions will these diagnostics be given three times a year fall winter and spring or are they only once a year diagnostics are given twice a year and that's in addition to our other common formative assessments uh that are district-wide teachers themselves also uh have assessments common assessments you know departments grade levels schools also have their their school-based but when we look at district-wide they'll be two of these diagnostic uh coupled with our ongoing common formative assessments so all of that data is what we use now diagnostics really the primary purpose is for teachers to use to address the specific instructional needs of all

157of their students to look at each one of them individually where they're falling what are the domain levels what are the specific needs and and in doing that they're looking at their el students they're looking at their students who have disabilities and they're looking at at where they fall in the different areas um but they can also we can also use these as we go on to to look at trends that uh might arise as as we go from year to year and all of that data is what we use together to to look at progress of our students but the primary purpose of diagnostics is for teacher use in a classroom to diagnose and then be able to provide students what they need in that that instruction in the classroom and are these results

158shared with students and parents um not necessarily i'm sure there are teachers that have i think students probably more so there was not a mandate to bear these results because again these are to support teachers in in driving instruction but i i would imagine that many teachers would would want to share and and help partner with parents in supporting the efforts for students to achieve we have parent conferences that are coming up so i'm sure that this would be you know part of uh you know the data set um what's other what's also really um i think great about the i ready system is that this is just one part of the assessment system there are many other components to that as well as you know as students are um you know working through uh

159using some of the pieces of the program so the teachers are also able to get some other data what is important i think in terms of the diagnostic it it does allow for um for teachers to be able to um provide um it gives them the data to be able to place the students in in small groups for small group instruction and this has been a big focus for us and so when we're thinking about you know kind of this layered approach of all the different things that we're doing we know that literacy is um is a focus for us and we have been working on a district-wide literacy plan that's uh that mirrors what the what the state has been developing so um when we're talking about um uh you know intervention um best

160first instruction is we know that that's the best instruction right but we also know that rather than you know pulling students out of this best first instruction but what we want to do is to be able to provide those just-in-time support right in all literacy and mathematics to be able to support students where they are to access the grade level standard that's what's critical especially coming out of this you know pandemic that all students are able to get those grade level uh standards and content regardless of where they are and we're giving them those just-in-time support thank you so much thank you for your presentation we'll move on to 13.3 approval of the contract between a susan unified school district a usc and bbk group and company can i get a motion to move 13.3

161second we have a first by board member greer we have a second by board preferred biggest kenya student preferential vote yes any discussion seeing that there's none let's go ahead and cast our vote electronically and it passes five there item number thirteen point four can i please get a motion to approve the approval of the purchasing agreement between associate fight school district ausd and creative leadership solution ticket we have a board uh we have a first by board member greer we have a second by board member rodriguez pena confession and that there's none a student preferential vote yes can we cast our boats online i'm not able to i was just going to say something it looked like we already voted on that 13.4 yeah i don't think we voted on 13.3 i think we

162were ahead oh no i i did say the dbk group correct what's on what's on the screen now is the previous yeah for 13.3 voted now we're at 13.4 let's go ahead and do a roll call we have board member chris gonzalez oh wait it's back on do you guys have it yes okay okay and it passes 5-0 thank you for that moving on to human resources 14.1 approval of the 2021 2022 compensation package for substitute features can at least get a motion to move 14.1 make a motion to improve 14.1 okay we have a first by board member rodriguez kenya we have a second by board member grier we have any discussion or question yes i have a question regarding um the purpose of this kit for a competitive other district or is it

163the cost of living absolutely great question and i'm happy you asked uh the um the rate increase from 140 to 200 dollars per day out of 40 a little more than a 40 increase uh is to remain competitive uh to attract and retain our substitute they are in high demand and so um we um have experience and i thought um last time in my comments from cabinet uh about our challenges with uh building some of these substitutions so we see this as a way to continue to attract and retain our stuff did you um i'm sure you have hr friends from other districts but that you just correct right correct we uh we have a shared document so this is uh commensurate with um our neighboring guest great thank you thank you seeing that there's

164no more questions can i uh please get the student preferential vote yes thank you let's go ahead and cast our vote it passes five zero moving on to 14.2 approval of amended student teaching agreement between california state polytech university pomona cal poly pomona the associate unified school district ausd can at least get a motion to move 14.2 second that'd be first by board member greer we have a second by board member rodriguez pena any discussion or questions saying that there's none now please get the student preferential vote yes okay and let's go ahead and cast our vote online and it passes 5-0 moving on to policies and bylaws and this is info only from 5.1 to 5 i'm sorry 15.1 to 15.4 does anyone have questions on these this is gonna as you guys can

165see um it's become routine that we come and bring them just to update our bylaws and um to be able to use their board bylaws and um administration and regulations so seeing that there's no discussion we'll go ahead and move on to 16.1 unless anybody else anything right 16.1 a german cannabis get a motion to adjourn second we have a first by board member career a second by board member at rodriguez pena any discussion restaurant student preferential vote yes thank you let's go ahead and cast our vote it is five zero nine thirty nine you guys have a great evening thank you for joining us tonight we'll see you guys next week good night