Azusa Unified School District Board Meeting - September 14, 2021

001good evening everyone everyone watching at home everyone here in our uh boardroom um welcome back everyone and today is september 14th 2021 it is 5 31. and um i would like to call this meeting order i do want to start off with our mission and this is our mission the asus unified school district equips every student with the knowledge and skills for college and career readiness to fulfill their purpose and positively impact society the board of education will our our meetings are here at the district office and the public may also attend in personnel and by a teleconference by zoom today is we have our study session which will will be beginning with our study session that will be the whole meeting the board of education encourages public input when the public wishes to address

002the board of education on an agenda item if you're in person you can fill out a blue card stand at the podium or raise your hand if you're in the zoom attendant the board of education will take the blue card request first followed in order by speakers at the podium and then those in the zoom attendant board members are not permitted to respond to public comment a member of the staff will contact you if information if additional information is needed thank you for your participation individual speakers may be allowed up to three minutes to address the board of education translation services are available to the public thank you so much and your cooperation is appreciated and your attendance thank you so much we will go ahead and move on to item number 2.1 which is

003our flag go ahead and stand up we will go ahead and move to item number 2.2 row call we can go ahead and get started with board member career here remember bo board member rodriguez pena here on zoom on zoom and we do have a board member who's on her way and she will be here thank you moving on to the next item on our agenda 2.3 approval of our agenda can i please get a motion to approve 2.3 seconds we have a first five board member career and we have a second by board member bo at this time we are moving on to our public comment on agenda or non-agenda items item three point i'm sorry yes and we're going to go ahead and do a hand vote if we could have board member

004uh rodriguez pena thank you yes board member career yeah member beau yes and myself yes we have four yes one this one please and we have one um we're approving the agenda yes yes so we have five yeses thank you now moving on to item 3.1 public comment on agenda or non-agenda items like do we have anybody on zoom if you are in attendance and would like to make a public comment please use the raise your hand button it does not look like we have any hands raised thank you we have none in the plan so at this time we'll be moving on to our study session item number 4.1 study sessions full rate organization and i will be turning it over to our cabinet starting with uh superintendent arturo ortega good evening board president

005vice president members of the board staff and attendees tonight's study session is around the topic of school reorganization tonight the objective is for us to provide you with information about school reorganization tonight is also about creating a space and time for you to soak in this information and understand the various components and moving parts that go into a school reorganization decision although it is definitely not against any rules uh tonight we would also like to uh create for the board uh the space to not discuss pros cons likes dislikes this i want this model i want that model and instead reserve that conversation for our next board meeting and tonight really just focus on studying and learning the parts we want to create this environment for you because we know that eventually uh as we

006as we think at the next board meeting we start to have that that conversation tonight obviously we can ask questions for clarification uh and for understanding and we're gonna try to answer those to the best of our ability um i do want to point out that sometimes questions can be masqueraded as comments and so for instance if i were to ask um don't you think that model burger king is better than model mcdonald's that's a question that might give input or insight i'm sorry into what uh our thinkings uh are um at the end of tonight's board study session we would have accomplished our goal if you feel that you have the information you need and no one tonight understands where you might stand on this topic along the way please feel free to stop

007us to ask any questions uh to get started we want to begin with why why why are we doing this why are we talking about thinking about contemplating school reorganization and the reason that we are doing this is because um we need to be able to maximize the programs and the facilities that we offer our students that we offer our staff and that we offer our community this is why this is the why that has been driving that has been driving them so as you know we launched a school reorganization team in 2020 for the purposes of looking at this topic of school reorganization so that they make that so that they may make a recommendation or recommendations to the board um as you know the team was comprised 50 percent of parents and 50

008percent of staff with the breakdown being six parents who have kids in elementary six parents who have kids in secondary on the staff side four aea members four cse members and four site administrators the team began meeting in november of and through their process along the way they were able to decide on specific models and then that we kept going then they were able to decide on specific sites for those models and then we kept going and tonight we're going to be unveiling the recommendation to the board of education we want to take uh time out to show our gratitude um for the commitment of this team um as you might assume this is not an easy topic has not been an easy topic uh but their work uh their objectivity as as as best

009as we humanly could is to be commended and so i just want to publicly thank the team for this journey that they have taken so number one uh this is one of the models that the school reorganization team uh came up with uh we refer this uh as model three um and you have seen this in a different way but this is the one of the models that they came up with we'll come back to this in a second this is model 4 this is the second model that the team came up with the model 3 and model 4. at this point in time i'm going to take out my phone so that i may turn on my timer um what we'd like what we would like to do is offer the board of education

010uh two minutes of uninterrupted time where you are uh you have this in print by the way if uh if that is easier uh for you to do but we're going to take models 3 and model 4. and we're going to give you two minutes just to look at these models compare and contrast what do you see similar in the models what do you see different in the models um and after the two minutes you don't have to but we'll ask the board if there's anything that they want to share in terms of their observations comparing and contrasting model three and model four at for this particular exercise we're going to ask that you do not pay attention to the sites that have been chosen that's a later conversation but just really about the models

011and how they're built and what they mean okay so yes ma'am yes absolutely can we ask for clarification on the format of tonight and if there are time suggestions and how we're moving through that so so one of the guests for that i i think it's very important that that you stress um where we're going with this the two minutes the questions that okay so we're going to give you two minutes of uninterrupted time to look at model 3 and model 4 as you're studying right we're just looking at these two models and for yourself you're looking at again uh differences similarities as you're comparing contrasting um and then after the two minutes again we would turn it over to the board if there's anything that they would like to share something they saw or

012something they noticed yeah i mean for the entire and how long are we projecting two hours and kind of how are we yeah i guess i'd like a little preview of what we're doing and how we're chunking our time sure um we are uh we are thinking that this is going to be two hours under two hours of course that will depend on uh questions and comments and conversations uh we're going to be showing you the school reorganization team um their decision we're gonna be going over survey data um and then we're gonna be going over uh enrollment capacity uh we're gonna be going over uh projected cost we're gonna be going over projected or possible programs and we're going to be going over potential staffing along the way there will be checkpoints again where

013we stop we'll give you time to think to analyze to look and then to to be able to share uh some some things out also to be clear process-wise uh you're you're asking us to look at model 3 and model 4 and simply share out our observations and not ask questions oh you can ask questions sure that's fine just clarifying yeah absolutely oh i can answer more questions if you want to talk about it but it's two minutes looking at model 3 similarities differences if a question were to come up absolutely we can address the question and we're not looking at the sites we're just looking at the models for how they're built okay two minutes starts now okay those are two minutes again i don't need to but would any any board member like

014to share something that they noticed about the two models maybe something that they have in common or something that they have different i i just have a question not a question but just a comment you got what i've noticed in my room three and model four um i noticed that model three and model four that there was uh elementary middle and high school all supposedly um being close that are on the um beyond the 210 freeway in the south side i noticed that on model 3 and 4. thank you for that anyone else okay i'm sorry i have a question you asked um can you just be super duper clear this is this is uh the different capacity percentages the thresholds that we see here they're based on the 22-23 projected enrollment that is correct

015and are we in our projection enrollment are we anticipating that that our enrollment continues to decrease uh that is another part of today's meeting uh but to answer your question right now yes so therefore it would mean that the percentages across the board we would anticipate that the capacity to decrease over that is correct we're getting an echo over here okay we're good all right so now we would like to share the outcome of the school reorganization team um first of all we would like to share that the team decided to not make a or one recommendation to the board of education what they decided instead was to send both models three and four to the board for consideration but they wanted the board to know how the team viewed the two models so they

016didn't want to make a recommendation say the school reorganization team recommends model three they didn't want to do that instead they wanted both models to come forward but they wanted the board to understand how they they looked at and favored these models as a team so as you can see here at the top as a team 42.1 percent of the team favored model 3. 57.9 of the team favored model 4. and so that pie graph there represents the team if we break this up by parents and staff on the parent side you will notice that 71.4 percent of the parents favored model 3 28.6 favored model 4 and on the staff side favored model 3 and 75 percent model a favor uh model 4. uh one thing to keep in mind this is a uh

017we're talking about mathematics this is a relatively small number so one person voting one way or the other can sway these percentages in a big way so this serves as the official results and official recommendation of the school reorganization team and we're going to come back to these numbers uh in a little bit yes ma'am so this light is not in our slide it is right here oh i would like to ask the clarifying questions absolutely so for for this survey were the students not surveyed this is the school reorganization team and how they felt about models three and four so the team only the team only so yes ma'am um so just point of clarification so it looks like there are more staff that voted than parents so do you have the breakdown on

018how many parents were in the city that voted off the top of my head no i do not so going back to your question did everybody vote everybody that was at this meeting voted there were 19 there were 19 members present and 19 people voted yes so three people were missing how many people no more uh five people were missing board member cruz gonzalez's um question i think it's important that we do that we do see the percentage how many parents and i'm sure staff because that that will kind of yeah off the top of my head i'm gonna say uh i i don't know but we can find out lika if you can on the side if you can pull that up um and we can share that with you but again 19 people

019small group right i have a question um so regarding so if you're saying that model 3 and model 4 are the recommended models presented by the school reorg team correct did the team also recommend the site listed in this slide deck for model 3 and model 4. that is correct okay so my my bigger question is um we please share with us the criteria that the team used to select site we can we can definitely get to that when we get to the sites but just a quick kind of bring back to all of us uh every member of the team if they chose to they did not have to um could create a model so they can say okay here's model three model three says i have to have elementary schools a a tka

020a middle school and a high school that's the model and each team member then could based on their own criteria say okay well this is going to be the high school because of this reason this is going to be the middle school because of this reason this is going to be the k k for this reason these are going to be the elementary schools those reasons could have been location north east southwest that could have been capacity larger schools versus smaller schools it could have been border schools um we want to keep these are some of the things that came up we want to keep border schools open and alive it could have been a a variety of reasons but ultimately the model that you see here was a model produced by a team member

021and through the process of voting that is the model because there were different model threes as we went along if i'm not mistaken at one point in time we had 11 different model threes and so those eleven three those eleven model threes became six then they became three and then it became one and the same thing for model four model four did not have as many iterations as model three i believe there were five if i'm not mistaken five different model fours so the two seven twelves and then which elementaries would would be the case the tk sixes uh but again these were created by a particular staff member and as we went through the process of elimination and voting these are the models that survive so in in minutes of team meetings is there

022a and where we could find the criteria and is there one person a comparison if these are the two models if we're looking at location north south border schools yes no capacity yes no how do these how could we evaluate these two models and how they rank among those or how they rank between those among maybe you know top five or six big criteria point um in my opinion the best thing what i'm asking board members in my opinion though the way the the most easy way to do that is to um speak to the author of these of these models if i'm understanding correctly pretty much how did it come down and what was the process and what the process was voting what was used the criteria the criteria what criteria was used to

023to down pinpoint to them so because criteria when we're speaking about school reorganization to one person it was super important that it'd be northeast southwest but to another person it was more important to have border schools open to another person it was more important to have larger schools versus smaller schools and so the the criteria was different depending on the person that was interpreting or putting their ideas uh forward and so someone might say north east southwest but then somebody could come and rebut say yeah but by doing that you're gonna have to close these border schools and that's not that's not okay or that's not good so if i if i remember there was um [Music] you gave the the team a chance for them to be able to come up with the model

024that's correct any team member and and for them to to um to share why they came up and pretty much what you're saying this is why i came up with this model because north south east west and so forth and then once they presented these models then the team got a chance to hear everybody out and that took a process and therefore after that that is when they did the you did the abc and so forth and that's when they they voted right and so um but i think the criteria is how did the individuals come up with with with with that the reasoning yeah i can't speak to these particular ones again we have to i'd have to speak to the authors because again there was so many excuse me so many different criteria

025that people held close to their heart that may or may not have jive with somebody else's criteria okay my hand is up yeah i have a question regarding so the five um people that did not vote do we know how many were parents how many were staff members and my second question is people on this reorganization team made it with parents or staff were they throughout the zoo unified school district or just a certain area or certain schools or were they just throughout the district where they came from or how you selected them sure sure um so a a all-district call was put out uh to the parents saying hey do you want to join this uh team uh this is uh what's going on this is what we are doing we got interests from

026several people and then in a live format they were chosen at random six people for the elementary and six people for the secondary we also chose alternates for both of those groups uh and again that happened live um in a live meeting so that everyone that was interested uh joined in that group and they saw how the the members were selected uh so it was it was random uh based on the interest of the parents that submitted their interests and their forms to us so so you can look at what area they were from you just picked them so you don't know they're all from one area or right you don't you didn't go that way i mean off the top of my head i do know some of these parents so i know that

027somewhere from the some some reside in the south somerset in the north but again that's easy to to look up and provide uh provide to the board i would like to see that please thank you arthur i just did a little bit of math on my calculator so that was 11 staff and eight parents is that correct i do not know lika's looking that up right now i think well that's what those percentages up there would okay so 11 out of the 12 staffer there and then eight out of the 12 parents again i do not know for for a fact as a follow-on um is it possible to go solicit the votes of the five people that were not able to participate is that possible sure i mean it seems like a a big

028meeting i i have a question let's go ahead and open it up to our board members i'm wrong i thought i thought that but i thought that pie chart was how many parents how many but as they point out that's the number we'll go ahead and provide that for us um it looks like it's 12 and seven 12 and seven so then all staff were present but only seven parents correct and how many of the how many of the parents are also staff one two two based on what i see so were they counted as staff or as parent as parents so one of the questions that board member um beau just asked and um i would like for you guys to time in on this was to have uh the parents that were absent

029if we could solicit those votes i i the only thing that i i'd say yes we can we can definitely do that i what i what i would say though is i don't i don't just paying homage to the school reorganization team that would be additional data i i don't know that we can say that's the official school reorganization team data that's the only thing that i would be a little bit leery about but in terms of getting more input and more information and getting data i don't see why not can you clarify what you mean by maybe capturing their vote if they were not able to participate and this was the meeting where they said vote between yeah vote between three and four which one are you voting for we're missing five votes so

030i'm guessing i'm asking my colleagues do you do would you think it's valuable to ask those five people to say hey we sorry we missed you and you vote were those five members uh consistent offenders or did did the the number of involved drop off as the time went on uh the number uh parents dropped off as the time went on uh we did have to reach into our alternate pool uh because some parents said i can no longer commit to this or for whatever reason so we had to put alternates into into their into their spots so it's not that it's not that we had a pool of 12 parents and five were absent it was that the pool itself dipped below the 12. um maybe it's a little bit of both i do

031believe that there were some parents who are part of the team that were not there and then just remind me yeah how many maybe you're talking about later on how many meetings did you end up having overall yeah i don't know the the exact um but estimate estimate it was a it was about a year long correct estimate 18 and then how many was the original commitment um i don't know that we had an original original commitment so yes we ought we kind of brought that up at the last meeting we were close to our one-year reunion like our one-year anniversary of a meeting so i'm going to ask uh board member rodriguez penguin do you have any any thoughts or comments on um being able to reach out to those parents that uh were

032not able to to vote on this this last wednesday well i i think that we should have um i mean for whatever reason they're not able to be there uh still allows them to place a vote because oh uh you know for 18 meetings if they came to maybe i'll not only committees but they were participating they were still part of the team i feel it's fair that they also shouldn't have a chance to vote at the end of this whole 18 sessions or meetings so it looks like the majority board experience that we would like for these parents that were not able to attend this last reconfiguration meeting if you could please and just to be clear you don't know what that number is because five is the high number but right it would

033have been less than five correct any of you can clarify so you're telling me you don't have all the twelve parents right now on the that that is a possibility yes i don't know my head so were we have we did we track attendance at all the meetings uh we did because they were in zoom so we knew the participants yeah it would be really helpful if i could just get a breakdown by a meeting like how many stuff having parents attended and when i think to add to that as well i think it'd be really important to also um when the new parents came in when that transition um out the alternate yeah okay we're good with that all right so as a result of the school reorganization team we also sent out a

034survey uh to parents uh slash the community uh staff and students we created uh a draft of the survey that we were proposing to put out and then we asked members of the school reorganization team parents and staff that were interested to meet with us to go over the survey and provide us feedback both the parents and the staff were immensely helpful they had really good suggestions and together we were able to finalize what ended up being the survey that went out so i'm very thankful for their feedback on on that so here you see uh on this slide overall data of all the surveys put together so all in all we collected 1917 surveys of those 109 of those 1917 surveys 980 favored model 4 which is 51.1 percent i'm sorry model 3 980

035favored model 3 which is 51.1 percent favored model 4 which is 48.9 percent if we break this down by parents students and staff here you see the breakdown so on the parent side 48.1 percent favor model 3 51.9 percent favored model four and the student side 39.4 percent favored model 3 and 60.6 favored model 4. on the staff side 63.1 percent favored model 3 and 36.9 percent favored model 4. so to be clear the survey the same survey was distributed to three different subgroups one to parents one to students and one to staff but the identical survey yes we want to take uh another yes ma'am i'm sorry i just want to thank you all for uh giving us very good comments and parents had their own suggestion and i think it's really good it's

036a lot but it's great and i appreciate i know it's hard to put all this together and you know thank god we worked on this yes thank you um so at this point uh well we had planned but if if this is not what the board likes or doesn't then we can shift but we had another study moment where we're going to ask you to take these three pages so the data from the school reorganization team the data overall of the surveys and then the subgroup data and just again just carve out some time for you to at your seat take a look at it um i'd like to ask some questions about the survey yeah does that happen after we look at all the data or now let's go ahead and wait till after

037since we are looking at all three surveys it's just my questions are just about the survey not about the other oh okay go ahead yeah so just a couple questions um so what were these three separate surveys the one sent out to community parents one sent to students and one sent to staff so that was it one survey where people all went to the same site and identified but with their role no three separate services three separate surveys okay so um for the staff one that only that went to staff and then how did we verify that it was only well how do we verify for each one that it was the people who said that they especially with the community parent uh there was no identifier or know your name email address nothing like

038that so it's on the honors system that all of the surveys were coming from the place that they were correct um and then of the 1300 surveys is great right but i often worry that um the same people that have the wherewithal to find a survey online are the ones that are the ones that maybe have more wherewithal to do a lot of different things in our district and so did was there any other way of surveying like say for example we know a lot of our parents may not be comfortable getting on surveys i mean we think about how many families we have in our district so when you look at the how many people if you have 1300 surveys of parents let's say some of their parent community right that's the that's a

039i don't know what percentage it is of our parent population but it's not even half of them right so how do we feel comfortable that these surveys represent all the parents the diverse parents that we have in our community uh this again this was only done uh electronically so all our social media peach jar those kinds of things in english and spanish but there was nothing else beyond that like a printout or you know you could do it in printing uh we did not uh do any of that of that piece and then with the student surveys did we track anything else like what level rate what grade span they were did it go what that's where they went out to what student secondary students because this is just high schoolers six twelve um seven

040twelve i meant yeah seven yep okay you do you want to go ahead and timeless since you have a sure handy dandy timer there yeah so again we'll just create some space for you to look at these three different slides the three different um data points and then we'll check in in two minutes okay those two minutes are now over does anybody either a have a question or like something to share that they notice in the data something i observed it's interesting that as we look at the staff breakdown of the school reorganization team and um there is a a let's say a majority clearly a majority that favored model four when it was the the school reorganization team and when we look at the subgroups the staff surveys the majority flipped i'm curious to

041know were were staff on the reorganization team or and parents for that matter were they tasked with serving as representative and so therefore gaining perspective from from an essence of constituency or were they tasked with wearing their lone hat as a member of the committee to vote on you know vote their conscience or their their conviction uh so it was not ex that was not an explicit role of the school re-org team to um go out that question did come up during the process uh like hey could i be talking to other parents you're the parent representative absolutely um and so there was not an explicit expectation that that is part of the role but it definitely was not frowned upon or discouraged it was the opposite if that's what they wanted to do that

042that's what they wanted to do at the end of the day um as we all are probably going to experience sooner than later i think it's hard right it's hard to to separate yourself and um but i cannot speak for the members themselves particularly to know how it is that they cast or vote any other questions or something you noticed in the survey data the question i have is regarding the student survey um how are they notified or how did they take the survey in the classroom or on a ballot or how was that done for students thank you uh students were emailed the survey directly to their email okay thank you absolutely as you're going to encounter right now in a little bit the survey also had an open-ended question uh or section where

043the community staff students parents were able to jot down ideas suggestions requests please um anything that that they wanted to to do um this right here is a a summary of of the qualitative data uh this is not scientific in any way shape or form um and that's why we have provided uh the whole entire file for for the public and for the board to see um but this is these are the themes that popped out um going through the qualitative data so for people who voted for model 3 who said this is the model that i prefer that's the left side of this the number one reason shared in the comments was because model 3 would keep seventh and eighth graders separate and apart from high school student now that came in in various

044forms right so some some of them might have stated it that way uh i chose model 3 because it keeps 7th and 8th graders separate from high school soon some of them might have framed it a different way i i voted for model 4 because there's no way i'm sorry i voted for model 3 because there's no way that i would have uh 7th and 8th graders in model four with high school students they're too young there's a lot of different ways but in in the end uh the number one rationale for people who chose model three was because they did not like the idea of having seventh and eighth graders on the sam same campus as high school students uh another very popular uh idea or notion in the survey results for model three

045was this idea that middle school students are a unique uh population and so they need a middle school experience they need to be able to experience a middle school um another uh of the of uh of the ideas uh with a lot of frequency um clumped together is that if we went with model three at the high school level the programs the options for students our sports our music and even our enrollment would be better and would increase if we went with model 3. now again i just want to state the obvious but right these are people's opinions right and their ideas not not to say that these are trues or falses these are the opinions that are that are out there right uh people who chose model 3 said hey model 3 this is

046a better use of our facilities it gives us better capacity and so this is a better use of the facilities that we have another idea that popped up from people who voted for model 3 is that this notion that it would avoid future need for further closures right and again that was said in a lot of different ways right one way that it might have been said is if we go with model four look at the capacity we're going to be back here again in three years and having to think about closing schools again um and then lastly uh they felt that model three those that chose model three felt that it provided our parents and our community the most choices meaning i can send my kid to elementary and then to middle school and

047then to high school if that's what i want or i can send them directly to a tk8 and then to a high school so felt that there were more choices for parents those that voted for model 4 the number one driving force is that if we went with model 4 that would result or not results i'm sorry in loss of students again said a lot of different ways some people said if we go with model 3 we're going to lose a lot of kids others said it if we if we go with model we're not going to lose kids a lot of different ways but this notion that model 4 would not result in a loss of students uh for model four also uh a lot of comments around that this would be less waste

048of the funds and projects that have already been completed and funded um and i'm gonna assume here uh based on the comments for measure k um again not explicit a lot here and there but they felt that if we went with model four there would be less waste of those funds than those projects um for model four uh you'll see here that both the people who who voted for model three model four model four though feels that middle school students would have a better experience and more opportunities being with the high school student and being on a secondary campus a lot of comments also around model 4 shows respect um for tradition uh and shows respect and pride for the alumni and the city of the two of the two high schools so a lot

049of comments around around that around respecting tradition and respecting pride another recurring comment is that if we went with model 4 it keeps the high schools closer to the families right so again sometimes the comment came the opposite well if we go to for model three it's gonna be too far for some parents to go to high school but again basically the same the same idea right and then lastly comments around that the high schools would be less crowded if we went with a 712 model again this is a summary based on uh some frequency um of the survey qualitative data and again um these are people's ideas these are their opinions um and so we just wanna want to capture that here for you all um so yes ma'am i have a question so

050on these rationales um the reorganization committee did they have the similar rationales um why they they preferred three and four very good question i would say yes definitely some of these things did come up uh during the school reorganization uh team process um i don't know that all of them came up during that during that time but yes some of these points did come up uh during the process and the journey of the school reorganization team but i was actually going to ask a very similar yes i was going to is board member rodriguez are you done with your question yes so i was actually going to ask a very similar question but i was going to do a comment i know you asked but it's not a comment related opinions on the thing i

051was going to say this skills really go back to the comment that the question that sabrina asked earlier around like what is the rationale coming from the committee for these two models and i think it would be very helpful for us to understand that articulation and i so i'm not i'm not understanding how that was why that was not articulated as decision making was happening because i would think those would be driving decisions right um so is there a way to be able to summarize the decisions behind these two models without saying it's a single person's opinion right so again as best as i could right these are personal near and dear so we did not come out and say hey you must build these models based on capacity you have to maximize the capacity

052of the building or we did not come out as a as a district to say hey when you build your models you must make sure that you have uh schools represented in in all the quadrants of the of the um of the city um so we we did not set up the the process in that way we were forcing um a certain criteria uh to to do that because we did come out us as a team when we first brought our model we said we built it on capacity that that's what we feel um is is an appropriate way to look at how we're going to build that but we wanted to honor the teams again wide variety different places that they're coming from different opinions different mindsets and allow them the space to say

053um well i think it's better to have north south east and west and and honor that and say okay great that's that's if that's the way you feel that this is the way the decision should be then that's how you're going to build your model where somebody else might say no i don't see it that way i don't see that this should be about capacity i don't see that this should be in north east southwest this has to be about we have to keep our border schools open because if we don't keep them open the moment we shut them down we're going to lose those those kids and so that's their opinion and so we wanted to honor that opinion uh as well um but every person that put forth a model had the opportunity

054and did explain why they created the model and how they created the model and was that captured a note that's captured in in all of our recordings and videos yes we can you could go back and look at model three and four and see what was the rest of it yes thousand percent so just just for clarification um you would like the the minutes and summarize for that meeting uh for model three and four is that is that i would like a list a bullet point around the rationale behind them and i i appreciate that they may it may not be exhaustive i appreciate that it may not be um identical to what every reason why ever like maybe adrian's feeling different than i am for different reasons but if that's the only way that's

055the only thing you have i would like to i would like a bullet point yeah but not not a summary written yeah that work for you too um okay so again uh at this point in time what we wanted to do is again create this is a thick document and so wanted to create a space uh and time uh because it is thick we were thinking of doubling the time and just give you four minutes of uninterrupted time uh just to peruse uh through um these comments uh and get a sense but again if the board does not want to then again we can we can keep moving on but we felt it was important for you to have an opportunity to go through these um you know some time to go through these and

056you you captured the comments here yeah one more time this this thick packet is summarized with what you you have that is correct and uh and we already have the graph for the data so we already know the final total numbers and this is the qualitative data correct yeah so this right here just is all the comments that's all the comments that were placed by uh the people that wanted to place comments not everybody placed a comment are these comments only from parents nope it says all of them parents students and staff so you sent out different surveys but aggregated the results or is there yeah so there will be eventually there'll be something like this so this first set are spanish parents then there'll be another page and that page is going to be

057your english parents so every time there's a pie graph that's your delineation that it's a it's a different we're now on a different survey okay that's four minutes obviously that's not enough time to read the whole thing but just hopefully to give you a flavor and to kind of see some of the comments that were there before we move on any questions or comments about the comment since there's no comments or questions for this we're going to go ahead and move back to our survey quality data so i'll just well just with the caveat that i'm going to reserve any comments i think it's obviously from i had um several questions that i wanted to pose to my colleagues on the board um so one question i had so i'm just going to ask all

058of them and then their response from staff um i wanted to get clarification if these responses of categories are ranked i thought i heard it i thought it was mr ticka say that number one was the most prevalent reason but i wanted clarification if their rank um it it seems that this is a list of pros but not bonds so in looking at the thousand plus responses um i think it would be helpful to see why people voted for model 3 and or not for model 3 and what people said in each of their comments um i also think it would be helpful to see the responses by sub group though from parents from teacher or from parents from staff and from students is even taking a quick glance through the responses um i think

059the the audience or the responding group has different ideas different sentiments and then my biggest question is um i'd like to know what resources we use to code these comments um because i think there is a lot of rich data here and i think that if we considered coding them a little more scientifically we would be able to get some more quantitative data around the qual around these qualitative responses so for example if we knew that you know there were 500 comments that said this it would kind of give us a little maybe increased perspective around what people are saying um in addition to seeing the in addition to having the raw data so those are my observations around this summary sheet and looking at the thousand plus comments from the different um subgroups i

060can answer so what was question number one are these are these response categories rank yes they are ranked from the most prevalent uh to the least but this is not exhaustive right there were more comments as well so that just doesn't capture all of the categories then what system did or resources did you use to code these this data yeah like i said in the beginning this is not scientific at all this was literally reading a comment oh this is about losing students this is a comment about uh middle school should be together and then just tallying as as we went through but not scientific at all do you have the tallies um i think i do but i mean but one of your further questions is should we should we uh do this in

061a more scientific manner and so if we did that then that that would peddle that i think there was another question i haven't answered though the resources it was have the same question how did what research do we use to code this yeah no i think the other question was about pros and cons yeah so yes deliberately these were written in the pro word and the pro way uh but i and i i obviously failed but i tried to capture that like for model four um i choose model four because it would not result in a loss of students so that would be true but somebody else might have said that um if we go with model i chose model four if we go with model three all those all all the high school students

062are going to go to another district and so that counted as would not result in last student so we just put a positive spin to it noting and accepting that there are both a positive a pro and a con but they fit in the same bucket which is model four people who who voted for model four feel that there would not be a lot of students or that great of loss of students if we went with model four one of the questions that was uh just like before the board is would we prefer kind of a more scientific approach to to um you know assessing the the data uh board member beau you suggested one one way to look at it is coding it and and providing information such as of you know this fed

063yes or no and then at the same time uh arthur you're saying that you you did you you tallied it what would be the difference between what you're saying you did and what you were asking for so this is what i'm imagining um based on different experience in education so this is a big you might think if this is a big research project where are we gonna you know what are our criteria what are we trying to accomplish and how do we get information from a variety of group surveys team meetings right and then how do we synthesize and put it all together so if we have a thousand plus comments having someone go through and categorize them and say you know fifty percent of a server respondents indicated abc and with representative comments like

064actual quotes built in for that if this was a report like a three-page report how would it read like how would we describe this whole process if you had to read it in two or three pages um but having the raw data is important right we get to see yes i can tell this is a student that wrote it seems like a teacher seems like a parent wrote this um but in the absence of not having tally mark and saying it's not really scientific i don't it leaves me wanting more i'll say that yeah and if we go the scientific route then i i would i would suggest that we go the scientific route right so submit the comments to uh to a professional or a company or a person that this is what they

065do and have them come up with a summary of of the of the comment like dr bo said categorized by subcategory students parents uh spanish parents uh staff combined you know those kinds of things pros ponds i think i mean what i i think that's very important i think the question that we i would have us ask before we do that is do we feel like this survey data is representative of the entire community before we spend time trying to quote it to understand like where you know where most people and i mean i think it would be good to be clear about the data so so i'm yeah i'm okay with with getting it quoted i just want us to make sure we keep in mind that maybe this data may not be as

066representative as we would hope because we have no right in the way of no i would like to ask board member rodriguez for her thought yeah i agree we coded uh coded them i think it'd be easier to understand so in a more um concise uh manner kind of like research data being able to go and have a more uh detailed information with the quote i mean you know 50 of the parents my question i just have a question right now that you just said um 50 of the spanish parents what is the difference between the spanish parents and the regula i mean the english parents and in terms of i don't know you just mentioned right now we would do a subcategory for spanish parents i'm just saying that if there's going to be

067an exhaustive um summary of the data then that i will i would expect that that's something that they would that they would point out so you would hire somebody like a hanford that would write it for you correct but then my question for the board is is that the direction that we would like to go ahead and give our superintendent okay the majority of us and can i just ask the question regarding to how long would this take and how much would it cost right and i unfortunately do not know the answer to any of those questions i i would have to i would have to look into it i am not sure i like to know about that answer when you when you get it please absolutely so then my question to to the

068board would be would you like this before we continue you know before next week uh i mean would you be able to get it right so we would have to then um if we wanted to have another conversation about the reconfiguration we would wait well i would like to take it back on board member cruz gonzalez's idea of gathering more data what do we think as a board of knowing that we did surveys by email and what was when was the survey administered what were the administration date of the survey um it was in the beginning of august if i'm not mistaken and how many days was the survey open so it's a it's an open question do we want to take an opportunity to provide paper copies to students to parents or how do

069we feel about that um i have perhaps a suggestion i throwing it out there for the board one of the things that i heard board member chris gonzales say how do we know who took survey right and so one of the things that um parents do have is access to their children's area and so that could be a way where the survey can be administered through aries if that's possibility i mean because that's how they get messages um through aries they're able to go ahead and um register their children through aries could that be a possibility that doesn't seem like a possibility to me um it's a student information system i don't know that we can do that i i don't know but remember also that um i walked away with the understanding that this

070was not just for parents but it was the community as well the community but in here i don't see it's it's parents community because we don't know if they're a parent or not a parent the thought i have in regards to that board member beau is that there's and uh there's there's really no way for us to collect additional information as i say to collect additional information that supplements what we currently have we would we would be setting this aside we would be setting this data aside and and conducting a new a new survey and and having new strategies to be able to notate who has taken it and who hasn't so i guess that so more just to to be more specific the question should we should we set this information should we set

071this data aside and collect new information or do we do we see this information as use useful as is is it is it is it's not sufficient enough and so therefore not useful whatsoever or do we do we use it based off what we have um i think all data is good data and it depends on what you know how you interpret it and what you do with it i would not say to discard this in any way you perform i do think it needs additional outside analysis um you know it comes to mind that we have atu here in our neighborhood there are probably teams that would do this for us um or there may be teams that would do this for us um i think we're always gonna want more information and so

072i'm i'm interested i brought it up again because i want us to talk about it so you know if we did this what would that mean or would that put us in would that give us additional information that would be useful or would it would it appear to invalidate the prior date the data so i don't have a great answer but i want to say i would like us to toss it around and if it's settled with no further action then i'm okay with that so i mean i think it i think it's valuable to synthesize the status that is digestible right so that that piece about the coding um you know i would ask you so in terms of the committee i mean was the feeling that the committee's the committee's work was done

073and this is coming to the board is that where you left it off the last meeting one thousand percent yes right so i think we would have to ask ourselves and the data would really be for us right um and and ask whether what's this role with this or whether we feel like we really need to have like um i i won't say scientifically valid but i'm a much more rigorous approach i'm okay with it i feel like this is what we have it's a good it's a good representation of their opinion i mean i'm gonna have opportunity to read it all and see um but it would be good to have a synthesis of you know general general overall board member rodriguez pena i'm comfortable with the information we have at this time because

074it was um you know we have parents input spanish english we have community we have staff we have students so i'm controlling the information that we have at this time so what i'm hearing for the from the board is that um [Music] the data that we have right now is useful um if we can go ahead and get this synthesized and into groups and be able to that way we can read it um and and see it in a more concise and precise way um and one of the things that i'm also hearing is that and i would like forward what i'm hearing is that you would like to have this data size before we come back and have another conversation about reorganization i mean that would certainly be helpful is that is that realistic

075i would ask just a different question myself personally um so there's going to be a lot that going to be swirling through your heads right capacity enrollment criteria survey data the team and so i guess my question would be can we still begin this conversation and i don't know the answer to this question this is a question for you can we still begin this conversation next week even if we don't have that survey data because again there's so many other things i i that you're going to be looking at and thinking about and considering um or is it essential that we have that before we we begin that conversation so can i can i ask that we just hold that question until in the end yeah you know but if you ask me right now

076you know i want to read everything yeah let's go ahead and process this and go through this and process it together and [Music] only because i was asked in the beginning so i'm going to change my mind and say this is not going to take two hours or less because based on the way we kind of frame this um this is going to take it'll it'll definitely spill over two hours so just want to give you a heads up so just like the conversation that we had right now in terms of um you know what what we're going to need um we're going to shift really quick to some appendices that were attached to the board agenda item and so i'd like to turn over to latasha who want to talk about um potential cost

077thank you so we have appendix a what which identifies potential costs that are associated um for each model majority of the costs are model specific meaning no matter how we spliced or diced it those costs remain but some of the costs are associated with the schools that were selected for the for the model so if we look at model 3 this includes one tk eight six pk stick one middle school and one nine twelfth high school so we have um the first cost for a potential cost would be new branding so you'll see in this model the selection was to convert valley dale to a tk8 so that would be fifty thousand dollars projected to rebrand valley dale we also have the sixth grade curriculum and that's for the three core subject we also have

078modernizing our kitchens to make them larger and the 250 represents the increase in square footage and right now the construction cost is about 400 per square foot going to the high school we have rebranding for the idea that it would be a new high school not a physical building but you have the opportunity to reimagine free think school logo school colors vice versa we would want to rebrand the gym floor again if we change the logo change the colors um re do the turf build overlay or to be consistent with the new branding the new logo we also would anticipate additional equipment such as football uniforms shirley uniforms soccer uniforms and vice versa we will also need to monetize the kitchen increase it by 500 square feet and we will upgrade the locker room so

079for model 3 based on the school selected and recommended as well as the potential cost that would equate to about 2.5 million dollars now there's other additional costs that we could consider so if we wanted to add additional classrooms that is noted at the bottom i'm looking at the ellington model if we were to add three portable classrooms the projected cost is 1.7 million and if we ever wanted to add additional parking spaces out of sight it'll be approximately hundred thousand dollars uh latasha um may we point out that when we say uh ellington type right when we think about portables or modulars can you explain a little bit what the ellington type means yes and i apologize for that so currently um ellington is the one campus that has the new modulars that looks

080like an actual building it's a full fod fix fix finishing with the doors windows they have their own restrooms and it's built in place and so if you go on the ellington campus the new wing which is considered the middle school wing that is considered the ellington model do i have any questions on projected costs for model 3 when when you say projected cost uh for the ellington type and you have three rooms all right you're saying that there are three additional rooms needed or you're just saying that is the cost if we were to add three rooms yes that is literally just additional consideration if we wanted to add three additional wings so like to say for example if for valley dale if you wanted to add a wing of classrooms and you want

081to do three this is the projector color just to have a perspective when we're looking at different schools and different opportunities if we wanted to add classrooms that's the potential so is that a part of the conversation at some point as as we move forward where we would look and we would say if i messed up if if we say valley dale that we're we're shifting things over to valley dale we will need six additional classrooms or and and so these are those costs yeah that that will be part of the conversation but we don't have enough information at this point to know those true costs because we don't know which schools type exactly yes but they are added cost yes sir and it can also be um if when we get to our specialty

082programs me we may want to build a lab with two side classrooms this is just to say if we were going to do additional costs if you're looking at three classrooms at a minimum it's 1.7 million dollars just so we have a perspective you're welcome i have a question on um kitchen modernization so the 250 square feet what site is that for um right now this is considering foothill the branding is would would be under this model for valley dale to rebrand it as a tk8 the modernization the vacation under this model as proposed would be at foothill um could you tell me more about the kitchen monetization in the locker room upgrade yes so that would be at the high school to make it larger since we're converting to one classroom i mean one

083um high school this is just projecting to make the cafeteria a lot bigger and have other opportunities and again these are just optional is not required and then the sixth grade curriculum um can you tell me about purchasing new curriculum and how that relates to reorganization um so right now this is to do the core subjects um to adopt uh actual sixth grade curriculum to be at our elementary campus i can add a little bit uh so not too f in the too far distance uh we used to be k-5s and so when we adopted curriculum and we went through the the adoption process uh we adopted elementary curriculum we adopted a middle school curriculum and we adopted high school curriculum so back in the days when we were in the k-5 uh that that

084uh elementary curriculum could have been you know curriculum a but then at the middle school they wanted curriculum b so they got curriculum b so now we have moved sixth graders back to elementary recently and so as we have been considering this it to add um um continuance to to the schools uh and to the students it makes more sense that the sixth grade not be a separate curriculum than the tk5 and that should be the same curriculum as the tk5 so that when you're talking about professional learning communities when we're talking about moving from you know one system to the next that it would be regular um but if i'm not mistaken dana uh we have we have already made some of these moves is that correct that is correct we've already started making

085the transition with language arts and mathematics and then at the elementary level if you think about even further there's a possibility of a five six combo and so now you're a teacher who has a fifth grade and sixth grade combination classroom and then you have a different curriculum for fifth grade and a different curriculum for sixth grade that makes it really difficult yeah i have a question so it'd be good to know um like the new branding the gym floor and and so forth the uh turf over like where is this going to be done at what what school sites are you making these changes so this is um again these calls are based on the uh model selection of the committee so right now this is looking at uh azusa high school but this

086is just a recommendation so this is not the school that ultimately it will be up to the board to decide what school this would take place if we did model three i'm going to ask board member rodriguez did you mean like the new branding and then like um right next to the gym right the gym floor or the new turf right school it would is that what you're asking for for it to be written next to it so you understand where yes i would like to know where are these changes going to be made where are these funds going to be sent right so right here modernized kitchen and then right next to in parentheses the school that you are meeting yes no problem right okay yeah thank you for the clarification yes um can

087i just ask yes yes so um now back to the kitchen um so do we currently have a kitchen we do but it's also very small yes we are utilizing it and then um with the modernizing kitchen um is this anticipation of just expanding the ability to continue the current service or would this incorporate the ability to provide freshly prepared this is to evolve our current operation so it evolves so even if it's freshly food or to incorporate a salad bar incorporate different opportunities of how our students receive meals we will need to increase our capacity right but i'm asking when you estimated these costs was it with the idea that we would be evolving our food service approach or is it just based on current costs and what it would cost this is just

088a cost that expand our current size of our cafeteria so conceivably it would be a lot more if we wanted to talk about evolving your word with those type of food that we deliver to move away from processed foods and think about i would have to say um that doesn't have to be a yes um because we can evolve without i mean we could modernize and rethink things it doesn't have to increase costs but it could be a potential cost if we were to drastically change our operation kind of backing off board member kuznets um serving more of the nutritional more uh what is it um yes fresh there there are um companies out there that do provide that have we that's something that we can look into as well if we were to provide

089uh freshly prepared food that would be us cooking it not contracting out with the company to provide i'm sorry can you repeat that that would mean we will be cooking it not contracting out a company to provide it so our nutrition services would be cooking it in our correctness in our kitchen and then i just have another request because you mentioned it and i just i can put it in a follow up but i'd like to get a list of how many combo classes we have across the district and where they're is that just the parking lot any other questions on model 3 okay moving on to model four with the same mindset the model for those seven pk stick and two 712 model so we will have the rebranding i'm again at the tk

090stick um in this case it is referring to ellington it will be rebranding ellington from a tk8 model to a tk6 model we also have just as model 3 the sixth grade curriculum i'm going to the two high schools we would anticipate rebranding for the cost associated of adding 712 to our logo into our name as well as modernizing both kitchens increasing both by capacity of 500 square feet we would add potential two of the ellington types of four rooms each with the idea of having a wing on each campus for the seventh and eighth graders and then they would only cross onto the main campus for common classes electives and pe um we would also incorporate a new bill schedule to identify the 7th grade 7th and 8th grade on courses and bill changes

091as well as the 9th through 12th and we will upgrade the locker rooms for both high school campuses right now with the projected costs and the schools that are selected for model 4 we're looking at 11 million and again we're adding the additional considerations which is the same as model 3 the parking spaces and additional classrooms just for consideration any questions on model 4 board member career so with model 3 we did not list whether it was not listed outside of additional consideration a specific set of classrooms that would be needed we're saying that however with this model we are already aware that that we would need these additional classrooms in order to create a wing for the seven for the seven eight correct there's a desire i'm sorry the desire of the committee um

092they expressed uh the like the desire and the comfort of having a wing for the seventh and eighth grader can you speak to how this model what what does this model do for them though those seventh eighth graders you talked about examples where they would cross over and i think the term used was into common areas or or electives you said pe what would that look like yeah so in a quick and i'll ask dr mitch also to share but in the curriculum based um so if they were taking a course um let's say they're doing trigonometry and they're in seventh grade they can actually take that with the um ninth and twelfth graders if that's based on that classroom so instead of being in the wing for the seventh and eighth graders they can

093come over they may want to take ceramics when they go to pe they would have to come on the main campus to utilize the pe equipment as well and those are just examples think it's also important to note that um when we're when when we're talking about bringing seventh and eighth graders to to the campus in addition to the desire to have like you know a village if you will so we're not talking about like gated out or nothing like that but just a an area or a space for them um it's it's i know for me it was tough to try to understand like why would we need new wings right if we're at 50 capacity right now but but the difference between elementary and secondary when when you take us an elementary school

094and you say there are 50 percent capacity that literally means that probably half of the school is empty like half of the classrooms are empty now they're probably not empty because principles are amazing and so they're going to put thing together in there they're going to convert one into the parent center one's going to be the pe equipment room and so they're being utilized but they're literally empty at the secondary level that's not the case if if the school is running at a 50 capacity that doesn't necessarily mean that there are 50 of the rooms empty because the kids have to take all of these courses what what this really means is that the the case loads are running at an average of 50 below so there might be a classroom that's at 35 kids

095and it's super packed but there might be a classroom that only has five kids uh or a course that only has five kids and so unlike if i were to put more ninth graders in the campus they're feeling gapped in in rooms that where those gaps are at but if i'm putting a brand new grade level seventh and eighth grade then that's where you we are prone more to think we're probably gonna need a a wing at least a wing of new rooms to be able to accommodate the new students on the campus and then again just to clarify so there will not be a physical separation because i know i've seen examples of middle school high schools co-located but they're two physically separate camps that was not that's not that is correct our our

096thinking would be that if we're going to go seven this it would not be a separate campus or gated off or not it would be part of the campus but that they would have like a village or an area if you will but we know that kids would be going to lunch to the main quad right they wouldn't have like their own lunch areas they might have their own lunch times but they'd be in the quad they'd be going to pe they'd be going to uh band into music and so they'd have to cross the campus to go to class just like other high schoolers would have to cross to go to class just so i can have a better understanding of this model can you can you speak even more specifically though you talked

097about lunch it was helpful that you said maybe different lunch times to get it to get an image of what options are before us can you speak to what behind this model is the thinking in regards to lunch and and i guess also let's say pe as as well what would the separations or integration look like so right now we can only speak high level because again we haven't right divested or invested uh that that time for that but the conversations that have been uh around and depending on master schedule and how that works out um that there is a possibility to have two lunches for both models actually we've talked about having two lunches right to to address the number of students on campus um we've talked about can we create a master schedule

098where students in seventh and eighth grade they're having their pe in the locker rooms and with the pe teacher like only them um so those those are like as we've talked about that we've we've challenged ourselves to how would that look like but again specifically um we don't have like a a plan specifically but we have had those conversations and again we've talked about what what in what capacity does it make sense to try to separate them out and then what capacity does it mean to integrate them and so when we talk about integrating we're talking about for sure electives uh electives is a good opportunity to to maybe integrate but to the seventh grader be with a 12th grader or should that elective be maybe a seven nine elective and then an eleven twelve

099um so those conversations have had but again to say we've landed on something no as as you're speaking about physical education one of the things um and i'm looking at both models right now and my question is that in a pe classroom there are there could be a a capacity of a 60 student right that you know is it 59 i believe it's 50. oh 50 50. um but there is no pe aid in the locker room with this physical education teacher and at times right there's no pe teacher but girls are changing our boys are changing and there's no aid which is happening currently right now at our middle schools and high school so as we're moving into into these models what you know are there conversations about bringing back those pe aids you

100know because you have 50 kids changing you have one teacher trying to they're sitting on their numbers they're looking outside coming in fights are breaking out i mean that's that's the reality of it are are you guys having conversations about bringing these physical education aids back into these classes we do have a a staffing uh piece that jorge is going to go over but to answer that question specifically no that's not part of what we have talked about so far but again right now these are only initial drafts and initial ideas i know we're not there yet but but i have a question just one second let me go ahead and finish i i think that's something that could be considered um especially because the amount of students in you know and in both models

101um are going to increase um whether we go model three model four that's something that probably should be considered yes a very good point uh just a point of clarification at our uh two comprehensive high schools we do have uh our ee locker room attendant positions for both we still have them for both uh the boys and the girls um locker rooms at both comprehensive high school uh we are in the in the process of filling a staffing gap at the middle school um so we were aware of those those needs and we are quickly feeling them one of the one of the positions maybe has already been filled then i could i could get confirmation of that and another another position we are in the process of filling uh but i but like mr

102ortega mentioned i will be going into support staff uh later in this presentation thank you we have board member rodriguez pena with a question yes i have a question so you're saying that um if it went to the 7012 model that these students from 7 to 12 will be interchanging when they're going to classes you know um in in the same area i i had the assumption when we started thinking about this at the beginning that um just like they will say like the the sixth to seventh and eighth grade you know the the seventh graders were would be in their own area um or or building buildings and then the high school students would be in another building but now you're saying that they would be interchanging in classes and everything so for the

103most part uh that is correct board member regis pena so again if we if we have this concept of building like a village or a section for the middle schoolers for the most part that their their classes and their and their courses would be in this wing but there might be um opportunities for students to take uh electives or courses that are not part of the regular seventh and eighth and so those kids would be allowed again this is our current thinking allowed to go into uh other classes and other electives uh as as they can um and so lunch again we origin right now we're not thinking that there would be a separate lunch area uh they'd eat in the quad just like everyone else but we are thinking about that should that should

104be separate lunches right so that you don't have a seventh grader and a twelfth grader out at the same time um but yes for for some pieces and for some students we are seeing that they would be uh on the main campus for for a variety of reasons so would that be an example of band or art that they would be in the same um that's in elective right right or an advanced course you know or something like that okay thank you do you have a board member who's have two questions um so getting back to the curriculum piece um so just clarify for me dana since the sixth graders are sitting on the the elementary campuses right now did we have we already done this purchased around the curriculum or this would be addition

105yeah we've already we've purchased the uh language arts and the mathematics so what would be missing uh science history social science um so that's what here in that hundred yeah when we originally did this this was a few months back this was before we actually started purchasing this um but we um we had our staff really requesting that they were ready to begin to transition and so we gave we wanted to give staff that option especially when we do have those combination classes and it does it does come down to the way that the programs are situated and so it's a little easier to be able to manage those combination classes so we wanted to give we wanted to give our teachers an option um and this year to begin to transition if they wanted

106to do that but just for just for clarity um on on here this is language arts mathematics and science uh and if i'm not mistaken the reason social studies is not here is because social studies is up coming up for an adoption and so we're going to adopt anyway and so i think that was the thinking and so um when you see the three there that's those are the three uh content areas language arts mathematics and science and right now we have already transitioned the language arts and the mathematics and then science is in in what's timeline yeah so um that is the next piece uh we need to really take a look at um what the uh publisher offers uh for that sixth grade science when we adopted it it was a dk tk5

107curriculum so that's the next piece to see whether or not they have something that is substantial and something that uh they would offer that that would align okay so i'm just haven't done that yet so but i mean i think that's misleading because we've already purchased a majority of this so um and then is that the next 10 science standards that that's they're linked to the next generation yes and then just just for our clarity and when are the next adoption when do we anticipate adopting new math and english art so history social science we would begin the process next fall and then there is a there is a timeline that the los angeles county office of education has i can look that up and put that in a packet for you yeah that would

108be helpful so that we understand when that's actually coming up in the next year um and then related to this just these decisions um can i just get a reminder and like a written reminder of our um you know within our attendance boundaries we have like a policy around like how much of our students could travel right can you please you know like if you're in elementary schools you know if you live this far and we would do bus you know what you know what i'm talking about right now can you share what our current policy is on that those distances yeah um i'd like to know that any more questions on model 4 all right so now we're going to move to appendix b where we're going to talk about capacity so here this

109is just giving us on the current capacity of each pool as well as their projection for the current year and the next four years these are all projections and we do not certify our enrollment this year into the second tuesday of october so these are all projected enrollment so as you can see here dalton is currently projected at 68 capacity for this current fiscal year when you fast forward to the next four years they're holding steady at 67 percent if you look at one of our campus like lee who's currently operating at 56 of their current capacity in the next four years they're projected to be at 55 percent um we have sites like a paramount who's currently operating at 95 capacity and in the next four years they're standing um remaining steady at 98

110and valley dale we have currently operating at 67 and they're projected to be at 66 in the next four years any questions on our elementary campuses did you skip call um i just touched on a few i didn't read each one oh i'm sorry okay thank you i can read that for you michelle i have it here thank you very much okay no problem maybe you missed it that's okay all right hearing none i'm going to move over to secondary now secondary is a different um picture and as um superintendent ortega stated middle school capacity and and high school capacity is completely different from elementary we currently have all of our secondary schools operating at at least 50 capacity or below so we have center middle school who's currently operating at 26 capacity they're projected

111in the next four years to be at 23 capacity um we have azusa high school currently operating at 47 capacity and they're projected to be at 45 in the next four years any questions on our secondary effect i just want to ask a question regarding why we didn't use enrollment instead of well where are we using capacity instead of enrollment so the enrollment is under each fiscal year so if you're looking at center um they're projecting enrollment is at 277 um then you go to 269 269 and 245 and then four subsequent years but their capacity is to have a um a thousand and eighty three students on their campus so we have both i'm sorry no my question was just why are we using this whole reorganization by the capacity instead of the enrollment

112of the school site um i think um i'm going to try to answer but if i'm not answered just let me know okay because i think i get what you're asking so we are using enrollment um and so we're using the aroma for each site but what we're showing is even with their current enrollment they still have over looking at center 70 of their campuses available to have more students understood okay thank you you're welcome for my recruitment zealous yeah um i have a question about long-term demographic um and so what what if any data did we look in terms of long-term outlook for student population so we utilize decision insight who we've contracted with for the last few years and they do birth rates as well as population rates for an entire community and

113how far out do they look um they go all the way to 24 25 and this year they'll add another year so not not looking out a decade two decades um no but i'm certain that we can request that so i'm just gonna say i know native americans say they planned seven generations out i'm not suggesting that we do that but i think when i think about when i went into hodge and city we were on the same size we are right now so i think good for us about so yes i don't know i wouldn't i would i would turn to the rest of like how far out we want to look or what maybe working with the demographer about what makes sense but i would like to get an understanding we have a

114community another remember yeah i would say i would agree with that completely and like on a low end a decade out on a low end if we were able to contract our demographer to look at that if we could get 15 20 years out it would understanding these are projections but it would be it would be helpful to see some of these projects i know that we've already had conversations and talks around just the the cycles of communities and so having some of those experts come in and speak to that um that would be invaluable information as we're looking to make some of these yes sir board member rodriguez pena i'm fine thank you i agree with looking at a longer term of ideally 20 years and i have a follow-up question so that the

115data that decision insight uses is that tied to the current census data uh from last year um not the not the current since that that's produced so they would utilize that once that's available okay and when do we anticipate that we'll have the census state i know tied to other things that the district is considering what's the timeline um i can't ask that according to our presentation they said that it's going through a couple of departments but they said that they anticipate that to be released this month and can i just ask one more question i'm sorry um natasha can you please explain the projection enrollment how that works for our um people that are looking looking in our community please yes so um what decision insight does is they look at first the grace

116ban so they look at the trajectory of our current third graders for example going to fourth grade um they look at our current trend of our high school senior class that size versus our incoming kindergartners they assess the birth rate over the next five years to anticipate our enrollment for uh tk in kindergarten thank you natasha you're welcome i think um the board we are good on the questions okay um i i do want to say before we move on i am going to propose a 10 minute break um for the board um this is it looks like we're not going to be here just two hours and it's okay but um we need to take a little break thank you you guys okay with that sorry okay thank you yes and we have board

117members turn it over to miss dr dana good evening so the school reorganization process provides us with a very unique opportunity to begin to imagine and stream and to innovate and explore what is possible we're going to show you some slides that provide some examples of ideas about what might be possible programs for our students nothing's been decided we just wanted to provide the reorganization team with ideas around educational programming as it pertains to the reorganization of our schools so we have model three this option includes a tk stick pka one middle school and one high school and within this model would be um would be base a base program options that each school would have so here's an option one in this dk six and tk8 option 1 every school would have these programs

118at each school all schools would have high quality for school which is aligned to curricular programming all schools would have our sobrato early academic language that seal it's an english learner-focused uh language-rich instructional approach all schools would have mild to moderate special education programs all schools would have stem units of instruction and each school would have an innovation lab which is essentially a science lab uh space that teachers could take their classes for units such as robotics 3d printing just to name a few things all schools would have visual and performing arts programming uh right now we have our meet the master's program uh students would participate in the various after school parks and recreation activities there would be think together programming would be available all the sites and we would have opportunities for before

119school care we have a partnership with the western justice center for peer mediation and restorative practices we have spark which is our physical education program we would have equity focused project-based learning instructional methodology that supports uh pk6 instructional units of study and we've actually already begun professional learning with teachers with that with high tech eye and so that would be something that all all schools would have in addition to these what we're calling base options in the previous slide two sites would host the dual immersion program and one site would host life skills program and one site would host the visually impaired program and i just want to remind you that this is just one up so as we continue to take this opportunity to imagine dream and innovate we want to think about creating

120new 21st century learning spaces and have the opportunity to create what we're calling specialty similar to a magnet school concept a specialty option includes not only all the base options that were in the previous slides but also would have a programmatic focus integrated into disciplinary unit study we want to show you in the next slides what some possibilities are what might that look like one possible idea for a school focus might be avid which stands for advancement via individual determination this is a program that we currently have at our middle and high schools it will be a schoolway program that teaches higher level thinking at a younger age children learn about organization study skills communication self-advocacy it's a very strong college-going culture another option could be a wall-to-wall spanish dual immersion elementary school all enrolled

121students would receive aosd dual immersion and the model that already exists at some of our schools dual language helps students to excel academically while becoming bicultural biliterate and bilingual right another idea might be a health sciences academy in this specialty model curricular units of instruction would intentionally integrate and connect concepts of health sciences and that would align with our middle school stem labs and our high school health science and medical technology career technical education pathway we have a very robust college and career traffic program and this specialty option would lead to that pathway another option might be the innovation and design academy this is a prototype that's modeled after the high-tech high network of schools in san diego this specialty option uh the school-wide project-based learning curriculum is based on design principles of equity personalization

122authentic work and collaboration and students engage in challenging and open-ended questions that are relevant to them their community and their world student products uh well and presentations have an authentic audience and they also beyond the school wall another specialty school might be what's called byp which is the primary years program and this would be for students in grades three through twelve and this specialty option would be part of a sequence of programming the one primary years program the pyp followed by the middle years program the myp which would be in middle school and that would lead to the high school international baccalaureate program the ib program that we currently have there are ib world schools um across our our globe and 150 um countries and many uh colleges worldwide recognize the programs and offer university

123credit to high school students who take those courses just like we have now another option might be a steam academy this is a specialty model that would have curricular units of study intentionally integrating and connecting constant concepts of science technology engineering art and or mathematics into units of study this could be where our project lead the way program is located which is a program that we have at dalton at middle school and high schools at azusa high school right now in the engineering and architecture collagen career path another option might be a visual and performing arts academy this specialty option is modeled after our very own powell school of the art in this model vapa is integrated throughout the grade level curriculum and instruction arts integration is an approach to teaching where students construct and

124demonstrate understanding through an art form they engage in creative process and they connect art to another subject area and they're able to meet the learning objectives all right so um looking at model three that has one middle school there are base programs that would be included in one seven eight middle school for example project lead the way provides transformative stem learning experiences in computer science engineering and biomedical science students are engaged in hands-on activities and projects and problems and the curriculum empowers students to solve real world challenges this lab actually connects to our high school engineering and architecture pathway a pittsco or a patters paxton patterson stem lab that's a possibility uh this also engages students in authentic problem solving um learning modules this is a lab that we currently have at center middle school

125students would be able to take elective courses in world language leadership avid media journalism and vapa there would be after school sports and think together available we would have special education services as well as a program for the visually impaired students middle school students can participate in parks and recreation offered by our city we also continue to have our partnership with the western justice center with opportunities for students to engage in their mediation restorative practices and students would have the opportunity to engage in equity project-based learning during use of instruction but that's an example of middle school programming all right high school and model 3 has one high school one just one question so you said with 7 eight middle school programming uh our students would have the opportunity to engage um with parks and

126rec yep yes is that is that is another way to say that that we would not have port on there there would be no type that we would not have after sports we would have yes we would have after school sports and students would still be able to participate if they wanted to in parks and recreation that sometimes when um in previous years there were students that would try out for our sports would not make the team and therefore parks and rec would would they would join their a b i'm thinking but we would have it at the school yeah i think um that's that's that's definitely a possibility um and to really think about how we can work with the city you know in terms of you know what they're offering yeah one question

127sure a favorite board member vote dr mitchell so on the sheet that lists seven eight middle school programming um which of these are would be brand new and which of these exist i'm guessing which of these are brand new would be easier to answer or quicker to answer the brand new um there's not there wouldn't there wouldn't really be anything brand new however you would have the um uh the program that would be combined so for example you have project lead the way um at two of our middle schools right now there is the pisco lab and another middle school right now so this would be an opportunity to be able to combine some programs and offer a lot of different things isn't the peer mediation with the wjc fairly new though it is yes

128and i believe uh center middle school foothill i think center is new this year but foothill middle school already has it um and slauson they have uh had some um some staff trained this last summer as well so yeah good great questions and then what about the project-based learning and the dueling yes so um so dual immersion for for middle school that's something that we already have in terms of you know our our plan to expand uh dual immersion so that would continue at middle school um in terms of project based learning we've already started with um professional learning with that um with a pilot program we started at gladstone high school last year and had lots of professional learning over the summer and are going to continue with that so that is that going

129to be integrated into our core curriculum approach correct one more follow-up question about after school sports can can you speak to how that model would work with just everyone being at one on one campus yeah there's a couple different ways you could do that so right now our um you know with the with the four um middle school opportunities we have three middle schools and one k-8 right um they they play in kind of an inter um you know school league with one another right in this case um this will be an opportunity to um you know participate in uh sports with other with other districts and that's something that other districts you know already do so this would be something that we would explore um another piece to that might be um an intramural

130um opportunity which more students would be able to participate in that as well so i think there's a lot of different opportunities we could look at all right so let's um the model 3 has one high school and we would offer a variety of programmatic opportunities based on enrollment and based on student interest so we know that azusa unified has a very robust career technical education pathway that students can enroll for elective course offerings as well as participate in internships a possibility might be a middle college program and that's a collaboration between a high school district and a community college for high school students who want to take a combination of core high school courses and college courses to be able to receive a diploma and their aaa degree another opportunity is a community schools

131model which leverages community resources our students are healthy prepared for college and ready to succeed after high school wellbeing centers support our students health education and mental health support and students can take a variety of electives there's avid and vapa they can participate in clubs and activities and sports and think together ap classes international baccalaureate and dual immersion courses as well and continuing with our partnership with the western justice center opportunities again for peer mediation and restorative practices another possibility is block scheduling and so this is a type of scheduling where students have fewer classes per day and they're scheduled for longer periods of time so for example they might attend a 90-minute class instead of a traditional 50-minute class um so um is early college in here or i'm trying to plan it um

132early college in this high school model yeah that's that's a possibility as well our early college program um middle college program i mean there's definitely a lot of possibilities we would definitely and the health and science would be considered the medical pathway that we have already at ghs okay thank you yes i just want to ask the same question that was asked the previous slide so how many of these are currently existing on our high schools and how many would be i mean besides the black students obviously knew of how many would be between all of them these are programs that we already have this would be a combination of those programs that's the idea that's a compilation it's just a summary of what we currently have right now yes um and then i want

133and then i would like to i'm adding to my parking lot i'd like us to have a conversation of how we how we turn our early college into it i mean it has i mean really terminology doesn't matter right but but uh but a program where students finished with both their a and the high school diploma whatever we end up calling it so i would like to have that conversation regardless of where any of this goes i think pictures signaled that they were interested in that like several years ago but we haven't seen that yeah you're right he pointed out that the middle college program is not something that we have right now but i mean it's criminology some people call their early college kids getting a's they followed early people they also would like

134to know but for this for this purpose as we were dreaming this high school would morph the early college program which right now uh 10th and 11th graders they get one year of uh college out of the way this would morph into a middle school a middle college program so in addition to the one year they get the extra year just graduate with a high school diploma and an aaa again we're just these are explorations but this is what we would think that that early college program would grow into a middle college program right and what i'm requesting is first have a conversation on an agenda that talks about that possibility regardless of where we move for either model to go ahead and move forward with middle college i mean there's plenty the term middle

135refer to middle school or what is middle in relation to go ahead so it refers to like in between so you're in high school you're in college there's like a middle college in between um and so in this program you are basically taking your first two years of general education uh and when you graduate you're graduating with a dual um certificate so you're graduating with your high school diploma plus your graduation you're depending on how you set up the program you could be graduating with an aaa or an as one of the things that i i don't see here i mean i see the pathways that we have right now currently um we brought you know together for this one high school what [Music] like becoming um asphalt is that something that we have considered

136to bring is it something that we can bring to our adult school just that is not something we have considered but um that's something that maybe the adult school we could take a look at that i think there's been some conversation around some different programs with that um so sometimes you know when you're thinking about some of the pathways for example public services transportation um i think there there's both right you have um you can have uh trade in there as well as that can lead to um you know a college and career pathway as well or college baseball uh we have one more question okay on my hand yes board member rodriguez i i also i i noticed um we do not also have the um what is the uh fighter um the fire

137department or we have that again also at one of our high schools right we do yes we do so i i would really like to see the list of um all the programs we have with the two high schools but which high school has which programs can someone um can someone get that sure we'd be happy to provide that problem okay yeah i think but list all of them because i know some of them are missing here but um would be good to know you know all the programs that we have we have a lot of great programs pathways thank you so moving on to model four model four includes a tk six uh and model and seven and two seven twelve schools so in the model four um the t the tk six base

138options are the same ones that uh we saw in the model three base options as well as the programs for dual immersion life skills and visually impaired so the same thing that we saw before and then with the um the tk6 specialty options uh the specialty options on model 4 are also the same ones that we just uh were shown in the in the previous slides for model 3. and model 4 there are 2 7 through 12 schools and both schools have the base options as we described in the previous slide um previously described programs and possible options or london are listed under each school both schools would have different cte pathway and programmatic options that you can see school number one and school number two which is aligned to what we currently have right

139now all right so i'd like to just uh open it up if anybody had any any other questions or any comments it doesn't seem like we have any more questions we can go ahead and move on i'm sorry we do have all right one question um the list the menu of possibilities um can you share with us how that list was developed was that part of the school yard committee or is that with superintendent and cabinet or some combination it was really a combination of many things so the education services department um keeping our ear to the ground listening to uh the different comments and suggestions from the reorganization committee and things that we've heard over the years and the other piece is that when we're looking at these specialty options in what ways can

140they align to the programs that we have at our at our high school right our cte programs our pathway program trying to think about some of the different options that um that would that would align now there could be i mean there could be a specialty option um and maybe it maybe it's a maybe it's a you know the health academy right that's the elementary school that would be um a possibility for students to just go right into um you know the high school that has that program but that doesn't necessarily mean they have to um they could use anything that they want to do so these were just some options uh that we came up with um that were teeming with possibility um and uh aligned to some of the programs that we have

141already uh before i turn it over to jorge just a quick on the on this on this piece of it um compared to this piece of it when this was presented to the school reorganization team again they looked at it they had questions as well um but that was kind of the end of that conversation you're going to notice here that for this one uh we had a staff support staff 1.0 and not only did they have questions but they had recommendations for us to go back and rethink and so this is the latest information and the latest thinking that was provided to the team thank you mr ortega um before i go on i see that yolanda has her hand resolution remember rodriguez did you have a question no i'm sorry my hand is

142not up sir sorry okay oh that's okay thank you good evening uh board of education uh member staff and community uh early in the process as mr ortega mentioned the reorganization uh team requested that we include support staff as one of the factors to be considered in this process the information that i'm going to present here is not specifically organized by model 3 and model 4 but i will speak to both of these models um and like mr ortega said uh this is our current thinking uh regarding support staff by uh regarding sports that's organized by school enrollment there was a point in this process when the committee started their feedback uh and we went back to the drawing board and we have retooled and rethought and what we're going to see here is uh

143what is our current thinking around that information uh this information is organized uh into two groups um in the district we'll start off with our proposal for support staff for classified employees then i'll share our current thinking regarding certificated support staff uh so the table that you're going to see on is a staffing table for classified elementary schools are reading from left to right the first column list the support staff positioned at elementary schools the second column lists our floor uh with base staffing at the site up to student enrollment the third column provides the staffing for schools with enrollment from 401 students to 500 students the fourth column provides the staffing for schools with enrollment from 501 to 600 students and the fifth column provides the staffing for schools uh with enrollment from 601

144students and uh positions of the support staff that we were reviewing here are listed in the first column so every elementary school will have one eight um secretary uh regardless of the size of the school so um the that that that the great boxes essentially represent that um regardless of where they're at that will be the allocation every school every elementary school will have one three-hour health aide every elementary school will have one three hour library aid and each elementary school will have one day custodian and two night custodians this is an increase of one additional night custodian first full fortnite sodium work uh this plan also proposes to increase the number of computer texts i want to note that throughout the presentation you're going to see the reference to computer text but these are

145our mis fact 3 workers we have in the district and at each elementary side we are proposing to have one four hour computer tech first elementary site uh in essence one a one mis tax three worker would be serving two sites uh one um i still wanna make sure that you understood that that four hour computer tech position was referring uh as you can see i'm sorry for clarification so one computer attack that works eight hours would do three hours at one school through three hours another four hours at one school four hours at another school um and and that could be organized into uh one day and then the other day at a different school site for four hours um beginning of the day four hours up the day are you gonna are you

146gonna get to how that will play out when you get to the second third column with that one position because it wouldn't it wouldn't then you couldn't have one person going to two campuses there'd be two there'd be extra hours i'm not following you sorry when i look at the floor when we're looking at oh excuse no i'm wrong that's only on school clerk i'm i'm wrong you're good okay thank you uh for school clerk on the floor is a for hour um [Music] one four hour school clerk for um the floor as you can see in that column but this is where you start seeing that with increases in enrollment we start adding hours to that um allocation so uh a school site uh could have one five four hour plus an additional two

147hours uh for the schools that are between 400 and 401 and 500 and then an additional hour for that band that's above and you can see how that that works i have a question so the four hours and says plus two hours with the two hours be uh the same person but uh what is that called when you overtime not over time it's you do the uh extra hours extra hours no we would we would have to uh well work with the with the school to actually change the prime assignment to a six-hour physician okay so it would be a sixth hour it wouldn't be an hurricane yeah we call them workflows now uh but yesterday it wouldn't it would not be an extra hour this would be their base assignment it would be an

148additional and it would be made into a six hour um depending on what column it falls into then that's the hours that it would make be made into correct correct and that position would fluctuate so if i'm making a stop right if we go into another year and it fluctuates up over the 401 mark and then the next year it fluctuates down correct that position itself would fluctuate based on the enrollment it could it could and so we actually did have a discussion about how um where that determination would lie because um you could essentially go into that next band with a new enrollment uh and that wouldn't necessarily be practicable to uh just be changing hours on prime assignments uh so we had determined that uh there is a the first wednesday in october

149is when we uh really work with the state to and that's what our enrollment is um see beds day so that would be the date that we would determine for the following year the allocation for that site um enrollment uh for staffing so you wouldn't be basing it on anticipated enrollment but you'd be basing it on actual enrollment of the previous year's ebay i'd like to have a conversation at some point about that because wouldn't we want to base our staffing based on our anticipated enrollment of the of that year even if i understand that we're going to get the same amount of money for you know for students so i don't need to have that right now but i'd like to understand why why would why we would do that because i mean in

150declining enrollment that leads potentially to over stuff possibly yes but i welcome the comments and your thoughts around the topic uh the um just to kind of continue on the community liaisons uh similarly uh the hours would be determined by the enrollment uh and then what the part that's different here is that for noon supervisors uh we have a allocation of 40 hours uh total hours per week uh for the um for the entire site so that's the floor and then that increases with increases in enrollment um so um the the 40 hours a full site can determine how they would use that 40 hours they may have um 20 two hour noon supervisors or five on eight hour eight five hour unknown supervisors whatever that allocation is um and each site is different um

151and uh there they have different ingress and egress points so that may need to be um addressed so that's that's why that that's left that 40 out go ahead please continue that is that hours per week hours per week yeah i apologize uh so the next couple slides are snappy we're looking at three hours and i'm looking at the third column it's three hours plus plus one hour um we fall into now now we're talking um it's four hours right so would when it comes to when somebody works three hours and 45 minutes now they're working four hours so that they would fall into um a different category correct imagine i understand what category you're referring it's the what is it the union i'm sorry are you talking about a benefit yes yes that is

152a six-hour position um which i if the schools and one of the things that i failed to mention is right now all of our elementary schools are currently at a three-hour community liaison um and uh we have now the or based on enrollment we can start growing a number of hours for community liaison and it could potentially essentially have an employee who uh is in a benefited position but we thought that this was an important position to have at the full site especially at our larger great thank you for the next uh couple slides are snapshot examples of what support staff for classified positions would look like at the different uh enrollment bands so here you have like your uh school that is uh up to 400 students since i used these sentences broken up

153so um i i talked about this we could move more quickly to these slides this is the band from 401 to 500. um to note that the computer are mis tech workers and then the new supervisor hours are in the next slide this is your enrollment ban of 501 to um you'll see that you have more hours for certain positions um than we currently have because we're allocating more hours for our school clerk and is and then this is for the largest tools and up um but now you start having a lot more hours um allocated uh what comes next is uh a slide that resembles the previous one um this is for our middle schools and again reading from left to right the first column is support staff positions and the second column lists

154our floor time r4 is 600 uh third column provides staffing for schools with enrollment 601 700. the fourth column uh provides staffing for schools but with enrollment from 701 800 and the fifth column uh provides the staffing for schools enrollment from 801 and up so uh the positions for support staff uh that we're reviewing here are listed in the first column every school every middle school will have one eight hour secretary and every middle school will have one three hour health aide uh every middle school will also have one three hour library aid uh each middle school will have one day custodian and two nights again this is an increase one uh night custodian from what we currently have and just like the elementary model this plan this pen also proposes to increase the number

155of computer techs the mis uh tech 3 workers at each middle school we are proposing to have one six point four hour computer check for five days a week follow me for a second uh which translates to an eight hour computer tech four days a week on the fifth day of the computer text work week would be sent at a high school wherein they would be supporting the computer tech at the high school for jobs that support or but what we're trying to really address is our need for additional um support staff around technology uh so the middle schools would have either uh 6.4 hours a day five days a week of a computer tech person and then the balance that's 1.6 you'll see on the next slide when we talk about high schools that

1561.60 at the at the high school the more practical way of organizing the day would be a uh four days a week uh at the middle school and then the fifth day would be exactly yes yes 6.4 hours for five days um or slash flash hopefully for four four days a week uh i know it's a um not ideally written there for clarity but i wanted to make sure to walk you all uh for clerical uh you see the increase in hours here we would be needing to add additional people for clerical support because one uh one person only worked eight hour days so we start getting into the bigger enrollment bands start looking at additional individuals building these extra out uh media liaison and primarily increasing the hours based on enrollment and then similar

157to the elementary model 40 hours per week would increase the enrollment the next slide i have a similar example on this for our largest pool uh if i would have a uh be what's represented on this table at the allocation course this is the high school um the table for you now is classified support staff that we're proposing for i'm sorry jorge i have a question i'm going back to the middle school [Music] why why is it that if it's um less than about um we have one community liaison thank you on the high school uh this is the um similar table that lists the positions this time the um the enrollment bands are uh 12 1200 is the floor so if we have people that's less than 1200 they will at least get what's

158on that um second column as the enrollment banks increase to have that increase in staffing but the very least you have every high school will have four eight hour secretaries every high school will have one eight hour alpha aid um high school also have one eight hour library aid uh and then the high school will have one eight hour community delays on um at each of the full sites we're proposing to have one dedicated um eight-hour computer tech mis-3 worker for five days a week and then that now you see that 1.6 uh across five days or an additional day it's just one day that it's decided of an additional tech from the middle school or with larger projects where where the um mis degree workers would need additional support on the allocation of custodians

159are represented here and again here's where we start increasing based on increase in enrollment um and we have the preschool clerk as the floor and then additional um bookmarks as we start getting into larger bands of students at each of the heist um and then every high school will receive uh a base of 25 hours of campus aids and then that will increase um to uh 32 for the bands of students from 1200 to 1600 and then for goals that are more than 1600 they would have 40 hours of campus paid um of work can you can you communicate what is our current what is status quo now for custodians it says five eight hours in this model i i notice it's not broken down night and day as some of the others are but

160can you communicate what we currently have and what change this would be or not i mean one second i think i have that right now we have um including the senior custodian we have five as our floor and so what this will represent is if we move into the bands of 12 or 1 to 1600 would be adding one more for current allocation and then the next band would be adding and that five includes a split of knight and correct i also wanted to give some attention to the seven wall um model so if we have a 712 model um then we would have now five eight hour uh secretaries at site uh one eight hour half aid one eight hour library aid one eight hour committed liaison uh the computer check would follow the

161same same plan that i described earlier on the custodian uh we have statistics and the board member careers question and addition of one to our current allocation and then we'd add one if we would move to a higher enrollment band uh still clerks would uh start off at four instead of three previously saw and then add another one if we go into the higher enrollment band and then compensate at 32 base hours and go to 40. now i want to spend a little bit of time just talking about our post staffing for uh certificated support for that ask the question please um so with the with these staffing ratios is this something that's negotiated or this something that we and we said in a great question and i'm glad you asked it uh there are

162um we do have uh we are required to negotiate reductions in uh hours uh so wherever there is a reduction in there really has not been um many examples of where we have reductions and hours that would that would require us to negotiate um and uh any any work that changes the working conditions uh for for employees um that would also uh require us to negotiate the impact of our of our so certificated staff i we again we're just looking at support staff for certificated so we identified the principal every site will have principal every site will have one resource feature and we are introducing an additional uh credentialed position which is the sel coach which stands for social emotional learning uh this is a certificated employee that will be working with teachers on social

163emotional instruction uh we talked about the western justice center that they would be integral up an integral role with any uh work with students and staff um so that's that's something that were to borrow some phrases and terminology that dr mitchell has been using this is our time to dream and innovate uh think outside the box and so this is really giving us an opportunity to push that push these ideas out there so would you like to add anything to this sure um so we have been doing some professional learning um with our teachers around social emotional learning modules and um this is a way to be able to continue to sustain that learning and really work on how we integrate social emotional learning into our instructional practice thank you and then i want to

164ask some questions um so in the in your imagine right you talked about um adopting the broader early academic language at all our schools right um so where would the coaching component of that fit in here say that one more time the coaching component i think most still schools have like a dedicated coach at each site um so where does that fit into this um are you do you mean just in terms of just sustainability for the um for the seal program after we've done all the training right so are we gonna i mean are we gonna have a coach at each side is it gonna be the ptosis i'm just saying because i see that you're building in a culture for seo yep yeah so i think that's something to think about i mean

165um we're we're thinking about our teachers on special assignment who are also going to be part of the training we have resource teachers as well um and so this could be this could be part of that um you know yeah that could be part of it as well and then my other question i think is for parking lot is um and actually i think you'll appreciate this question i think um we have we have um often used their resource speakers as an interventionist right um and i know in other districts they sort of use it as like a a place for budding leadership right to sort of bring up create a leadership pathway so um can we either can we have discussions are you having discussions around how we can really maybe utilize that position

166in a more asset-based approach where it's not just like we're going to use that intervention but we're building capacity so that we have first best instruction right so i think i'd appreciate having a conversation about that in terms of what is the point of that research teacher and what are the res you know the job is that does that make sense dana it does yes thank you you know why i say you appreciate it and uh here you see the secondary certificated positions and um the this table is broken up into middle schools and high schools so middle schools uh if model 3 for example and you'll be looking at those columns 2 and 3 and for the staffing and for the enrollment sorry of middle school at 800 or less you'll look at that

167second column so that one would be one principle one assistant principle one counselor uh one sd output so the new position we're introducing and then an instructional code is also listed here as well uh for the um schools that are greater than 800 um now we're the the significant difference is the additional counselor on that that is in the middle school um uh the for high schools uh the for the high schools that are less than 1200 uh one principal two assistant principals uh one counselor per um 400 students um which is what we're currently at uh two sdl coaches so now we're talking about two social emotional learning coaches and two instructional coaches um that will be supporting the high school um and then uh the salient difference in that last column for the

168schools that are above 1200 is the additional assistance principle yes i have one question um so with this instructional coaches um with this where would the toasters that we currently have like the secondary choices where would this fit where would they fit into this this is an additional instructional code so we would continue to have our secondary choices as as well as on-site coaches correct and do we have a sense of what their focus area would be or it wouldn't what what kind of instructional coaching would they be doing so um when we think about instructional coaching um coming from a a very data focused lens um and you know when you're talking about asset based right what is it that students need um to be able to accelerate their learning um so really thinking

169about um you know how do we make sure that we're connecting students to the resources that they need um not just academic um but also you know social emotional as well so um there's something that we've been working on with our on-track collaboration uh right now we're doing some um some uh pilot um uh plan do you study act models around that and so um so there's a lot of things i think to explore but i think instructional coaches can really help to really help to personalize the learning for students to make sure that they're successful thank you oh and i think uh doctor uh mr have a question about counselors okay so um i heard you say that our current ratio for counselors is one to four hundred they're about um so how does

170that reconcile with um academic counselors and social behavioral comfort is that one in the same correct so our counselors have uh the three different domains that they do work with students on on academic social and i believe the third one is career um so the counselors would work with uh students in all those areas so i'll put my more detailed question in writing to you so that the questions for all of the board to have the answer to but i happen to be looking at the serp the 1920s for azusa high school today and i saw that the for the 1920s school year right i know it's one year out when you're back the ratio for academic counselor was one to 273 and then it also listed the social slash behavioral counselor as 4fpe i'm

171trying to understand that staffing level with what's listed here okay and i'd have to look into what that what was used to come up with that calculation so i again i will write it out as a board request so that we have the same information fantastic thank you very much i'm gonna go ahead and um on the counselor's side and um how you guys have you guys had a chance to as you guys are creating this um have you had a chance to be able to have a conversation with the counselors now kind of like what um board member beau just said you know the ratio at this point right now even just visiting the high schools um we went to both high schools these last two weeks ago um that this looks like we're

172cutting down on counselors and so i think it would be um i would like to invite uh you know so so the way the way this would work i mean it's a good good question right so um maybe we should use the word max for instance if there were 800 students there would be two counselors but the moment you went to 900 you're gonna need three counselors because because we would be if we only had two counselors that means that each would have 450 and so we're thinking about maxes so if there was 900 students you can't bucket them by 400s so that means that we would we would bring an extra counselor and then their queso would be 300 per counselor so so maybe the word max would have been appropriate here so we're

173thinking about like this is your max load and so any anytime we hit past you know the 400s 4 8 12 16 20 like that triggers a a a new a new counselor position currently right now what is the load of each counselor at the high schools i mean just speaking both of our high schools are either right at a thousand or right under a thousand and they all have three three counselors correct so that means that right now they have less than 400 students on their caseload each because with three counselors if they had 400 or more that means that we would have to have 1200 kids on our campus and we do not have that any more questions i have a comment um so as we look at specific numbers um and think

174about um capacity so not just with rooms but also with people and teaching those and case loads i'd like us to consider what's best for students in whatever maximum ratios we set forward as our side thank you and then the last uh slide here is uh what a seven well secondary school proposed certificate staffing to look like um here we have the two bands um that are that are represented is full that is uh less than fifteen hundred and so that is more than fifteen hundred and high school would have one principal three assistant principals uh one counselor dedicated to a seven eight um students in the uh less than 1500 a school that has more than 1500 and they would have two counselors uh that keep in mind that that 1500 is all students

175seventh through fourth grade uh and then each of the um for the 912 counselling the max number would be for uh one for 400 mr ortega would mention and then the sdl coaches instructional coaches would be does anyone have any questions this slide nope so that uh concludes the um study or the the the content uh for tonight i want to thank you for your great questions and your great insights um the plan um was to move on uh to our regular board meetings and create info action items uh moving forward uh not knowing right now if this is one meeting or 12 meetings um but that we would have this recurring meeting where we're going to continue to chip away at trying to get to a decision i know that earlier today we talked

176about should we put this on hold until we get the um data uh that's going to um take our survey uh uh comments and and create a report and so i just look to the board should we pause until then or do we begin to have conversations now around again likes dislikes other other points of information uh needed or or whatnot i would like to hear from each board member um on how you feel about this would you like to go ahead and start um remember yeah i'll say that i would i will though we do not know how many meetings this conversation will take i would foresee that it would certainly take more than one and with that in mind i i would see that we do have margin would be my estimation that

177we have margin to begin a conversation even if we don't have every every bit of information i would want to be careful because i wouldn't want to get too far into the conversation without some of this the synthesized data so i i would ask that we i would be comfortable if we went ahead and started the conversation but before we had a second conversation uh we had the data synthesized board member cruz gonzalez and i would actually prefer that we have the data that was requested like especially the demographic data um demographic data [Music] i think that i think that and then this probably the president um just because i know for myself i mean that's going to factor into how i approach discussion for this item so i would you know i mean i

178guess we can talking about it but i would prefer to wait um but i mean have a real clear timeline for you guys internally in terms of when we expect that to come like within a month or within three weeks i'm so it's very clear and then i just also want to put on the table i am very uncomfortable with what you just said about like we'll start having info active meetings and we'll see where it goes i am not comfortable with that i think yes we can have flexibility like let's say if it takes more than two meetings but we should be clear from the outset that we're going to have one meeting to discuss and the next meeting we're taking action or we're going to have two meetings to discuss and when we

179take action and i would not want to have an action item on the agenda until we know we're gonna take that because i think it's not fair to the community send that mixed message like one meeting and then we push it off again one meeting and so i just want us to be clear from the outset that it's gonna be you know whatever max meetings um because and i'm sorry to say it this way but i don't want us to more from a five meeting the seven to 18 meeting process i just board member rodriguez tanya yes i would like to um continue the discussion at uh our board meetings you know have it on our agenda but of course not make a vote until we do get all the information that we asked and

180i would like to see a timeline so we know we're not going for 18 meetings or you know we're gonna know where we're gonna stop the community can know when are they gonna hear the answer one way or another because it's fair to the community parents and staff to know where we're going um if this is going to be happening in the next school year thank you board member i agree with the uh sentiment to have a defined timeline for this process um i have beyond the questions that i post here i have a series of detailed data requests that i would like to see um for us to have as an info item that will influence right because none of the pieces of data we're taking in isolation they all i believe they all

181really relate to each other um so i would ask for president arianes to work with superintendent based on board requests that we might send and to see how meaty those are how long it will take for staff to produce that and to um come up with a timeline that so that if maybe our next action item is to adopt the timeline what i'm hearing from the board is is is uh is crucial which is which is a timeline time frame of how we're going to go ahead and be able to approach those what what i'm all right ms rodriguez can you please mute i think um i'm hearing that um we can start the conversation but then the conversation can open up a can of worms such as uh well we're kind of gearing towards

182model three or model four or model four model you know three and so um a lot of the the influence um and um that that i'm hearing from the board and you know and then where we're all in agreement is is that we would like to have the the data synthesized and the data pretty much mapped out so that way we're able to go ahead and review that and it could change one of our views on you know if we're having questions on model 4 or model 3 therefore if we have it right in front of us therefore it is answered through the data so moving forward i think it would be in the best interest and correct me if this is not what i'm hearing from the board um for us to be able

183to to have a timeline to have the synthesized data to have all of that in front of us for us to be able to have um another conversation right before having that other conversation because that conversation could could lead to one more conversation then we're going to go into action so or it could just be one one meeting just like today four hours that we can go ahead and just talk about that and that could be the only thing on the agenda item um for that meeting um so you and i can um go back and we can go ahead and create that and um see and we can uh let the board know um a time frame of when we can receive that data and we can explore that and come back to you

184guys can i add some nuance to that just to just kind of what i heard on top of that um i heard that there there might be data pieces that we haven't even uh that didn't surface right now that still might be surfacing through an email or saying hey i want to see this or i want to see that and so my understanding is that we we would look at that okay well we want the 20-year demographic data we want the survey data to be submitted and get and here's two additional pieces of data or whatever that's also requested based on all of this as we work with decision insight as we work with either apu or a company and we get timelines then what i'm hearing is that we would bring we would bring

185that back to the board and what i'm hearing is that we do not want info action it so we would say okay look based on this we're thinking that it should be info info info and then on this board meeting we're going to take action or info info m4 m4 info and support me in action or info and then action is what i'm hearing i think the info and the action item needs to be on two separate dates but not multiple info i think correct we need to do our i'm feeling like we have we're asking for a lot of data externally and i think over the next couple of days we're all going to process and say oh superintendent want to request this so we give ourselves some time to think about it put

186on our data request and then for ford president ariana and superintendent to decide okay it's going to take three weeks for the survey coding it's going to take you know the census data is not going to be out yet so based on that timeline and then whatever data the staff is going to compile it looks like x is the date for info and then x is the date for action and then we can go ahead and publicize that to the community although i heard and i just want to make sure that like for instance this day we're going to have two days of info on this i'm just making i'm just making dates up october 1 we're going to have an info item to discuss october 15th we'll have another info item to discuss and

187then october 29th is when we take action is what is i think is what i heard but again i just want to clarify um i want to clarify career yeah i would say i'm not i'm not sure that uh board member bill you're you're it sounds like you're suggesting that we have only one info meeting and and then only one action meeting i i could i could first i could see the value in having the potential of having more than one info meeting because here we received information if we were to have another info meeting where we were actually now discussing i mean we were i i had i had thoughts that i kept to myself tonight and so if we were to have another info meeting where we have some we have some thoughts

188and we're and we're discussing those there may be other requests for information that could come from that as we're discussing as a as a group which could warrant a separate info meeting so so i would i would say that as at a minimum that i would request that we have two info items and and one action as a as a minimum i'm okay with that i just think when i think about our community like this make it to some people but you know i think it's the next me i'm okay with you and then voting on it um what i would like to understand is an overlay on we on our our um our board member right because we're going we're also going through that hearing process and we'll be developing that as the public

189input so are these on the same timeline is that that's gonna take a little bit longer i just don't remember offhand what that timeline is the uh the board member or by trustee area elections uh there are three meetings left uh you'll have two meetings in november uh where those you'll have options on how the the district can be divided into the five areas so you have two meetings the first mean hey here's some options we get input they go back to the drawing board they bring those revised options to the second meeting by the way i should be telling you dates that first meeting uh meeting number one happens at the first november meeting um the second hey here's based on your feedback here's the options that we created that happens in the second

190board meeting in november um and then at the at the december meeting you will be voting on on the five district december 14th so that one's laid out so we have three meetings to info if you will to talk in november and then the final decision happens in uh in december uh based on um september 14th i i think that there there might be some over overlap i just wanted to okay are you okay with the meetings in a boat yes board member rodriguez no i'm sorry go go on i'm sorry no no i had a different thing so it's fine okay yeah i agree with board member greer i'm not comfortable just having one meeting in oliveson voting because again like you mentioned we might have a question again for the second time and

191um so i would like to have two two meetings info meetings and then the vote but a timeline when is this gonna happen that's i think the important part of it i think it's uh before we want it's important that we in the next a couple weeks a thursday report we go ahead and send that out we'll talk go ahead and talk and do that okay board member uh bruce gonzales yeah just one last request because i've been staring at it um can we um in your update can you share those two questions that were submitted via the q a app on zoom because i could see i know it's not our practice we're not engaging in a conversation right now that should be doing public comment but i since they're there i want to

192know i don't want to open them right now were these questions i just want to make it clear um you just wanted to see the questions yeah just yeah i mean just send them to us but it's i just want to clarify that we during our board meetings we don't accept any questions and if those questions they should have asked when it there was public comment so um i want to go ahead and continue that um we can go ahead and look at them but we we have to remember we have to uh ask our community to uh remember that only during public comment you you may ask those questions and when the meeting is happening there's no questions that we can answer right then it would be a good idea to disable that because

193you can disable yes can we have lika disable that feature may i just ask one clarifying question because i know that we we have been set out for a task but i think it got very clear uh tonight which is great so then our test then is when do these two info items happen and when does the action item happen that's that's our task right yes okay and we can go ahead and one of the things that i also heard since we do have the crva meetings happening as well that um if it takes a little bit longer that it it you know we have to go with with um we just have to have a time frame i think it's the most important thing to let them know and communicate with the board um

194and just keep that open communication you mean timeline like sending the timeline or that having long meetings or do you mean both no what i mean is uh communicating with you once we once we get together and create the timeline time frame and being able to communicate that with you guys so can i just add one more thing um and we i probably said that at the beginning of the meeting but i do think that we should express some appreciation for those committee members who had 18 meetings um so i just want to thank all of them big kudos because i know that they put a lot of time and effort into this thank you i know a board member expressed um already her appreciation um anybody else yeah just completely agree good thank you

195um for bringing that up because this is a lot of work a lot of iterations and and even the the meetings that i didn't see everyone but but those that i did see i mean a lot of times even i mean strong opinions emotions at the same time a lot of maturity i i was i this was this was huge and so yeah thank you to the committee and i and i also like to um thank them for and the staff members they were involved and and the cabinet everyone that was involved in and you know you lose their time you know making these decisions and i appreciate that they're able to bring us something that we can look at so they actually did the hard work and i want to thank everyone for that

196that was involved you know um thank you i would like to thank our staff our cabinet the the reconfiguration committee for them to be um coming up with these ideas coming week every week for for a long time and then having that break and coming back and i did see the meetings um and being very candid you know having those uncomfortable conversations bold conversations that they were having at the table and um you facilitating um thank you for for doing that and how you guys as cabinet came together and so i know this is not easy um [Music] this is not easy this is reconfiguration means change growth and with growth comes decision and we as a board i know i i am extremely grateful for all of you guys who did take the survey

197and you know look at this i mean it's big and who you know collecting all this data just is amazing these are your words and i'm gonna take i know we're gonna take the time to be able to read all this and we value your opinion um we're all in this together and this is a journey that we're we've embarked together and i'm i'm really grateful to be here um and yes it's a lot to process but i think we all have made that choice to to be here and to be able to take on that this task and we appreciate you all at this time i would like to go ahead and move forward if there's nothing else i would like to go ahead and move forward to our item sorry our agenda item

1985.1 which is our german it is make a motion to adjourn 5.1 thank you i was going to ask for the motion we have the first motion by board member rodriguez pena we have a second by board member greer it is 8 58 and i adjourn this meeting i'm sorry that's right before i adjourn we have to roll call board member rodriguez pena president yes thank you board member cruz gonzalez yes board member oh yes board member career yes and board member ariana is that's five yes it is now 5 59 and we are