AUSD Board Meeting - January 27, 2020

001[Music] ready begin I pledge allegiance to the flag of States of America [Music] okay and then we'll move on to rule fall board member would read our board members career present board member cruise comes up here alrighty and at this point we have item three point four items from the floor public comment on agenda or non-agenda items this is an opportunity for the public to address the board on non-agenda items no action can be taken oh I'm sorry I forgot to do the approval of the agenda so what will I apologized item 2.1 approval of the agenda with item 4.1 amended to be info slash action which means that if the board decides they want to have an action we can do it at the end of this meeting and if not it's just a

002street info item so it's just deciding how the board feels about that okay so three point one this is an opportunity for the public to address the board on non-agenda items I did I make a motion to move the agenda oh I'm sorry thank you laughs second all righty thank you actually discussion real quick so oh can you explain descent curiosity because it was listed as it was listed as an info item and we're saying we want to make it a post loss action can kidney Claire Foley [Music] thank you I received a question about why was it listed information and I explained that it was the thought had asked us to provide additional information at this meeting and that we did have the option to make it as info action which one to don't

003nobody want to continue it as an information item or if they want to make any decision do that but it is permissive it doesn't require anything yeah I guess my final you think you would be I want to be careful since it was listed as info if there are people who weren't expecting action to take place that were careful there so I understand that we may need to get consensus I might want to be careful about switching up actions and that you all can decide what you want to do [Music] you know hey let's do the vote [Music] and it passes 5-0 now we're moving on to 3.0 items from the floor public comment on agenda or non agenda items this is an opportunity for the public to address the board on non-agenda items no

004action can be taken on non-agenda items individual speakers may be allowed up to three minutes to address the board on any non agenda item prime took prior to dressing the board please fill out the request to speak public comment blue card and submit it to the board secretary and altogether six cards so our first speaker would be Andrew Alvarez [Music] hi good afternoon I'm a 23-year veteran hub school district middle school I was seeking subject credential in history and I was concerned to hear some of the options last time I mentioned that last Monday's middle school all together as possible I may have some of the details wrong if that's the case please bear with me on that my understanding is that the TK to date models similar to the Ellington model required multiple subject

005credential as a result many teachers single subject credentials currently at the middle schools would be competing for limited spots at the high schools in some rare cases high school teachers with multiple subject credential may be bumped down to an elementary school I don't know how many teachers in our district have either of those credentials but it seems to me that this model would be extremely disruptive to students and staff alive can in fact it could generate a great loss of experience middle school teachers if they do not have the credential to teach at the elementary levels there may be some less disruptive models such as departmentalized in seventh and eighth grade at these k-8 schools that allow most teachers to just transition laterally this would allow some more opportunities for electives that may not fit

006into a traditional elementary model another option may be to move sixth grade to the elementary schools which was discussed at length close one middle school keep the other two open 7th and 8th retaining most of the staff including the electives such as our extraordinary music programs that we have had would be other things I noticed also was the listing of avid as a possible cut I'm an avid coordinator at Foothill a strong supporter of the avid program I've been teaching for many many years most of the time that I've been there in fact the the program has been extremely successful servicing hundreds of students helping them to continue on to college I'm still in touch with many of these former students who were the first in their family to attend college and would likely not

007have attended but for Abbot some of these former students are even employed by a USD maybe we're in a position where that expenditure is justified anymore and leave that for you all to decide I don't envy the decisions that you have to make here but I do pray the decisions made will be made with the best interests of our students and our staff in mind I hope there will be an effort to retain as many of our experienced and dedicated faculty and staff as possible with a minimum disruption thank you for your time next we have mix of Allah good afternoon board members cabinet parents teachers community classifying I know that these decisions are rough I would like to ask you to look at the big picture look at the long-term picture as you're making

008these decisions I would like to request on behalf of the Association that you think about a plan a plan for the next five years what's going to happen next year may very well impact the following and so on and so forth based on the projections given to us by mark we could be reducing by 300 students each year if that's the case and we wind up with a high school of six or seven hundred students they're not going to be able to operate anywhere near what they're doing now and so what does that mean I know that you received information and input from different constituent groups and the thing that seems to be pushing to the forefront right now is a k-8 option of some sort I would really like you to look at all

009of those possibilities that are on that sheet and try to consider what's going to happen in the next five years do we need to really entertain the idea of a 712 with a seventh and eighth grade village so that what we can do is have ceramics for high schoolers and middle schoolers on the same campus imagine a ceramics teacher who could teach three periods of ceramics to high schoolers and then two to middle schoolers same with art same with music same with drama I guess what I'm asking is think long term I feel very strongly that we've been reactionary and how we've handled some of our decisions as of late in the last couple years and we need to be proactive and so I ask you as a board to be proactive and how you

010look at the information and make your final decisions we understand cuts need to be made we understand their need to be reductions and stuff we've decreased by almost half number of students in the last twenty years and we can't keep going at the same capacity we are now so as you're doing these as you're reviewing this information and making these hard decisions please look at it in the long run long term five-year plan six-year plan we can't make a decision based on just reacting to six and a half billion dollars of cuts this year that's not good enough we're better than that Amen sister you could be the board that decides to close a school and take all that money invest it in one of our high schools and becomes the shining castle on the

011hill where we have the most programs the best programs the most coveted school where everyone wants to get into you because of how you created a five-year plan that was gonna thrust us into the future please please consider that thank you [Applause] the next person is cherrymon hottest hottest - thank you good afternoon board members and cabinet I am Terry Montrose and I've been a teacher at Ellington school for 32 years I'm here for a couple of reasons today on behalf of Ellington teachers the first is to provide you with people who can answer questions regarding a TK to eighth grade model we've been living it for several years and if you have questions we're happy to answer them for you today my second reason for speaking is to openly congratulate dr. Norman on her

012new position she will truly be missed because of the significant impact that she has made at Ellington school for the last two and a half years our school has had administrative support that has made quite an impact on our students because of our two administrators they have had the time that they've needed to build relationships with our students to teach our students ways to handle situations for themselves to be stronger people and so my third reason for being here is to implore you to fill our assistant principal position for next year as you know as of Monday our administrators have been cut in half and we are left with one principal that's not good enough several years ago I personally fought for the position of an assistant principal because not one person can do it

013alone we need another admin yes we only have 471 students but we have 10 grade levels we have students from 4 years old to 14 years old the demands of those students are great and varied middle school students have very different needs when you're considering making th TK to 8th grade schools please consider the possibility of having two administrators I don't want you to set up those TK 8 schools for failure we're here to serve our students and we do that every day as best we can and to me this includes having appropriate adult support for students when needed thank you thank you our next speaker is Nolan Sinclair good evening my name is Nolan Sinclair and I have toffee it's Lawson middle school for 15 years I come to you tonight angry and disappointed

014that the school district is being reactive to the situation of declining enrollment that we as teachers have known for many years I understand the tough decisions must be made but the k-8 model will in all reality mean the end of after-school sports programs for the middle schools it will be too expensive to have all the a k-8 schools compete in after-school sports the after-school sports programs at the middle schools levels have already seen the effect of ka that has had on Ellington they struggled to get enough participants to field teams I can't imagine the issue of participation if all the schools were kicking by losing the after-school sports programs you would lose more students to other districts and this has already been shown through the years at the high school level I believe the 7th

015and 8th grade years are a transformative time in a student's life they learn how to navigate a larger social setting which helps them gain life skills and prepare them for high school PE teachers are an integral part of the 7th and 8th grade students development we form bonds with students that are different from classroom teachers they see us every day for multiple years they form bonds and trust us and that helps guide them through the challenging time in life it is my fear that we as B teachers will be eliminated at the k-8 models and that students would lose those connections ed code states that seventh and eighth grade students should get no less than 40 minutes of PE per day it is my understanding that at ellington this does not happen for many students

016PG is the only time they'll be active it'd be a disservice to the students if they are not receiving a quality PE experience each day lastly I don't understand why a USD is unwilling to have one high school by having one high school you'll bring the city together to rally around one common campus they can take pride in their city in school without being split into students who have played sports and other activities would be able to stay together and compete for one Azusa you would have more people staying in the district who knows maybe having one high school might decrease the violence in the city bringing everyone together and our kids knowing that they are not much different from each other I love this city and our students I just want what is best

017for them and the hawkers as many opportunities as possible thank you first of all let me apologize for not being able to speak more clearly but each other it's been a while since I've been here a lot of things disappointed me and that's why I stopped coming to the board meetings many of the actions by the board many of the recommendations by staff it's been very disappointing but this time you know what caught my eye is the but potential consolidation or closures of schools that I saw at their YouTube at all from the last meeting but more so I'm here to command board member Pena because after last meeting he brought up two very important issues to me one dealing with measure K monies the bond money that we the residents are paying for the

018ninety two million dollars that you developed a priority list of things that were going to be done with those 92 million dollars not the board when the Pena pointed out the expenditure over a billion dollars in a parking lot less than elementary school that wasn't contemplated there was not what we told the board Sousa was gonna happen with the money to build a parking lot for over and million dollars secondly board member Pena brought up the fact that it is the responsibility of this board of the district to let the boarders know that their night two million dollars are not being spent as originally promised to the borders this district this board has been very silent on how this monies have been being spent a lot of the priorities that were in that pyramid if

019you recall that was developed by paying hundreds of thousands of dollars to consultants it's not being adhered to I would like I will come back to speak more on this issue at future meetings but for today I know there's not the other speakers talking about the consolidation and closures in school which I'll also we'll be addressing in the future Leslie Jones I currently have students at Ellington and at Gladstone High School I've been to three of the presentations of the fiscal solvency one in Spanish in English before the school board to makes any decisions on what they plan on doing I'm making k eights in the future I think you need parent input about the k-8 and hey you happen to have a parent here that has students in k-8 my daughter who's currently a

020senior at Gladstone high school was the first promoting class at Ellington I love Ellington and I love it staff I'm there often volunteering my time however my children miss out on a lot I'm not talking about rotating new classes they rotate between the two teachers and I love the middle school teachers they are fantastic I'm talking about that opportunities such as sports extracurricular activities music electives PE and so many other things I love the teachers at Ellington but whatever talents and skills they have is what they bring to the table and way of electives if a teacher has some knowledge on basketball then that is the elected that he or she teaches yes the students are able to rotate through electives but the quality of electives is lacking the students have electives twice a week

021for 30 minutes that's it one hour of electives the students I call that hardly any time at all my students have participated in the middle school after-school program to be blunt it stinks most of the teachers do not want to coach the teams because because of this they have to hire coaches who aren't invested in our students in my students sometimes the coaches have no clue what they're doing as a parent it kills me to see my children suffering PE they plead for an hour and a half every week that's it the PE coach well unfortunately he's been absent most of this year he comes once a week so we've had a substitute and we now have a long term stub and he does a great job with the kids but he's only there for

022an hour then on Thursdays they have 15 minutes and on Fridays it's maybe 20 to 30 minutes that's it so I wouldn't call it a PE program the music program I currently don't have any children in the music program my daughter currently a freshman at Gladstone went through the music program we have a substitute I wouldn't use babysitting it kills me to go into the cafeteria and to see him not interacting with the students not teaching music if you want to have a good school we need to administrators we fought hard to get our dynamic duo that's our numbers if you want to know what it's like please talk to the parents at Ellington good afternoon - my name is Laura bond Sundays first of all I'd like to thank you for your leadership and

023your courage to be able to face to address these issues that you know not only our district but many districts around us are facing so thank you because we know it's not easy I come to you as a member of the pack plus committee and also a parent leader in our community and we all know that we're gonna have to be making some very difficult decisions but as a parent and having discussed this with many many parents and discuss this thoroughly impact plus we've had to have some very heated discussions and it's never easy so I know that you all have to do this in many spaces so thank you but as a parent I'd like to stress that you know we value our teachers without your staff especially we value the people in our

024community who are connected and who understand the experiences that our students and our families are facing that live in a Sousa with that said I believe that as a parent and as a community member closing only one or two middle schools would create a hierarchy I believe and I with most parents that I have spoken to we would like for you all to consider having a k-8 model across the board this would eliminate divisions within our community this would not would eliminate the potential of having this hierarchy of having one better school than another it is my understanding that we would continue with the extracurricular activities that our students are now offered at the middle school but would be further supported we would have additional resources for parents for families for teachers for administrators I

025feel that this is will actually create an opportunity to strengthen our district and the partnerships that staff the board teachers and families have so I hope that really consider this again I'm not just speaking for myself I'm speaking for other parents we've had many many discussions and again although this is difficult I think to bring community and to really focus on what our families need I would like for you to consider a case right across the board additionally those savings with having a K through eight across the but you all have the data is significantly higher than just closing one or two middle schools so if we're having to face difficult situations so let's make one that is most effective and productive and yes we don't want to have this to drag on but we

026need to make those difficult choices thank you next up is Myra Rico good afternoon board my name is Myra Rico I have students at Sloss high school on Longfellow I am a highly involved parent at district and school-level I am a member of the pack class committee and was part of the group that made the recommendations that you are reviewing we as parents are very concerned that many deadlines are coming up if we are going to move on with these recommendations the uncertainty of the board is not allowing our staff and families to effectively plan for the coming years the choices your face are very difficult and as a parent I'm still grateful that you all are so accessible and are willing to meet we have met with all of you parents and and thank

027you for for taking the time on even during the break to listen to us and to meet with us we wish you didn't have to make these hard decisions but as you know low birth rates and with many families moving on to the Inland Empire and out-of-state because of financial stability it's only going to get harder you have been presented with these recommendations many times in public and closed sessions we hope that you make a choice soon so that we can all plan and talk to our kids about changes that are coming up so that you know they feel comfortable with with the changes good evening bombers and I want to consider myself as a very involved parent and a community as well as in our district we have made a lot of cuts but

028I don't think any of the tips have been into consideration we made a recommendation for one of the positions not to be filled but yet last week it was spilled we fill the position that all of the peppers members voted are not having it filled in yes we did I know that we are forced with a lot of organization in our district and I don't see it happening I see it in delayed over and over again I wish we could just do what we had to do and move forward with it also we also recommend it for trips for the board and yet I see that there's some coming up we would like to see less of those trips and have more trips for our children you know we have band we have orchestra and

029it's said that we can't fill the need to have those kids go to a trip for 50 kids but yes we send board members across the board for thousands of dollars it's not right not to it kids not to our community you know we don't mind healthy I don't mind helping my school's out um I adore our teachers here but you know being part of pack plus and recommending all of these things and they're not being considered it's very frustrating I feel like I have wasted my time impact bus all of this time because none of our recommendations have been taken into consideration oh thank you thanks [Applause] next up is crystal ma Liam yeah hello board I just wanted to finish my presentation from Tuesday since I ran out of time and we're having

030a very budget meeting so I give you the whole presentation so that you have it but it's folded to slide 7 cuz that's where I'm going to start remember last week I showed you that we have an average of 20 students per teacher and other districts that are comparable have an average of 23 students per teacher and there's generally not a decrease in test scores and districts having comparable student populations with more students per teacher slide 7 basically shows that from my understanding there hasn't been a large jump in PHA sizes at my school my site goes to Hajj a few classes have seen a jump of 7 to 9 students but some have seen a decline are a very minimal increase the next slide is slide 8 I looked up salary data on transparent

031California from the year 2017 by my estimations bringing our overall average student per classroom teacher ratio from what it currently is to 23 students the district has save about 5.2 million dollars that wouldn't solve all of our problems but I think that it merits consideration slide 9 is just a similar comparison of principals and administrators so you can look over like 10 is my estimation of a mid-range savings if we bring our principals administrators and teachers into line with averages from other districts I think that we could save about 6.3 million and I didn't look at any classified staff here on slide 11 or remember Cruz Gonzalez asked the district to show us what other districts do that have similar enrollment numbers thought that was a good idea so I looked into it using the

032data I had you can see there that all the other districts have less schools than we do I want to highlight Glendora that has only about 1,000 less than we do and they have eight side stores we have 15 I'm not including adult education in these because I don't know how those fit into the student population numbers slide 9 is just my conclusions I understand that we can't just let go of staff and teachers and we have special programs and certain teachers only teach certain subject we have certain certifications but I think we needs to need to look at a much larger reduction in staffing across districts certificated and classified staff and we need to look at closing some more additional schools along with that I think that schools will need not modifications to more

033comfortably fit all the students they have even right now at Hodge we could use a larger cafeteria a larger teacher parking lot and I would even say a vice principal and I see that I'm out of time so thank you very much thank you all right and up next is Gabe Miranda good evening everybody my name is Gabe Miranda I'm a fifth grade teacher at Dalton Elementary I've also been a resident here in the city of Azusa since 2003 I started off at Memorial Park in summer of 98 came from mezuzah Pacific University I also coach baseball at the University of Laverne for the past 20 years so I'm pretty invested in our city in our community and you know we're talking about things having to make cuts and student enrollment and such and one

034of the things I'd like to to start and help to have a conversation about is how to keep kids here in our community and over the past years I've been at the Little League just a little league alone and since my sport you know it's baseball I definitely see a number of kids and families not continuing to stay in our community because of athletics sports alone because of the quality of programs that we have and have to offer I remember growing up I went a bishop on high school and I remember Gladstone High School just being a monster you know everybody wanted to go to Glaceon high school and be on a rich ramicus team you know so when people talk about you know sports and programs in general and the quality of them and

035it bringing kids it's true it's a true conversation we're having the same conversation at the universal over never everybody's feeling the lack of students so they're having those conversations how can we keep kids how can we get students well it's through our quality of our programs and it's I'm bringing this because just this last year alone I coached the Little League all-star team which had about 13 kids on that team about three of the kids are gonna stay in the city of Azusa and play and that doesn't mean they're gonna even participate and all it really takes is for those other three is to have somebody say hey why don't we come over here and then they're gone just like that without a question because of the quality of the team a lot of the

036time it's not so much academics it's what do they have to offer me what's over there that that that's going to continue to enrich my child's experience in their lives forever because that's what programs do and it's not just baseball it's drama it's the arts it's theatre it's whatever somebody has a passion for so I sports in general and programs is something that I'd like to bring to the table and there's a lot of resources that we can tap into a lot of people that we can speak to and ask questions to the right questions how do we do it what do we need to do who do we need to talk to because it's not about dollars it really doesn't take money to bring somebody you know in a new field a new facility

037it really doesn't take that you know what it takes is the right people and to get the right people in the right place that takes some work and some effort and commitment so I'd like to just encourage you to start that conversation and I'm here along with many many others to support that conversation and our community thank you thank you everybody for sharing your concerns with us next is 4.0 study session point 4.1 Parent Advisory Council plus input for fiscal solvency so let us begin good evening for our last session there were some questions asked about what would happen with a reconfiguration to a k-8 model and so we tonight are presenting those items to you also in the packet was a sheet that we had shared previously we wanted to make sure everyone saw

038that all the options that were looked at and at the pack quest meeting that were that were shared and so that way any of those questions came up and we could answer those as well just as a reminder the reason why we are here today is because of how much dollars are coming into the district our decline in enrollment and the increase in cost such as our pension stirs and pers that at one time were paid by the state and now are being pushed on to organizations like school districts and cities and every other type of public agency hackfest was tasked with reducing by six point five million dollars in preparation for the next year and which is that top line that we shared with them first interim dollars at the governor's workshop they shared

039some lower numbers for Cola and lower numbers for some of the programs and that equals additional reductions that would be required and so if we only cut 6.5 million you can see the reductions that would be required in order for us to go back to A+ certification at second interim we would need to show an eight million dollar okay at least for both of these numbers and then the following numbers would be the required cuts in that in the out-years just as a reminder so this is the sheet that we looked at at pack class with all of the different configurations and some estimates as to the savings per year and some of the configurations that we looked at which is a k8 option over three years k over two years if we had a

040712 model and a 612 model a reduction in the number of middle schools and then consolidating down to one comprehensive high school and then looked at different savings of savings one elementary to elementary and three elementary closures as a reminder we we brought to you kind of the top three inputs that were collected and those were ATK six and seven eight model so that way all of our Elementary's would become TK six we would have two additional schools that would convert into TK eight and then we would retain one intermediate site that would be a seven eight and then the next option was a TK eight at all of our elementary and no intermediate or middle school option and then last is a TK 8 option but we would phase it in over two years

041dr. Mitchell good evening everyone so I had an opportunity to review some of the research literature on k-8 model strengths and some considerations and so the research that I reviewed peer reviewed research studies from the University of Michigan and Columbia Harvard education Northwest University of Louisiana Memphis also in the middle school Journal New York University the Journal of early adolescence and this lots of these studies had data from national longitudinal samples multi school and district data analyzing school achievement attendance school attachment and some social emotional factors as well these were rigorous peer reviewed studies using statistical analysis and in reviewing all of these studies there were three key findings that were consistent across the studies and I'd like to share those with you the first one is I go back to the other slide for

042me thank you the first one is increased student achievement for students who remain in a k-8 relative to students who transition in middle school the some of the research points show statistically significant results that suggest that students in schools with high percentages of minorities perform better especially in reading and mathematics when there's not a transition to middle school one of the studies that I reviewed included 442 schools with the control and a treatment group as well another point that came out in the literature is middle schools are more likely to have a negative view of their reading skills and also african-american students demonstrate large relative gains and math achievement prior to attending a middle school but then suffer larger drops both at and following transition to middle school another point that's a key finding across

043the studies delaying transition until ninth grade has positive effects for students socially and emotionally and what the literature found was that having numerous years in the same school improve student's sense of belonging community ownership of school and grades self-esteem and may count ur act negative influences in the community outside of school as well essentially the longer students extend the stability of remaining in one school the more likely they are to maintain connectedness and meaning maintaining positive teacher-student relationships as well the other finding across the research indicated that k12 or k-8 data indicate improved attendance patterns compared to students in a middle school environment which could be tied to many variables such as school connectedness one of the things that came across in all of the research was that the researchers recommended that policymakers really think

044about the strengths and the weaknesses of the k-8 model in middle school model and then really evaluate the evidence that best matches the district's students demographics another consideration that came up in the literature as well is that middle schools do typically offer more electives and so there needs to be very careful planning and consideration and how middle school electives are k-8 electives are our planned to that note I think we've heard tonight and I think we all agree that elective offerings if we were to go to a k-8 model would have to be reimagined and Riaan visioned you just can't do a middle school elective model in a k-8 setting so things like wheels things like turns are all things to consider but as was noted today death is maybe something that would be lacking

045some would say that the breath or more exposure is something beneficial as students get ready for high school and they start to consider their interest and the things that speak to them we also know that in a k-8 model as is an Ellington currently per the contract that we currently have teachers they're in sixth seventh and eighth grade also get what's called planning time currently planning time is PE and music specific but you know asking ourselves is that also an area to think about in terms of a broader course of study possibly we have had we have heard many recommendations and ideas in terms of possibly marketing in terms of like for instance Powell School of the Arts we do know that we have our Dual Immersion schools we have Project Lead the Way stem

046at Dalton and so maybe again rethinking in terms of electives and support teachers and plenty of time do we start matching up with that obviously there's a lot of different a lot of different ways in love a lot of different matters that this can happen but it is like Dana said something that that we would consider carefully as we as we move forward you know with whatever recommendation is a we land on good evening board cabinet and community I'm gonna take a little bit of time to talk about the staffing assignments and the implication on positions depending on the direction that the Board gives cabinet to move forward with regards to any reorganization or reductions there are considerations that will need to be taken into consideration as they apply to certificated employees these is driven

047by ED code so the ED code that is referenced in this regard is at code four for nine by five this process started far and we do this every year where we update our seniority list and it's a process that involves HR office communication with our certificated employees non management and management throughout the district where we verify the hire date and credentials and we asked for employees to provide us with any additional information that they have with regards to their credentials if we move into a need for a reduction of positions that information serves to be critical in making those decisions we always first look at seniority and that's why seniority is a predominant factor we look at the credentials and authorizations of the employees and a lesser known process is any specific training or

048experience that is required to meet the job requirements of a particular assignment what you have before you are is a timeline on that I essentially provides a overview of the process this is a timeline that districts used it's adapted from a research that I got through school services I added the boxes in red to really outline the timelines and dates that are critical for a Sousa Unified School District to move in in the direction of the reductions and meeting the March 15th deadline a lot of work is involved with this process so as you could see one of the first red boxes is June 21st which was last Tuesday and I'm sorry January 21st and we will need to move in a direction to have some direction so that we can make a decision and

049then I through through that decision the my office will go into an analysis of the direction that were given and then from there determine the positions that would be affected that would take us I I would present that to the board in closed session and then on February 18th we would need to provide a resolution for for this to take effect this would provide an opportunity for for me in my office to personally serve individuals that are affected there are instances when that personal serving does not happen because of timelines and it's it's it's just a traumatic period for employees so we want to be able to personalize this and make sure that we provide all the information and answer questions that the employee is due and that would we be able to do that

050by if we were to to be able to move forward on February 18th employees have a opportunity to request for a hearing and that will take place from the period of March through April and in an administrative law judge will determine whether or not the layoffs a decision is appropriate and if it is the Board of Education will make those final by May 15th if you move on to the next life I also have the classified layoff timeline that one this is also driven by Ed code and essentially it requires that we notify employees sixty days prior to the end of the school year so we always aim for that April 28th to be able to notify employees of the their position and whether or not it will be eliminated so some of the data

051that you had requested was around the space facilities and looking at what would be required for a k-8 conversion and depending on the size of the k-8 and some additional scope beyond the classrooms that I'll be talking about a few seconds would be to construct new multi-use spaces quads or meeting areas for students to to congregate in that would be separate than the elementary areas and then obviously the additional classrooms an estimate of the number of classrooms that we would need per year is is here and this would be just direct instruction spaces so this does not include any additional spaces for pullout or music programs or lab settings that the board may want to consider adding as well as the classroom spaces this gives us a timeline of how many how much we need

052to move so we we do need Direction relatively quickly or at least Hadj so that way we can have something right for next year listed here is an estimate or rough order of magnitude of how much classrooms cost and so we currently have a number of classrooms that we could relocate and so we can move those classrooms from the two sites that have already been closed and place them at one of the sites that needs additional classrooms and so that is that three hundred and forty-one thousand dollars per room to do that and that includes all of the construction the of the platform in which the buildings would have to go on and then any of the improvements needed to make it up to up to par with our standards so that would be kind

053of a a pre-owned building a new portable is for the bare-bones price of what a portable with would include this is the most generic level so any upgrades on top of that would be additional dollars and then a modular building is it looks more like a traditional classroom on the outside and very similar to what we have at Ellington currently and just as far as a range and so you can see there's a wide range and how much it would cost per classroom depending on what direction we wanted to go in and then on top of that just as I mentioned you might want to add a music building a lab setting for kids to have a pull-out environment and so that specialty room would range depending on what was in there from just over

054700,000 or under 700,000 to 1.1 million depending on you know the specs of what was requested with that said the things that are not included in this are the unknowns such as when we bring this project to the division of the state art architect do they say we also need you to add a restroom do we also need you to work on ad a path of travel to get to these new classrooms and so all of that obviously would be additional dollars as far as cost when we looked at the total scope of the classrooms that we had on the previous slide what was that range it was in this four and a half million to ten and a half million dollar range for cost just for the classrooms not including any specialty rooms can

055we go can we please go back to the last slide cost affordable classrooms if I'm hearing correctly in order for us to if we were to go with the K T K through 8 model price for the classrooms that is it her school is it could you please elaborate on that yeah can you go back one more time so in order for us to move to a k-8 model all of our elementary in the last column in that 2223 those would be the additional classrooms that would be required given that is direct instruction classrooms we are going to probably also want some type of additional classrooms on top of that or pull that so it's 15 classrooms we're talking about and that is the four-point five to ten point three million that would be we

056would need correct know some things to consider is that if we went to a k-8 model that we would no longer do the modernization at Slauson or Center tonight 20 million dollars can you clarify because you said 15 classes but this is much more sheep it's more than its all this keep the sum of all of those numbers on the very far right hand corner which is okay so when it says so on Dalton when it says one it's not it's not one plus one no okay so because um led live in there so that means they don't need any classrooms or why is it just only those Elementary's correct so basically they have an classrooms to hold whatever will happen there direct instruction classrooms okay if you want to add additional rooms to like

057a valley deal that will be completely at capacity every single space will be used then that would be additional dollars and so you were stating that that money would come from I mean if we're looking at saving money and we're spending ten thousand ten million dollars where would that money come from because it sounds like that's very relieving so if you went if you move forward the only place that I would recommend it coming from would be the bond dollars that would be now and spent from Slauson and Center we we would not have general fund dollars to put ten million plus buildings so does that take the place the school bond money that was going to be used at center and Slauson and just pretty much if did over correct so there's approximately twenty

058million dollars that is allocated for modernization of those two sites and so it would take that 20 million use it for a different purpose which would be adding classrooms and and meeting spaces 88 compliance chimneys when you say that the total would range from four point three to four point four to ten point four million that's a wide range like what is that so the range is in what the district decides to do with what level of classroom so if we are picking up older epic old Sierra some of those modular buildings and portable buildings and we're moving those obviously that is at a savings in comparison to a brand-new Ellington level modular building or it could be something in the middle such as a new portable building that's plain so that scope would have

059to be defined and when it talks about 341 to relocate it's yours this is to relocate a modular building specifically or that's to relocate a modular or a portable and it there's a slight difference in price but for today's purposes with the induction yeah you save some if it's already on the raised platform so we already have buildings somewhere else that you couldn't relocate another starter every we have Mountain View and the old Sierra campus that have modular buildings and portable buildings that we could move in time you know we will also have rooms if this was a cave so I do have some questions but I'd rather focus on the programmatic impact all right some and and I'll start with I guess in terms of when you think of K eights we heard one

060of the teachers speak about the difference between having a department focused k-8 versus what does it call multi sub or what would you call it when most so are there Cades that exist that have like a department type set up at the meta in their seventh and eighth grade is that is that an approach that that work I mean do people use that approach the its more common instead of having a single set of department like English and then a history department to do combination things where a person teaches English in history or math and science which interestingly enough was actually the initial design of middle schools and middle schools became popular like in about the 70s was actually to set him up as schools where a student would stay with the teacher for two

061periods so that there was a certain level of flexibility but also integration of the subject and content math and science the intention was to for example help kids understand the northern math and other science but see how they're connected and also have a chance to be with a teacher in longer period of time who would know them better and could work with them and move them forward so that was the original design of middle schools um I mean historically we didn't have middle schools we had junior high schools which were only seven eighth grade and then when the the the idea of middle schools came about was to bring in sixth grade students but recognizing that it might be hard for for the sixth graders to do transition right away into a typical Department structure

062and and recognizing their age also in need for more social emotional support the original plan for middle schools was to do that kind of shared work with fewer if you were just and more opportunities for teachers and to know their kids whales have fewer different kids that they see and kids to be able to see the connections across their subjects yes there - without it can it be doable I mean can it be doable okay can we have those programs is the question you're saying it's it's small but is it feasible can we do it so you would not be able to have every elementary sight or even a number of elementary sites that would be in this model having the two blocks I'm so so sort of the option one would be probably the

063most doable which was that seven eight intermediate if you were going to do something like that my next question is around about we'll start off with physical education right so I mean I think what what would be the plan in terms of physical education if we went to if we went to a k2 positive minutes for PE are the required minutes from an elementary model that's 200 minutes every two weeks that is a combination of the planning time PE teacher and the regular classroom teachers is there a possibility you're saying it's 200 minutes for every two weeks yes that is correct is that what they're receiving right now because of what was just shared was that they're receiving only 30 minutes and possibly 20-30 minutes on the Thursday in 20 minutes so that's so it's

064120 in two weeks so could we going along the lines for with physical education and we want to go ahead and continue the Wellness and the physical activity for our students could there be a you know program put in place for these students to receive the 200 minutes so verified by every student at the elementary level must be sent in 200 minutes every two weeks right so so what I'm looking at though is a six through eight grades and and by moving them to 280k through eighth grade model maintaining some of that you know some of that similarities in the sense of okay they're they're not in middle school but some of the similarities that they would receive in middle school as an example like bump it up to four hundred minutes so so just

065remind us how many minutes do they get right now and I kick in a set and another 400 minutes so every day okay so our students at Ellington are getting half the P minutes that list and then of those half is minutes so 180 of those minutes or half of those minute you said how many per week two hundred per week Venus every two weeks right so they're getting a hundred and eighty with the physical education teacher is that what you said they get it how much do they get with it with a schoolteacher I believe is in 1900 a week or every two weeks every two weeks so we're saying that a hundred and ten of those minutes are being provided by the by the by their classroom teacher that is correct so my

066might and then my questions my original question is so what is our plan if we're going to go to Kate so are you telling me the plan is to to take what we're doing at Ellington and do that across the district right now the conversation has been if we go take tt8 it's an elementary model which then kicks in that 200 player two weeks requirement again when the if the 6th 7th and 8th grade teachers what also be would also have the blending tone and so this is again when if we wanted to we can reconsider how that planning time or what that planning time is that that's one area but we can definitely explore and you can definitely think about as an area where we can think about again is it a bad course

067of study is it is it something specific is it PE those are things that can be that can be considered depending on where we land so one thing that I would would like us to I mean to look at it I hear that there's you know state minimums and we're saying that that we comply by those state minimums but if we take the question outside of state minimums and ask ourselves what is what is most beneficial for for our students of that of that age range and what is what does research have to say so I understand it there to you know to minimums based on the models I mean I would imagine 400 minutes has you know greater benefits what did what does research say about that sure right now the state of California

068right even if we look at the dashboard is becoming a hot topic is broad course of studies that is something that is you know a little gem that students should have a broad course of studies correctly that's an hour one of the indicators that we do talk about in the outcome so I think those are things to consider right if you put more of this does it being less than this or does it mean add and so again I think this is opportunity to to really think about as we think about this concept of that course of studies so that our students are having exposure to a wide variety of extracurricular or electives you know the type of things schoolteachers and administration to it were considered considering this option to to get input the superintendent

069and cabinet have been out for two pens is down and not to say that this is you know sufficient but we have been doing road shows to get announcer questions and a lot of ideas have come out of those suggestions for example you heard today the one high school that was one of the communities where staffers were saying you only need to consider this as an option so different different things have been coming out of those q and A's as different cabinet members go to two school sites but that has been the extent of that I think I understand what's happening Ellington is not ideal I think if anybody had a child in middle school that's not what you'd want to have their child but I also I find I kind of feel like the

070trade-off was that this is a unique a unique it was a unique up it was unique circumstance because we only had one k-8 school so I am just going to say that if we are contemplating going k-8 district-wide we have to be more thoughtful about how do we make sure that kids have access to physical education and how do we rethink how we deliver physical education so that they can get it every day and they can get a reasonable amount we look at the obesity rates across the state we look at them within our own district and I and I will I mean this that to me that's just one example of how we need to be very thoughtful about how we go to K if we're going to do it and have really have

071a plan about rethinking so that kids can have those access so that was okay so that's me for me now in terms of you keep on talking about a broader course let's talk about music first right so in terms of music what would be the planet we went to k-8 to delivering music to those students that's all the music at a middle school [Music] so in 4th grade students have the opportunity so they have PE for 45 minutes and then they have general music which is a choral music and fourth grade for 45 minutes in fifth grade they have their 45 minutes a week then they have the choice of 45 minutes for either band or they can go to choir week they also have one more if they choose band a one more pull

072out session a week which is 45 minutes that's also at Ellington as well that's worth it I'm sorry that's there so then what would happen with 6th 7th and 8th so is it too interest and desire screams where that becomes the focus of electives and operates so if I want to make sure I understand this correctly we're saying that at a middle school level currently you're saying that the students have the option but the broad you know menu of choices but they select one but they have exposure to that elective every single day if we were to move the way that it's proposed with the savings that are in place here if we were moved to move to a K to 8 the amount of time that they have in that and that elective would

073be cut in half and split with PE so P is not more to come and elected as well no PE is a mandate well correct but it would operate in the same way that an elective operates how PE and music alternate so there would be 200 minutes of PE to hundreds of this milk right that is just a planning time that is where a level I bring this James spoke a little bit about the whip to be a doctor as well so on top of the planning time there is also simon electives it was twice a week yes twice a night on top of on top of the planning time that we currently need for teachers I guess here's why is because if we're looking at it from a perspective study understand if I'm a

074seventh grader in a music [Music] basically exposure versus depth okay I really wanted to talk about if we can go to this though the staffing assignments so let me was my question so for example going going to ATK eighth-grade model middle school teachers that are single subject credential what happens to them yes so the first step in this process would be to identify the program that would be cut and if we were to walk down the path to explore this sixth grade 6 grade position or sixth grade going to the Elementary's then we would need to analyze to see which positions would be affected and we would be looking at the credentials of the employees and then from there we would need to broaden the scope to see if the employees who currently are in

075middle school would single-subject credentials have more seniority most seniority then others in the middle school and secondary in high school so it is conceivable that even if they have the decision to remove six play from middle school is conceivable that a high school teacher may be the positions that is eliminated so if I'm understanding correctly so what you're telling me is that a sixth grade teacher that has a single credential subject right and has more seniority would be looking to a high school that is a possibility and how about the the staff that has the single subject that is in the middle school so go back to the if the decision is to those positions are six positions to the elementary we will look at the positions that would be affected the credentials and if

076they have a multiple subject credential they could conceivably go to the elementary positions that would then be created by this movement to sixth grade at the elementary this training and experience to meet the job requirements of specialized positions that you guys have shared with the state could you please elaborate on that a teacher's lawyer they can receive specialized training that goes above and beyond with the branch or authorization may may require they may have attended a specialized training for it's a math and attended at receive additional courses did not result necessarily in a additional credential it is additional courses that will then be taken into consideration the encode is very clear that a senior person I'm super person with more seniority more senior teacher needs to be able to do the job but the junior

077employee is doing so in fact position that they're teaching that say a class that is very technical and that the district invested money or they employ on their own volition received additional training that whoever is more senior would need to be able to go into that position and in that position from from from the beginning without the additional training until the end code refers to this process as skipping I'm licking it I'm going to the different models just so I'm not jumping around on you and getting you confused so we have the three-year model in the two-year bottle with the junior High's going there if we have the three years if that becomes the choice does that give us those two extra years they will just move it keep 6th grade there and then when

078we develop how many hours we're working around with PE and how we're working with electives we can still work on that during that year as we progress to seventh grade then that gives us that year to develop all of that and then the third year will give us time to hone everything together to the final model so it's gonna be a progressive as I see it correct and that's an excellent point for a variety of reasons I could speak to the progressive nature of the three-year model from the perspective of staffing because I know there are our team members our teachers who only have a single subject credential so we are in cabinet exploring an option wherein we could help a single subject employee a multiple subject authorization so that they could stay with their

079sixth grade students or their seventh grade students as the progressive model moves forward and just as a point of just to share with you what is required to get that multiple subject authorization a single subject credential holder would have to pass the cset Rika and also take a methods course in order to obtain a multiple subject credential specific to the area the level that that's required for multiple subjects looking at the options you guys gave us and school closure options you know one of them being one a high school option to be closed say we did go down that route well what would happen what is the Patek what is that like oh look one of the things that we've been looking at is no question of what somebody brought up earlier today is the

080really what what is the long-range plan and what's doable now what do we have a space to do and what do we not have a space to do and right now we do not have the space to actually collapse both high schools into one high school we don't have enough classrooms to do that so the only one to address that would be extensive building two to accommodate that whitter what and what is the population number and if there's a high end at Gladstone dude can you get that to us please I have it right here so currently as of today the sense of high school has 1090 for students has 1090 for students Gladstone high school has 1000 51 students and Sam has 197 students so in order to let's say we wanted to combine

081the next year you have 2100 students at one high school right now that would be almost impossible to do we don't have enough time to build new classrooms or to probably and debris and portables that quickly but over the years as as we continue to declare enrollment they can't get to the point where we could do that it's probably not for a number of years however and what you may still have to find ourselves in situation where we have one larger school one comprehensive high school and then one smaller kind of specialty school maybe it's a magnet school or has special programs that people are interested in the comprehensive school is the one that has all the electives it has all the sports and a specialized school we have a particular focus that some districts

082have done though because Evan Evan and five years out would have about 1,700 or 1,800 kids in high school which might be hard to accommodate in either Gladstone or Azusa so at least for the foreseeable future that is not yet available unless we invest significant funds into cutting the spaces to make that happen we have right here in front of us and the one high school option is something from what I'm understanding or how I'm saying it is something that we're gonna need time to work on anyway so we wouldn't if we just let that to the side for right now and went ahead and did what we're doing you know figuring out consolidating schools or what we're going to do and then after that's done look at how we are and we notice you

083can definitely keep that in mind and as our enrollment changes it becomes more and more doable okay okay so something that I would want to be careful though about that is I think that there are I do see some potential first steps I mean that we could look at for example I think that with some of the different options that we see there is a common kind of denominator of of a k-6 I see that happening you know with a lot of different models models that are there and so I could foresee that happening as an initial step I however I'm very uncomfortable just taking taking a next step and then just saying and then next year let's let's see and then a year after that let's see as opposed to saying okay we're gonna

084take an initial step because this is step one here and now from this point within the within the I mean the next few months I mean I I think that they're neat we need to then develop a comprehensive plan that spells out okay three years this is what it looks like and in five years with projections this is what it would look like if there was a consolidated high school or if there wasn't an academy as we talked about it but there needs to be a cohesive plan because again I think I mentioned this at our last meeting the concern that I have is we went through this as a community less last year and the conversation that we had last year is is completely separate and disjointed from the conversation that we're having this

085year and and and I and I want to avoid us having disjointed conversations year after year and so what I'm hearing you say is what I'm hearing I'm sorry I think that certainly it is reasonable and it is unfortunate that we're a different situation in terms of funding enrollment than we were two or three years ago when we started thinking about closing elementary schools one of the questions we looked at is could we close some more elementary schools that was one of the options that was considered and right now we have 10 and we have a number of schools so some can accommodate up to about 500 kids some can accommodate about 400 kids and then some are 300 student campuses given the expected loss of students say at the elementary level we can project

086out that let's see we need 10 next one we're going to need 10 campuses the year after that we'll need 10 campuses here after that we can go to 9 here after that 9 that's to a 324 and in the year 24 25 we could accommodate our students our elementary students projected either about the same rate of losses we had this year in eight campuses so we can we can move down as the declines over a five-year plan so that for the foreseeable future of the next two years we probably need to say it and not at ten there's one called a lot to that Ellen Longfellow has very very few TK students and so we could we could actually want our kids and absorb them into another school however because it's our preschool site

087almost all the staffing would have to stay so it's more of a question do we want them on regular you know TK campus or do we want them on that what was turning into a preschool campus but other than that against nine schools smaller but initially there's not a lot of cost savings with that but probably loose maybe one or two positions because it's such a small number but our challenge rate is immediately is that we might have no sites that can don't have the meta sites to accommodate 500 kids per site might have that 400 kids per site it'll be about four years before we can do that the best option is to look at sites that can accommodate at least 300 and that's an average because so many more and some will be

088less and that's where we can start making some changes sooner rather than later what I'm getting from you is that basically along with this ya know you see the need for the k-6 but along with that as we're moving forward we need to put together a five-year plan or a plan a consolidated plan where we this is what we're gonna do and depending upon how things go just a plan in case so maybe even to be more specific can you can you go to the slide that shows the the staffing timeline so if we look at this this is for certificated there's another one that we have for classified what I'm saying is we look at the the January 21st box and we're already we are already beyond that there there's a there's a reality

089so there may be some some initial steps that we can look at taking here now but I personally would be uncomfortable signing off on a long term you know direction unless we had a long term plan one of the things that I wanted just to point out Glendora has two thousand five hundred and ninety thousand kids in one high school which is which is exactly the same model as the Sousa high so it and you're seeing that we right now have 2100 kids if we were to combine a Souza and Gladstone so I would like to go ahead and have some research done on how we can't have that happen because we're we're losing our kids it is is it at you know like it middle school and then glad you know right at the

090high school they're they're gone because of athletics to other school districts we we have to take into perspective the reality that we are losing kids we have to take into perspective that we have less families having kids this is real that this is a decision these are decisions that we can't take lightly that I do agree we have to you know think about ten years five years ten years what does it look like last year when we're closing two schools I suggested can we look at three four and that's not what the plan was but it you know we need to start thinking outside our box when you start thinking of the possibilities of how this is we the projection is next year we're gonna lose another 400 that's another school so you know we

091have the teak heat tk8 model the two years it's gonna save us more money in the long run we you know closing one high schools an options gonna save us three hundred thousand yes we may lose some kids but guess what we can have strong team we can have strong school spirit we close three elementary schools we're looking at about five million we close them you know we start looking at programs that are not that are not at high capacity filled with our students I mean these are real real conversations we need to have and we need to go out there and really do the research and I it's not a hearsay like oh just because one teacher told me or one administrators said this is really good and their and their school know what

092is actually happening what did the numbers say right now as I'm looking at Glendora it's two thousand five hundred nine thousand kids in one high school they're a strong high school we may have our students over there so I I mean these are the conversations we need to keep having and I know that someone said you guys are delaying this but guess what this is not something that we can take lightly as eyes as a district as a school board as administration is looking for what their recommendations to us they also have to go and do the research so we're not taking it lightly they're not taking it lightly and it's not that we want to delay it's not that we want to put every you know everybody's on edge or it's not anything like

093that I think we're all in this together we're united we have to come into partnership in the sense that we have to do what is right and what is right maybe not right for everyone but what is right for the future of this district for our students that's what we need to look at all this you guys coming I truly appreciate all of your words because there's a lot of stuff we don't know if you don't tell us our staff aren't in our cabinet here too you know there's a lot of stuff that they share with us that we don't know the more we know the more informs that we become the better that we can make a decision moving forward and looking at it in the long run not just you know we can't

094make a decision now and I'm sorry I'm going to compare it to something else like a decision that was made and then ten years fifteen years later say whoops wrong decision which we may I'm not gonna hide we may say that but we really have to sit here and have adult conversations and we cannot honestly cannot take this personally because the outcome is going to affect each one of us whether we like it whether we don't and we all have to hope this is when we unite this when we come together and do what's best and I'd kind of like to tag on to that it's just something that I've shared with people before is basically we're here to listen to you so that you can tell us what you want and and how you

095feel because we feel that until you feel listened to you won't listen to us and so please come bring us information so that we all can work together with this because this is gonna be hard it's gonna be a booger so I just want to say something I completely agree with Adrienne in terms of let's let's let's do some long-term planning and I think that I appreciate that the fact that we've been able to sort of kind of guess how many students will be in our district because of birth rates right but I do think if we're going to do this we're going to move I mean we're just guessing in terms of oh we're going to end up around 6,000 students as a district we don't really know that and so and I know

096it's an ad it's an added expense but I really think that it's important to hire a demographer who can take into account economics looking at our population the aging population to give us a good sense in the long term what our student population it obviously it's an estimate but a long-term estimate of what that's not going to be like so that we can make these decisions and take the time to make them understanding really what kind of context we're looking at in removing some of the comments correctly maybe one of the things we want to think about then is splitting the decision there's a step maybe that we can take this year and then have time to for example content continue to work and see you saw some of the questions that have been raised

097here and since all of the options right now under the priority recommendations all involved sixth graders staying at their elementary school that might be something that is a start for us so that we can continue we'd have the time to hire demographer would have the time to to get more input on the electives and and structure how that could work as well as the other advantage is you would actually if we ever got to the point where you thought that we should go to k-8 so it would give teachers more time to if they wanted to get an extra authorization they'd have the time to do that if they so choose and along with that just to throw something else because we were talking about having a diet demographer before can we combine those two

098studies and save money the other one would be for okay thanks for asking I I think you're well that's that's my my view as well that you know starting with sixth grade you knowing that that's going to happen and not rush into something that's gonna be a snowball effect and that is gonna end up in what that we won't know so so can just explain one thing right right when you look at the the costs if you go to that slide that has the different options but are those are the savings in the first year correct so then why is there if they all require one grade being moved to the sixth grade why why is there such a difference between the first option and the bottom two so the assumption there was that we

099would be keeping a majority of the administrative costs that are associated with the middle school in that first option being that we would be creating in year one the proposal was one middles but you I'm not understanding so you would do you would do everything in one year is what you're saying in this proposal we would move everyone to a tk6 at the elementary level you would move and this is just one idea we could do different iterations of this but everyone will move to a tk6 the middle schools would be centralized into one single middle school and then in the next couple of years would be the formation of the other thing that's not on there is kind of the long-term cost saving so option one is that $850,000 for year one the other

100two options though have a year two in a year three savings in mark could you go over that with us please sure I know that the last year was four million dollars on the full rollout of year three the last one you saw that four million dollar savings after year so basically it would just be the time that the dear that the savings would be in effect totally fully you know so basically we did three years we wouldn't get that extra savings for that last year but then we would give our people chance to adjust to things correct and then okay in in the 2-year rollout you would have some additional cost of adding classrooms to the high school if that's where you interim housed the eighth grade class so you would have to include

101that and depending on where you funded it from probably the bond then that cost would go there and it wouldn't be a great expenditure because it's temporary right and if it was from the general fund then you would have to subtract it from whatever savings that you would ultimately so requires correct we've had two administrators up until just recently what dr. Krim see one of the things that I thought I heard you say was that our school size can't handle wouldn't able to have a 500 you know a population if I'm gonna eat sure she right now is about right now when we look at the projections three years out is that what the average would then be or what would what would we anticipate that to be according to this the slide that has

102the additional classrooms that would end up marrying a little bit from where they started so for example uh mark do you call or give an example of one of the schools to show them so actually in year four many of the sites just because enrollment is declining so quickly many of the sites would be just slightly over what they are today it's really in year five well you could start really consolidating schools being just the small number of kids and then another piece I know that when we look at can you go to the model that has the that has a three different models the slider has a thirty four models of of options so when we look at at this slide this is this is talking about our you know our bottom line budget

103which which I understand another thing to keep in mind also is with our with bonds and with modernization as well when we're looking at long-term planning as well it's a it is much more effective to maintain a smaller number of schools than it would be to maintain a larger number of those schools and that's not but is it just because it's not necessarily reflected or it does it doesn't say on one category we saved here or we don't save as much in this in this area but as far as you know bond dollars and even potential future bond dollars that are spent to maintain that's that isn't exactly what worries me along those line is that we just approved turf to go into Gladstone high school we just approved you know we're approving all these

104things for facilities but yet we're looking at cuts in the long term run right so for example being able to combine one of the high schools I mean these are decisions that we do have to you know speak about and talk about but and also decide but have a plan and be able to okay this year you know we need to do this and you said near four right we would have some space maybe combined and close those three schools that you guys are an elementary schools that you guys are suggesting you had said that we can function with ten schools we're at 15 schools there are surrounding communities if for example we closed all three middle schools we already close to elementary and three more than we would be down to ten schools plus

105you could close Longfellow to the challenge with the high school as much as you know it sounds great to have to only modernize one is that the data that was presented earlier does show that we could say $300,000 if we don't lose any students if we lose even 30 students then we don't save anything and if we would lose more we would run the risk of being in the hole and that's that is what is the risk that we'd have to we'd have to run the risk of knowing if the students in class in high school maybe end up going to Covina unifying the north north they are heard of the north no I'm just saying well maybe you'll get double them going there I mean if you go all the way across the town

106they're not that close to each other neither closer it is fine but they're totally into different areas so we would probably lose more students that's really it's a risk that we have to factor into all of this mmm but we can go ahead and look at that after we've done what we've done what we're planning on doing it discussing now right you could continue looking into that and getting a plan done first yeah so how does everybody feel about the I mean from what I'm hearing possibly just giving direction for a k-6 but that's up to you all y'all what do you feel I would like them to bring back the K 86 model in the savings I like to take a look at that I think it's important that we do look at that

107also savings for the first year of going k-6 are up there you know it's the 1500 or the 1.5 mark correct yeah because that's the first year savings so as you will say the current fifth graders would stay at the elementary school that first year that the estimate is that it would save 1.5 million so where does Kane k2 and then okay so this is TK two six mostly how many schools are you're talking about because then you're talking about TK 2 eighth so the eight would be over three years the first year would be somewhere in the middle if you don't make a decision but many of the positions we can we can make we can move forward on knowing which way to go it's just hard to read read it the way it's

108written so here this would be over three years so the first year of the plan would be that next year all the fifth graders remain on their campus and they stay there first sixth grade at our middle schools all three of them would become seven eight and that would be the 1.5 so how does that save money so the level of staffing that's required at our middle school would be much less in that model and so the support staff is required to run a middle school it would be would be less the sixth grade going back to elementary would just be the teacher positions correct okay so how do you feel or I'm sorry board member our yeah that's I think I've already said how I felt there's no easy way around this you know

109we can sit here and say well yes our our Gladstone high school students that live closer to Covino will lose them I mean the reality of it is that we're already losing them it's going to be far for some but guess what if we offer at one school the the programs that are strong the athletics that are strong they will come just like just like they go to Glendora to Covina to South Hills to Pasadena to Alhambra even to almani so like I said bringing the strong programs to one high school right now if you look at um the ECP program the early college program how many students is serving how many students graduate from that program I get it there's a there's a lot of things happening at glasses that are great there's a

110lot of things happening in the shoes that are great but again that you know we have to look at the long run these are decisions that everyone is talking about that you know they've considered they haven't considered we need to unite and be strong divided with with two schools oh and I'm looking at the high school again I'm taking myself removing myself personally from all of this and thinking of this as a business being able to look in five years of 10 years being fiscally responsible I know that there's jobs in the line this this is not taken lightly I know that we'll probably lose some kids yes because if we close one high school or close three middle schools and we close three other schools if we make those hard decisions and be able

111to work on it plan each year to execute those and we stop wasting our measure K money on things that are not gonna be sustainable we purchased you know we purchase things and then all of a sudden we're closing things and then we're like wait wait now we're doing this it's it's kind of we're all over the place and we're not headed and the objective the objective and the plan that we you know looking at the whole picture okay this year we're gonna do this but yet we you know each year we're going to do something so we do need to make a tough decision and I need to stop no no you don't go ahead I'm just saying that we have a time little you know so I want to go ahead and send

112me if you can I think I've said my piece and all right yeah I mean I'm there was a little I wish we had a little more information so the we the where we are it feels it feels you know to it to an extent up against the okay you know up against the wall or up against a ledge or I mean that's kind of the feeling and I realized that there are some timelines that we that we have that we need to address but more information that's needed to make you know a decision I suppose I could for again and I think I said it earlier I could foresee moving in an initial step of retaining sixth grade at elementary schools only on the condition on the basis that we that we set a

113timeline for a comprehensive plan that extends beyond number of years so not that we make a decision and then say we'll figure out the plan or well figure out when we will figure out the plan but together say let's retain six but then say by June by September you know whatever is that we that we have spent the time to whether it's we need a demographer to do a study or whether we need to look at that ourselves whatever that looks like we need to have that plan and how about have a timeline on when that plan would be finished awesome board member okay some figures on that also so have we given you enough direction to do what you need to do or do we need to would you all like to vote I'm

114just doing case six because that is an option anymore nicely into figures all right somes all right why I thought I mean I thought I heard all of us say they were comfortable going to k-6 we didn't hear that for this next year coming up I know I know you didn't you said you wanted more you said you wanted more information on that so I mean it would be great you know we look at this at the graph and so we look at option number one how it has TK 60 K you know middle school seven eight but this is all in one year and so and so if so the but I guess I'm saying this in retrospect now at this point if it was laid out in a way that compared apples to

115apples would be helpful but even as we look at some of these options and really many of the different options that we have here on the sheet all include moving to a to a TK 6 exactly and so since that's since that's a case I'm saying I I would be comfortable moving forward with retaining sixth grade this next year at elementary school sites only if at the same time now we also identify a timeline when we would have a a comprehensive plan in place can we go ahead and do this all right that's touch I just wanted to make sure that you have the ability to yeah I mean I'm okay with that I also think back to to my previous comment to the last meeting I think based on outlooks that we get right

116as we think about budget we need to think about it not from the context of what we have done and what we are right now but in terms of I mean there are ways I mean there's plate there's there's something called zero based budgeting right where you build your budget from the ground up and I really think we need to go back and think about that I mean you look at these these ratios that we have here compared they're districts around us and I think we've been operating from a place of let's just you know moving forward that we have and just trying to maintain and I think we need to rethink everything and that's I know that's a very difficult thing to do but I think that's cleaner than even thinking about like okay

117well next up is maybe a high school I think we need to think about in terms of overall what where do we where do we see ourselves ending up at the very end so that but that should I'm innocent just suggests that should also be a topic of conversation and see the reality of it I'm not saying that should be part of the conversation I'm just saying it's greater conversation I am gonna say wonderful one thing I I want to move forward with the Tea Cake model to get staff started in the direction that they need to said tk8 model tk6 clever sorry yes this sixth grade but I think more study sessions like this inviting the community teachers tea staff and parents for them to come and be able to voice their concerns and

118is very much needed so I am going to suggest that we do this again and you're seeing in the next several months so Madam President I am going to suggest that we have another another study session and that we I know we're here for two hours and it's at the end of our time but I think we should allow more than three minutes it possible for people to share their concerns I know the young woman with the UM that gave us this had more pen I mean she prepared she put the whole PowerPoint together for us so I am going to suggest that on we look into our ED code to see how much time longer time we can give our individuals that come and speak at our study sessions and so I want to

119suggest um that we have one very very soon looking at schedules yeah we'll just all get together for schedule and Linda if you could put together a kind of a timeline of with as Adrienne had requested so that was a six and it kind of gives us a general idea well so timeline but to be sure but but to be clear so so in the same way that I realize that we're kind of we as the board I've kind of being put on the spot I recognize that similarly I'm putting cabinet on the spot right now I recognize that but what I'm saying is I'm only comfortable moving forward with retaining sixth grade if at the same time we are also setting a timeline so so meaning now a timeline on when a plan can

120be you know it can be completed so as opposed to let's say yes to retaining sixth and then we'll get back to you on when we can have a plan so let me just suggest over the next step is first of all to know are you all in agreement that we should hire a demographer yes okay then the next step would be to know what that information bring it to the board make some recommendations and then hire somebody and then when I need to see for them but their work is when can they give us that information so the first step is to move forward with a demographer and once we know where their timeline is in terms of one date and get back to us then we can continue with the next steps if

121you're looking for specifics we're looking for like a like an end date like by the end of this school year we will have a plan that's what you're looking for best I can agree with that I think that's I think that's manageable and doable so what you're saying is that we need to have a comprehensive plan we need to have dates in place we need to have some more study sessions we need to go ahead and discuss this and because we in the next month I think we need to have another one another study session in the next two weeks we're looking at I mean because in reality I mean you refer back to the timeline remember right yeah and so for us to have more comprehensive status to have a comprehensive approach I'm moving

122forward not just keeping you know the sixth grade retaining the sixth grade at the elementary level you want to also speak about the pollow across across okay correct can I just say one thing you know I really really appreciate everyone being here actually when I came in I had my mind set I'm gonna be very honest about that but I appreciate all your input because I am very open-minded and did help me change my mind unseen I mean you all work there I don't work there I sit here making decisions but I like to hear parents you know staff you know a program doctor really helped me why you come in you're standing to the podium what you're three or five minutes of time and I really really appreciate that thank you my perspective is

123definitely that I see everything involves to take tk6 so I'm I'm on board with the tk6 also I agree with Adrienne as far as we need to have maybe by the next board meeting a solid dates on don't know and we need that during this week to discuss having a meeting that's not what I'm saying yeah no no you were saying you were saying that you wanted to have a solid no all right basically in it maybe I'm not verbalizing here correctly but I might I know your intent yes solid points along the along the way sure so what I what I am saying is I'm only comfortable moving forward with retaining sixth grade at the elementary school is if we say bye-bye June can we have a plan or by it would be September

124would it be and if we're saying that we don't know that we we have no idea because we have to speak to a demographer and I'm saying that I'm not comfortable retaining I'm sorry I just wanna say one thing I'm sorry I have to leave at 5:30 but I wanted to stay here and I don't mean to be rude but I have to drive to Monrovia and I really apologized I need to leave thank you I think it's really important that we set a date looking at a possible February 10th I know it's deaf development um but in the next - that's that's two weeks because we we can't let another month and you know another two to school board meetings because we're we're making decisions we're moving forward and the ball right now as

125we are giving direction to our cabinet to move forward to start looking at seniority is to start looking at this and start looking at the whole picture we also need to be it you know in in unison to be able to be able to come back and speak about this so I'm Madam President I'm looking at the timeline so in two weeks what so just you know for my tenth is a holiday its Lincoln's birthday its Lincoln's okay do you all have Catholic well missing Yolanda right now and what I'd really like to do is have be able to pull everybody say the next two days we will have a date for the new one we can we can do that yeah all right and can we also extend it from two hours to possibly

126I'm in reality three so that way we have ample time to give our speakers to go up and be able to speak and for us board members to be able to also speak thank you okay so just curious cabinet do you feel is it is it feasible to imagine that we could have a five-year plan that is developed by September of this year I think that's very feasible do you think it's feasible to look at August of this year it probably is tom the only the only challenge that is that staff is is typically are gone sometime during the summer time so we could run into that but I you know maybe at least by the second I would say the second meeting in August or maybe the first in September you know that to

127me seems doable okay cuz so I'm I am comfortable if we if we were to say that we could having comprehensive plan in place over the course of the next five plus years but by by September if I would be comfortable moving forward retaining sixth grade as long as we set that as a drop-dead date to have a plan in place personally I agree and along the I think it's also important to include our community in that plan absolutely which may include additional study session meetings specific to this conversation absolutely and yet again please reach out give us your responses that's what we live for is to serve you the community is so important to us so please one last thing I wanted to share is um before we depart challenges and sacrifice are two

128other things that require that are required right now III as I was speaking I I hear you in in emails I hear you when you're speaking up there I hear you I'm listening I'm receiving your information what you're feeling what you're sharing but sacrifice has to come from all of us and what does that look like well let's have a conversation and I think all of you guys for being here I really am really happy that you guys are you guys filled up the room this should be at every meeting this is these are your schools our schools together we can move forward so you guys have a happy Monday anybody else just to clarify so that we know what what direction is given where where are we leaving we're leaving I stated what I'm

129comfortable I think you said you you agree I don't know yeah we all agree so that would be all ready and nope it's just direction all right all right and thank you everybody okay are we going to vote I don't think we need to vote we direction that's not yes so I think we're good and thank you everybody for showing up and put the word out bring more people with you we'll get this out there all right it is 6:15 thank you