Chico Unified School District Board of Education Meeting 5/14/2025

001Good evening. I am now calling to order the regular board meeting for May 14th for the Tiko Unified School District Board of Trustees. If there is any closed any public comment on close session items, we will hear that now. Seeing none, the board will uh go into close session. Thank you. How's it feel? [Music] Good afternoon everyone. It is great to see you all here. Thank you for being here. You got some friends over there. Hi Um, welcome all of you to the May 14th regular meeting of the Chico Unified School District Board of Trustees. We are back from close session where we did take one action. Uh, the board voted 4 to zero with member Conkin absent to ratify a settlement agreement to resolve a special education dispute against the district. Pursuant to that

002agreement, the district authorized educational assessments and services for an eligible special education student and agreed to reimburse a portion of the parents attorney's fees. Under the express terms of the agreement, the board ratification of agreement does not constitute an admission of liability by the district. Having said all that, would you please rise and join me for the flag salute? Salute. Pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. And with that, I will hand it over to Superintendent Staley. Thank you. As anybody that comes to or watches our board meetings on a regular basis, you know, we always start off on a really high note. the best of the best.

003Um, and tonight Shasta is in the house. So, I'd like to introduce Shasta principal Bruce Bayard, and he's going to tell us all about what we're going to see. Thank you, Kelly. Um, we are super excited to be here tonight. Um, I have with me a group of fabulous third graders. Um, and we are here to promote our 50th grandparents, uh, friends and family day. Um, with the exception of the almond bowl, I believe it is the longest standing tradition in Chico Unified. And so, next Friday, May 23rd, uh, will be our grandparents day. And it is, um, the best way I can describe it, it's an open house on steroids. Um, every class has something that they're doing besides just showing off what they've done all year. And it always concludes with the fabulous

004all school sing. And I'm happy to introduce Mr. McKenzie. He is our music teacher and he has been working um with our students getting ready for our all school sing. So I'll let him take over and talk about all the great things that you will see if you come next Friday. Thank you, Mr. Bayar. And uh thanks to the parents that brought all these kids here. and and thanks for the board for all you do and for having us here today. Um well, when I asked my third grade who would be interested in coming here and singing tonight, I had 39 kids show up to the audition. Um they all got an invitation and we I think we have 21 of them right here. Not all of them can make it, but I'm pretty excited

005about that. And um as we're transitioning from the fifth grade band to the fourth and fifth grade choir coral program um next year, this is really this is going to be my fourth grade core singers and and then of course there'll be fifth graders. It's going to be very exciting. Um and I thought that we should stand for America the Beautiful, which will be our first number if you would like to. All you need. Heat. Heat. Wondering. [Music] Sorry about that. I thought I hit the pause button. You never know. Um, as as Mr. Bayar mentioned that this is our 50th grandparents day. And so, um, our theme is decades. So, we are choosing each grade level chose an iconic tune from the decades spanning from the 60s to the 2000s. And so our number

006here selected by the third grade is the very iconic and uh 1978 hit YMCA. [Music] Heat. Hey, Heat. [Music] Y. [Music] Yeah. Hey. Hey. [Music] I [Music] feel the I am here. I am here. [Music] Yes. [Music] Yay! [Music] [Applause] So the kids can go. Go ahead. Say your name. Hi, I'm Mila and I'm from Shasta and I'm in third grade. Hi, I'm Madison and I'm from third grade and yeah. Hello, my name is Finn and I'm from Shasha and I'm from fourth grade. Hi. Hi. My name is Ariela and I'm in and I'm from Shasta School and I'm in third grade. Hi, my name is Carly. I'm from Shasta Elementary School and I'm in third grade. Hi, my name is Emma and I am from third grade. Hi, my name is Presley. I'm at

007I go to Shasta and I'm in third grade. Hi, my name is Emma and I go to Shasta. Elementary and I'm in third grade. Hi, my name is Sophie and I go to Shassa Elementary and I'm in third grade. Hi, my name is Amanda and I'm go to Shassa Elementary in third grade. Hi, my name is Savannah and I go to Sasha Elementary and I'm in third grade. Hi, my name is Elanor and I'm in Shasta and I go to third grade. Hi, my name is Liliana and I'm also going to Shassa and I'm in the third grade. Hi, my name's Addison. I go to Shassa Elementary and I'm in third grade. Hi, my name is Bailey. I go to Shassa Elementary and I'm in third grade. Hi, my name is Alexi and I go

008to Shasta Elementary and I'm in third grade. Hi, my name is Mila. I go to Shasha Elementary and I'm in third grade. Hi, my name is Blakeley and I go to Shasta Elementary School and I'm in third grade. Hi, my name is Macy and I'm in third grade and I go to Shasta. Hi, my name is Abby and I'm in third grade and I go to Shasta Elementary. Hi, my name is Meline. I'm in third grade and I go to Shasta Elementary. Hi, my name is Hannah. I'm in third grade and I go to Shasta Elementary. How about that? So, if you would like to hear all the other decades that are going to be represented, come next Friday to uh Shasta Elementary from 9 to noon for our 50th grandparents, friends, and family day.

009Um, let's give another round of applause to all of our third graders. Woohoo. And to Mr. McKenzie for everything that he's doing to get these kids ready for prime time. All right. Thank you. Oh, okay. We're going to let them uh go give hugs, take pictures. So, what you may or may not know. Oh, no. Hey, no. You all need to stay. Sorry. You're not allowed to leave yet. Stay here. All right. We need to take pictures. Um what uh what you may not know about how the decades were chosen, we had a um trivia contest at a staff meeting where each grade level had to um identify the bands and u musical singers from throughout the years. And so uh kindergarten did not do well, fifth grade did not do well, fourth grade got

010first pick. So um come see what fourth grade has to offer next Friday. Um but um I am also here to present um our superintendence awards for um this uh this month and I feel especially honored because as far I know this is the last superintendent award that Kelly Staley is going to be presenting before her upcoming retirement. So, this is a very special thing for uh for me to be able to do because these two um honores are long overdue and being recognized um by um the superintendent, by the board, by the district. Um I'm going to start first with Kika Alexander. Um, I've worked with Kika for 13 years and um, she is uh, currently our ELD aid and our u office um, office assistant in charge of attendance, but she's more than

011that. Um, when I first got my job as a principal, I talked to my mom who is a human resources director for a Fortune 500 company. And the best advice she gave me is surround yourself with people that are good at the things that you aren't good at. And Kika is the best at the things that I'm not good at. She is supremely organized. so organized that um whenever a school needs help with their blue jackets, they call on her. And so there was a year where she was doing blue jackets, not just for Shasta, but for three other schools. And she was able to manage it without ever missing a beat at what she was doing at our school. Um she's tenacious. Um there is nothing that gets by her. So, if you are

012absent, she will find out why you're absent and she will make sure that you are back at school as quickly as possible. Um, she's totally aware of all their surroundings. When um we had cameras installed in front of our office to make sure that we only kept um people coming in that were supposed to be in there, we didn't need that because we had Kika. She could see the people coming and knew exactly who they were, knew what car they drove, knew who the kids were, and knew why they were late to school that day. Um, she uh she is the glue that holds Shasta together. Um, I have an amazing office manager, an amazing health aid, but really um, at the end of the day when you come into the office, she is the

013one that's going to be greet you first and know everything that you need to get out of what we have at school. Um, I created a position for her because I saw a need for somebody who spoke Spanish in our office and um, she was reluctant at first um, because she didn't think her Spanish was good enough, but she has become an integral part of what we do at Shasta. Um she is the absolute best and that's why we have so many staff members here because they recognize what she does not just for the school but for the school community and I can't tell you enough Kika how much I appreciate what you do and how much I love working with you every day. Um I also have decided that I'm never going to make

014a bet with her again because every time I do I lose. U and it's usually because her football team bests my favorite football team. So, I'm not going to do that anymore. So, I am very excited and happy to um award you the superintendent award. Kika [Applause] Hate to lose too. [Applause] All right, our next honore is um for our certificated uh honore and again this is way overdue. Um I have been at Shasten now for 13 years. I have hired um every teacher there except for four. Um, and this is one of the four that I didn't hire. And I, um, thank my stars every day that, um, she was around when I got there and continues to be there. Um, Heather Kindop is the most selfless person I've ever met. Um, regardless of

015what is going on in her life, she cares more about everybody around her than she cares about herself. And it's hard to watch sometimes because I know what she's going through, but at the same time, I know how much she cares about everybody else. Um, she knows everything about everybody. Every year she sends out a, "Hey, what are your favorite things list?" I never turn mine in, but I'm still inundated with all the things that I love the most because she knows and she remembers. Um, every year I get a Christmas present from her that's filled with cowtails, the worst candy imaginable. But she knows that that's what I love. And so that's why she continues to give them. She was a first grade teacher and um while she was struggling with some severe health

016problems, she had two students that um decided that instead of being students, they wanted to be cats and they would purr on her legs and lick her legs. And um while she was going through um these major health problems, she loved on these kids and they are getting ready to graduate from high school this year. and I can't wait to see them um you know come back and talk to Mrs. Kindop um while she tried to teach them um numbers um I think my favorite story that she told me there was one she would work with her for hours like this is the number seven this is the number seven okay this is seven this is seven okay what number is this and the little girl would say purple and she got them to read

017at grade level and she um is the glue that holds holds the second grade team together. She um she makes all the copies um despite me complaining that um the copy costs are too much. Um she does it. She will take any student in that um you know has any kind of issue and she brings them in and loves on them and gets them to grade level. She is uh the the kindest person I've ever met and she's the kindest person that I think anybody on staff has ever met because that's who she is. She cares more about everybody else than she does about herself. I love that about her. Um I I can't imagine um a world without somebody as positive and kind as Heather Kindop. Heather Kendop, thank you very much for everything

018that you do for all of us here at Shasta, running our Shasta sunshine and just being everything to everybody all the time. So, let's give a round of applause to Heather Kind, please. And I know she hates this because she doesn't like to have um the uh the spotlight shown on her, but she is our mentor. When I got to Shasta, I didn't know the Shasta way and she sat me down and told me, "No, this is how things go around here." And it has served me very well. So, thank you very much. Thank you very much, board. I hope to see everybody here next Friday for our 50th grandparents day. If you get there early, I've got two parking spots reserved for you. But if you get there late, good luck. Thank you. All

019right. Thank you, Mr. Bayard, and all of Shasta. Thank you for being here and uh supporting the kids and your amazing staff. We're going to transition just a little bit under the superintendent report and uh I think as everybody is aware we did have a fire at Pleasant Valley High School. We want to give you just a brief update and Jacqueline Krueger is going to do that right now. All right. Good evening board. Um tonight I am providing an update related to the fire that occurred at the D building at Pleasant Valley High School back on Friday, April 25th. The fire was successfully contained to just the DB building with no fire damage sustained to any other structures. The district wants to deeply are deeply appreciative of the prompt and effective response by both Chico

020Fire Department and Calire. It is through their efforts that they were instrumental in limiting the fire's impact to just one single building. A cause origin fire investigator was on site following the incident and is currently conducting an investigation. Once his investigation has been completed, we will expect a report within 30 days um to hopefully have the origin of the fire and the cause of the fire. At this time, the debuilding has been deemed structurally unsafe for occupancy. A safety plan is being finalized this week to address the structural integrity, specifically shoring up the roof trusses and the walls, which will allow for interior restoration work to begin. Following the removal of the contents, a comprehensive damage review process will occur and we'll begin to define the scope of the necessary reconstruction and repairs necessary. Please

021note, we don't have a definitive timeline on when the building's full return to occupancy will occur. I do also want to assure the board and the community that the district does carry insurance uh for this type of event. So we will be covered and going forward as we receive additional information and have uh progress related to the restoration process. I will be updating the board. Any question from the board at this point? We will give updates. So uh with every cloud and in this case it was a big smoky black cloud there is a silver lining and we had so many staff members uh come together. But tonight, we want to honor one that you all know very well. And uh if Mr. Patrick Bosetti would come down and quit hiding behind that computer up

022there. Um Patrick literally worked endless hours to make sure that the school was back up and running. And a funny little story, I showed up there and um we had a company, we'll just say a company there. We we didn't have power. We didn't have internet. And they said, "Okay, are we up?" And they look at Patrick and they said, "Do you think this man will let us leave until you have it all ready to go?" And I said, "Nope, I don't." So, uh, thank you, Patrick. Jacqueline, you want to say it? Yeah. I want to say in this instant Patrick's tenacity to really put the students first was at the forefront. All he kept thinking about is how do we get school up and running on Monday? How do we get school up and

023running on Monday? And he spent like Kelly said hours and hours and hours that weekend ensuring um that the students of PV were able to be there on Monday and he worked with Damon to make sure they had placement in other in other areas and more importantly we had internet related to that school site. So thank you Patrick. I really appreciate it. [Applause] And I just want to reiterate what an amazing achievement that is. We had a fire on Friday and our admin team and our M team came together and we lost a building that houses maybe what hundreds of students on a given day and school still open on Monday. That's an amazing testament to the work that this staff does. So, thank you all very much for that. And honestly, the Pleasant Valley

024High School administrative team were absolutely outstanding. I'm pretty sure they got no sleep that whole weekend, but they made it happen for their kids and staff. So huge kudos to them. And that concludes my report. Back to you, Mr. President. Thank you. Uh we are going to move on to announcements. First, I would like to see whether there is a representative from CSEA who would like to share the CSA member to member recognition. Hello. Is this on? Hi everybody. Uh thank you Chico Unified School Board and District Office for supporting classified employees with with classified uh week next week. We know how important and valuable classified our employees to schools um and our public education. I'd like to introduce Celia Biano, CSEA Chapter 110 chapter communications officer. Hello. Thank you for giving us the opportunity

025to share this with you. Uh my name is Celia Biano. I'm an accountant in fiscal services and I'm the CSEA Chapter 110 communications officer and I'm here to present the May Chapter 110 member of the month. So, please join us to recognize and celebrate Mariah Martin Vargas who is a bilingual targeted case manager at McManis. She's been with the district for two years and I've had a couple of conversations with her and what really shown through was her absolute love for the kids. Um she said she loves connecting with them and getting them what they need. She was nominated by a co-worker Mia Mitchell who's a health aid at McManis and um I spoke with Mia as well as I I spoke with her and it was really heartfelt everything she had to say. She

026said that it is amazing to have such a good wonderful co-orker. She said, "I feel like we're really collaborating and helping the kids together. It makes the job rewarding and that I know she's there for the kids, but sometimes she calms me down when I get stressed. I need a co-orker like that." Um, anyhow, and she also said the very professional. And this last one I really identified with and it she said that Mariah makes me feel like I'm not alone on the ship. And I think we can all agree that we all want to feel like that at work and that we deeply appreciate the co-workers that make that possible. So please join us in thanking Mariah for everything you do for the students and for your co-workers. So on behalf of CSEA, the

027kids and your co-workers, thank you very much. [Applause] Thank you very much. At this time, if there are any announcements from board members for the public, I have one um which is simply that I got the honor and pleasure of attending a ceremony on Monday to celebrate 203 seniors from PB and Chico High who earned their state seal of civic engagement. Um, I want to give a huge shout out to Beth Burton and Gina Snyder for organizing uh, for pushing the district to pick up that seal as part of their academic program. Uh, it's amazing watching these students and seeing how prepared they are to continue to engage um, productively with their community as they head out after graduation is um, inspiring. It was really great to see. So, just a shout out to them.

028Anything else from the rest of the board? I mean, it is graduation season, so I'm sure we'll have a lot to celebrate in the next month. So, we are going to move on to items from the floor. Uh, during items from the floor, it's a time for speakers from the public to address the board about things that are not on the agenda. Um, so if you came for a specific item that is on the agenda, like maybe the CIF survey results, um, please, we have you all marked down. Um, but if there's anything else you'd like to talk about, um, we would love to take speakers on items from the floor now. I don't see anyone, so we'll move on. That said, the next item is the consent calendar. Does any member of the board

029wish to pull an item from the consent calendar for further discussion? Anything need to be pulled by staff? Okay. Um, in that case, is there um a motion regarding the consent calendar or is there public input regarding any items on the consent calendar, I should say? No. Okay. Um, do we have a motion regarding the consent calendar? Mr. President, I move we um approve the consent calendar. I'll second that. Very good. We have a motion from member Robinson and a second from Vice President Conkin. Any discussion on the consent calendar. Uh seeing none. This is our first vote of the day. We will ask for a roll call vote starting with member Olsson. Olsson I. Conan I Lando I. Hesai. Robinson I. It is unanimous. Thank you. The consent calendar is passed and we'll move

030on to the meat of our meeting. If I can find among my many pieces of paper here where we're going to start with it. We are on to item nine. Right, the board workshop. Um, this is anformational only item regarding our work supporting atrisisk students and the uh effects of block scheduling and alternative education programs on those students. I got the high school secondary team up here. So, we're gonna give you a lot of information. Before we get started, I do want to say thank you to our two board members that facilitated this uh workshop are um starting from left to right, my left, uh Erica Sheridan uh from Chico High School, Damon Whitaker from PB High School, Mr. Andrew, and I'm gonna make sure I say his last name correctly, even though it's spelled

031phonetically different. So, Mr. Maul, and then of course Rhonda Odlin. And so, um, tonight I believe is going to be a very wide workshop because you're going to be able to see the top down about how all the pieces of the puzzle fit together to support our students. And so, I think it's very important that, you know, we we ask questions and uh that's why we're here and we were prepared for and it's going to be very informational. So with that we start with the clicker and let's go to the first one. So I I think to be able to address this board workshop, we need to be able to define what an atrisisk student is. And so there are some factors that are out there. But I do want to say this is not

032just these factors. As we all know, there are many other factors that do encompass at risk students. But for the presentation and to be able to give our audience and yourselves a target, this is what we're going to have tonight. So first one academic performance that includes poor grades, missing assignments or uh lack of effort in school. We go on to attendance what we call frequent absences, tardies um or longer than that. Uh social emotional behavior, disruptive behavior, emotional um and behavioral problems that can hinder a student's progress. Um I do want to say that uh COVID did bring that about a lot of uh students with social emotional behavior. Disconnection uh lack of interest in academics or feelings uh of disconnection from school can definitely negatively affect student engagement. We have health concerns, financial

033concerns and then uh not attaining high school diploma. Um and uh uh that is a critical factor that places students at a higher risk. We we all know that, you know, a student that graduates with a CUSD diploma has a better chance in uh their future than one that does not. So, just want to provide that. And with that, I am going to invite um Erica, please come on up. And Damon, of course. Okay. So, um, thank you for, uh, allowing us to present this, um, to you tonight. Um, little bit of the history of the block schedule. U,, I will say that, um, Gail Olsen was a member of the Pleasant Valley High School staff, uh, during this time period, and she was very instrumental in, uh, the pursuit of the block schedule. Um,

034both from, um, administration standpoint, but also from, um, the CUTA standpoint. um she was uh very collaborative with us through this whole process including the research team and um doing findings about what works best, what uh innovative schedule might be important for a school uh like Pleasant Valley as well as Chico. Um and so that goes back to the history of it. So um members from both Pleasant Valley High School and Chico High School and John Shepard was the principal at the time was also very instrumental in um developing this research team and the research team u from both schools collaborated and they looked at different innovative schedules. They even took trips to visiting schools um to look at their schedules to find out again what works best. um through this process um they determined

035um that an innovative schedule was necessary and they based it off of 14 dilemmas and the 14 dilemmas are linked there. I'm not going to go through all the dilemmas, but a couple of the dilemmas that were um pretty important were um EL special education students during a sixth period day were really having a difficult time fitting in electives in their schedule because of the in intervention classes that they were required to take to support them. And so that was one reason. Another reason was um some of our uh advanced placement students in a sixth period day were finding it difficult to add in um really popular electives like student government. They had to make a choice. Do I take my AP course or do I opt to take student uh government class which is

036a very popular class there. And so they they had a dilemma as well. And so there there was many more dilemmas that are on that link if you want to look at that link. that led to again a collaborative effort between the research team from both schools and ed services at um Chico Unified looking at innovative schedules and what might be best representation for our students. Again, I want to point out that through this whole process with the history students were at the forefront of the thought process, the decision-making uh for the research team and for ed services at the district level. The block schedule started with um Chico High School beginning uh and implementing it first in um 202122 and followed by Pleasant Valley High School the following year. Chico High and I'll let

037Erica talk a little bit more about their schedule, but Chico High implemented a block schedule um a little differently that first year and then we came along with a different schedule. Uh we opted for an anchor day our first year versus Chico High who didn't have an anchor day. And so I don't know if you want to share anything about that. Sure. Um I was part of one the research team that also got to travel and go check out other schools and um we actually modeled a lot of what we did at both schools after Rockland High. And so a lot of us when we walked through Rocklin and saw the schedule, we're like, "Okay, that's it. Let's pack it up. We're done." Um so we went with the AB um 8 period rotating block.

038Um a lot of the schools we talked to said the anchor day has some hindrances. So, we just took their word and said, "Okay, we we'll we'll listen to you guys. You've tried it and and exited it." So, um we went with that and that's kind of been the schedule that we've stuck with so far. So um if y'all could jump in for just a second. I was at the tables if you guys remember when we were going through this and ident identified those 14 problems and things and I the way you skipped through it and I know that's the way we've designed the presentation but it doesn't represent the blood sweat and tears that actually was going on at those tables talking about being able to pull this off. We we believed in it

039was the number one thing. Wanted to make it work for the kids. Wanted, you know, and had so many roadblocks financially um contract um issues that we were going to have to go through that I don't know about you, John, but I didn't really hold out much hope for getting it anytime soon. So the fact that the district was able to pull this off in conjunction with partnership basically too with CUTA, they were part of this working relationship. Um I I just I want everyone to understand just how much struggle and thought went into pulling this together. And yes, Rockland was a big help, but um Chico Unifi did their due diligence as well and convinced the rest of us that were just, you know, the board members and otherwise sitting there at the tables

040that this really was going to benefit the students, which was the number one thought to begin with. And then after we identified those 14 things and went, "Oh my gosh, it's a mess." But it turned out not to be a mess because of the work that Chico Unifi's personnel, all of us did in pulling this off. So, I wanted to recognize that before we spent 15 seconds on the next topic. Well, I also think the COVID um era played a huge role because we were seeing the huge learning loss coming through and trying to look at how can we attack that and solve that. And so that was another that wasn't part of the dilemma pile, but it was definitely a dilemma that we needed to address. Well, if and if I may add, I

041was just going to bring that up. During COVID, uh we saw learning loss, but we also saw students disengaged, not participating, and failing. And students were were many credits behind. One of that was like a huge dilemma. And how do you meet that need in a six period day? You can't. And so the end result is that students are kind of set up to um to fail. And so the the block schedule just really allowed students to get back on the horse. Kelly, you'll like that one. Get back on the horse um and and be successful. All right. Sorry to move along. Um we are going to talk about some of the interventions that we were able to put into play. Um, and as Damon said, over the years since implementation, we continue to look

042at student needs. So, we're not done with the intervention list. Um, we kind of keep examining, are things working? Are they not? Where's another gap? How do we fill that gap? Um, some of the things that we did put into play in the beginning and a lot of these are still in play. Um, adding academic success for 9th and 10th and this is like a support class. It's one of the eight periods that these ninth and tth graders take. Um, a lot of the teachers have um Google Classroom and where they have many lessons for them basically like executive functioning skills. How to check your email, how to email a teacher, how to check your Aries, how to deal with missing assignments, how to talk to a teacher with your missing assignments. Um, so that's

043been a very successful class and we've added it also for some of our 11th and 12th grade students that are struggling for one of their classes. Um, additional support we have is math lab and it rides along uh enrollment in a core class. So, it's an extra support class in math. Um, likewise, we have power reading using the read 180 curriculum. We use some junior high reading data to kind of determine which freshmen are not quite at grade level and and um put them in that class. Um, a newer class on the books is an English class for newcomers. we saw a huge influx of English learners and kind of a panic of you're here, you're a junior, how are you going to do junior English? We've got to get you in an English class.

044So, we've created both sites have created this English class for newcomers um where students that are new to the US within three years have an opportunity to take this class for one year for extra support and then they will go into their grade level appropriate class. And we found great success this year. We ran it um great success with that. In fact, the teacher wants to hang on to the kids and we're like, "No, no, no. They have to go. They have to go." Um, lots of opportunity for co-eing and this is a newer wave for Chico Unifi with special education and having a gened teacher with a special ed teacher partnering. Um, and that has been very successful. But again, the um block schedule has allowed us to have a little more flexibility um

045for for that to occur um at Chico High. Do you have Okay. At Chico High, we have PE enrichment which offers supports in physical education for students with disabilities and we have mentor students that partner in that class. Um, and we also partner with Chico State. So, we go over to Chico State and use the Bwell Lab over there. Um, we use the IXL curriculum at both sites. Um, we have peer tutoring at both sites. Um, and again, we're not done yet. This is just a a glimpse of some of the interventions that we're able to do with the block schedule. But I think at both sites, we're both still looking at student data, the state BA dashboard, um having conversations with kids and families and staff to try to figure out what other things

046do we need to build um that will continue to keep our kids successful. That's what we do. Um in addition, we have um an onlinemies at both sites, Viking Online Academy and Panther Online Academy. Um, as you know, our campuses are massive cities basically, right? We have over 2,000 kids and adults at both sites. Um, and sometimes that's not always the learning environment that kids um, succeed at. So, we do have small um, programming that allows for online and independent study options for students. Um, some kids just need that as an alternative to coming to campus. Some kids use it as credit recovery options if they've gotten a poor grade and they want to fix a grade to get into college. Um, some kids need it for NCAA eligibility, some of our athletes. So, it's

047kind of been a nice program um, alternative in addition to um, our regular programming that we have at both sites. Can I interrupt again? Of course. I get to do that when I sit up here. Um, one of the things that um, we learned when I was attending the uh, LCAP uh, student feedback meetings, the students at at the levels um, that we had before us, they recognized the advantages of block schedule there. There was a considerable amount of not only the discussion but the identification of exactly what you just talked about Miss Sheridan was that that they have a lot of flexibility that they can utilize for whatever strengths they need or the weaknesses that they have that they need to go back and fill in. our students get it and they are using

048um along with the help I'm sure of their adviserss this block schedule to to really pull things together for them. Um I was very pleased in listening to the students talk about the advantages that they get it you know they know how to use it. they know how to get in to talk to their counselors about additional uses for the block schedule and their credit recovery or you know anything else they need. So I think it's important that we recognize that the students too understand the benefit and are using it. I agree. Roughly how many students are using the onlinemies? Chico High we have about 90. That doesn't mean they're full-time. They're using the system at all. Okay. Yeah. 90 total. Do you know Pleasant Valley High School is very similar numbers. We're just a

049little over a hundred. Okay. Thank you. You're next. Okay. So, um, we've talked a lot about intervention and what the block schedule allowed us to do intervention-wise. And so, when we look at multi-tered systems of support, the block sued was essential in giving us opportunities to provide support for students. Um, tier one, tier 2, and tier three. So, when we look at those those different tiers, uh, whole class instruction being tier one, uh, tier two being small group, and tier three being individualized instruction, we could look at it a broader scale, too. So these are may not all be outcomes. I mean u uh results of a block schedule or the block schedule may not have um been the pure reason why but because of the block schedule and all the work we did in

050interventions it allowed us to expand our thinking into uh whole um the culture the the the students on our campus and what other uh intervention supports and systems could we bring in. And so we look at um we brought in the check-in and checkout process and we had that on a small scale um before this but it's a much larger scale now where we have wellness counselors um dedicated to supporting students social emotionally as well as academically. And so um through that we have like I said the the check-in checkout we have small group social skills activities that um we do with students. Um coming out of COVID we really found um as you all know that um students were really u fragile social emotionally and while we probably are haven't seen the end of

051that yet um we are seeing students who are becoming more resilient stronger making um more vital connections with school staff in our schools um because of some of the interventions that um we are allowed to expand to um we do what's also called uh site monitoring meetings both sites and that's where admin uh counselor uh we include our student services and we look at the whole kid student as a whole um and through a a program called Edge Climber we set it up where we can have thresholds notify us when a kid meets a intervention threshold such as our our academically disengaged students. So, a student who um is coming to school every day and um but academically they are just not engaged. So, they're failing most of their classes, but they don't miss school

052at all. We have a threshold that's set up. The group comes together and they do like re case review of that student. Um how can we better support that student? And again, we we're looking at a a multi-tered approach to that with counselors, administrators, um teachers, student services. It's a really team effort. our MTSS coordinator works with that. So, um again, the block schedule allowed us to expand our thought process in ways that we uh hadn't originally been doing. And so, um we have brought in lots of different supports for students and I can speak for um Pleas High School and Eric will be able to speak to Chico High, but again, we're seeing kids becoming more resilient. Um we still have some kids who are struggling academically, social, emotionally, but the connections piece and

053um when when we do sit down with those site monitoring meetings and we have that conversation with the kid and then we begin to check in with that kid specifically um with what the plan is, prescriptive plan for that student, those students generally tend to see um success and um we see an uptick in and what they're doing academically. Um, we also do a lot of celebrations um through MTSS for students and for staff. Um, and we celebrate kids when they come off the DNF list. And um, that's re a real big celebration for us at at Pleasant Valley High School and we reward those students. And so we had many students this year that um, started on the DNF list in that first progress report period. And by the third progress report right before

054um the um Christmas break um we had a lot of students coming off of that list and so we celebrate them. So we do lots of multi-tered system supports within our classroom uh within our whole school and um it's it's just truly a benefit of the outcomes of the block schedule that that we're utilizing. Okay. So, as Damon said before, back in the day when we had the sixth period day, um we had certain grad requirements like we do now, but English learners um were pretty much destined to take EL as their elective, students on an IEP were destined to take an ACT support class to make sure they could get through academically. Um, so one of the effects of the block schedule is that now we have more equity of course offerings because the

055students that needs support classes can still take those, but they can still also take a CTE class or a dual enrollment class, an AP course. They're not they're not only their their elective choice isn't just their support class now, which is an amazing thing um that we have at both sites. Um, definitely fewer students being referred to Fairview with our independent study programs. We're able to catch kids with the 8th period day. we have a little bit of wiggle room. Um we did increase our credits as you probably remember from 235 to 250 um just so that we can kind of hang on to those seniors um a little bit better. Um we are able to enroll our 9th graders in grade level math um because we are putting that math lab or that extra

056support academic success in with that. So we have fewer sections of math C which is technically an eighth grade class which is a win. Um, our completion rates for CTE have definitely gone up. Um, our increase, our dual enrollment numbers have definitely gone up. And I I missed the Oh, you did get my good numbers. Okay, never mind. I thought you didn't have them. Um, but you can see that both both sites, we've increased our ability to dual enroll. We've increased our ability to offer AP courses because now we have more space in the schedule. Um, I definitely think and and you have been at PV a long time, too. I definitely think I just saw a slowing down like a calming across campus because we have less transition. We have less movement um on

057campus. Kids are prepping for four classes each day. So, their life is a little more manageable. They're if they're an athlete, they have time to do that um while while still maintaining, you know, great grades and in two sets of four classes. But definitely slowed down the campus. Um and um again, with all the block schedule stuff, we're also able to have common preps for our co-teers. So that's helped with gened and co-e special ed folks being able to talk and and prep and plan. Thank you. me again question I don't remember that we were able to ask when we were putting this workshop together was um what happens when a student say it has selected a CTE topic course stuff and then before the completion they change their mind and and want to look

058at a different option what's the process they have to go through in order to do that speak for Chico. Yeah, go ahead. I just say they they can. They're just not a completer in that particular pathway. I mean, every year when the students register for classes, if they decide to go a different direction, um that's okay. We let them. Um and sometimes part of high school is just figuring out who you are and who you want to be. So, if you're not a, you know, a glass designer, that's fine. Maybe you're going to be an architect instead or or a computer engineer. I don't know. Um but yeah, it it would it would um mean that they might not have the time to complete, but sometimes a lot of times kids squeak it in. So

059at least that's for two. Yeah, it's very similar at Pleasant Valley High School. We don't deter them if they want to do a a pivot and switch to something else. Um I will say this though that um we are looking at how we can um continue to increase our completion rates and if you that that uh link up there will show you that we have been doing that and we'll continue to do that. And so we are having more conversations with students about being completers and what that looks like. And along those lines too, offering incentives of like the chords at graduation and making it very um obvious if you do this, you earn this type of um honor. So I think that for kids, you know, as they try to figure out who they

060are and where they want to be um that also is helpful for them to see that questions now. Let me let me just add really quickly. So we we spoke a lot early in the presentation about the intervention and how wonderful and important that is, but there's also like if you look at these numbers, the enrichment pieces there as well through the block schedule. I think that's really important to to note um that like Eric mentioned our AP exams have gone up um as well as our dual enrollment courses opportunities for um all students. And so, um, again, the block schedule allowed us, um, something that, as Gail knows, we were really, really wanting for a long time was how do we bring intervention and enrichment to our campus on a six period day? And

061like Gail mentioned before, it it just wasn't possible. And so, the block schedule has allowed us to do so much more, have so much more flexibility, and and like Eileen, you mentioned, students love the block schedule. They really do. Uh it's something that um as we transitioned to it, the adults were probably more apprehensive about it and and that's why we stuck with the uh anchor day because our teachers really wanted to see every student uh all their students on one day only and then we quickly learned after that year that like Chico High knew it it wasn't a great um option for the block schedule and so we pivoted as well. But um students enjoy it and um the enrichment as well as intervention is really critical in it. Just a little caveat. When

062I came to Chico Unified in uh fall of 97, trying to get the block schedule was something that uh everybody was working at at Chico High. So, it's kind of interesting how long it took. So, yep. Okay. So, uh career and college readiness. This is an indicator on our dashboard and um we are in yellow. Um but I I do want to stress that uh I believe that in the past slide and you guys can also click on it um that you you'll find out that we are improving um advanced placement exams we have more students taking those A to G completion there are more opportunities uh career and technical education pathway completion now that becomes a little complicated and I do want to share why because the more awesome CTE classes that are out

063there well the more that students go, "Oh, that looks really cool. I want to take that. Oh, I you know what? They have digital arts over here. They have robotics. They have welding. I mean, all of these amazing opportunities. I I if it was me, I would take all of them, right? But then it's very difficult for that to happen. So, that's why some of the completion rates within that one, you'll see a little low." um and of course the rest of them that are up there. But I did want to share this slide with you because this is something that you know we we take to heart and we we do monitor. Okay. Me again. I saw this and wrote a note at home and of course I'm not at home. The state and

064federal job programs. Could you identify that a little bit for us? That is one of the qualifiers that's on the career and co uh college uh readiness definition with regards to um there has to be some type of programs out there. I'm not aware of any that uh Chico Unified have in place where there are certain positions that are um provided to students. So that's what that is. So other supports that are on our campuses that just to bring to your attention um that definitely make an impact on our campus. Um, we all we both have targeted case managers. Um, we both have two wellness counselors. Um, we have a wellness center. Is your school? Wellness center. Okay. We both have wellness centers. Um, this year we have a reset room where we have a

065a teacher that's staffed to support students that are having behavior difficulties. Um, we have learning centers. We're part of the League of Stars with Chico State. And we also have social work interns through Chico State that support us in the wellness center as well. I'm sorry. Thank you. Expanded to but college. Yes. Okay. Because that wasn't part of what I saw. Thought I'd bring it up. You were right. Can Can you tell us what is League of Stars? Sure. So, um, and I probably can't do it as justice as maybe John did because John was, um, instrumental in the groundbreaking of League of Stars, but, um, it's a mentorship program, um, that, um, was, um, community- based originally and, um, through Chico State, a partnership with Chico State where, um, they supported, um, is it

066primarily BIPAC um, students um, to give them mentors, to give them uh, opportunities to um, have good role models and an opportunity to look at um future opportunities through um college and career. And so I apologize, John. Maybe you can jump in. And I just want to emphasize really two words, mentoring and a voice. Um we were able to connect high school students from um all three high schools with people who they felt could be mentors for them um in their in their own um their own perception of life and what life looked like for them in our community. So that was a a major emphasis was the mentoring and then having them um develop their voice on their campuses and looking around the room and and understanding that there are many people like them

067who are in the same situation and they could consolidate their voice and uh and bring that to the forefront. So mentoring and voice are really the two strongest elements of of League of Stars. I'm I'm gonna go back because I was very curious about the um state and federal job program. So, of course, when you're don't know, what do you do? Ask Google, right? Um but it lists for California like RO programs, um uh the CCC, the California Conservation Corps. So getting I guess um students connected to those types of programs or not even necessarily connected but letting them know that they exist. So um the next slide um talks about referrals to alternative education and so um specifically how is a referral to alternative education done? Um it it's it's a simple process through

068the our counseling department and um alternative education administration and their counselors there. But things that go into that is um we look at we have attendance meetings. Uh we look at um and review students attendance and so sometimes students um because of their truency get referred to aled through the SAR process. Uh there's also the expulsion process where if students um have ed code violations um we go through an expulsion hearing. Um, so Eric or I might recommend a student based on their ed code violation um to go to the expulsion hearing which is a um hearing conducted uh much like a court proceeding where there's a panel of administrators that listen to testimony from the school about why we feel the student um is not placed properly or shouldn't be placed at our high

069school. And then there's also testimony from the families and the student as well. The panel asks questions and through that process um a student is recommended um for expulsion. Again, the recommended being the key word. Uh you all as a school board have the final say on on expulsion. So, we are only a recommending body at that point in time. Um there's weekly counseling meetings. Um, and then like we talked about uh earlier in a slide, we have our site monitoring meetings um that look at students in as a whole and determine whether or not that student should remain on our campus or whether or not we should look at a referral to alternative education. And you'll hear from Andy uh in a little bit and then he'll talk to you a little bit about

070more about specifics about uh alternative education. All right. So, moving forward, um like I said, we're not done. We still have a lot of work to do. Um one piece that I'm just going to use Rockland as an example, but one piece that Rocklin had when we did go visit, it was a 30 minute plus period, which was an intervention andor an enrichment period. um we haven't explored we we've talked about it we've explored it but we haven't imp implemented it yet but it would be taking some minutes off of every period and adding it um somewhere in the school day so that we could see kids more um if they needed you know AP test prep or redo a science lab or remediation on a on a math test or something like that. So

071that's an idea. Um looking at you know hiring highly qualified aids. We have a lot of turnover in our aids. um making sure we have highly qualified aids, which our HR directors are helping us with. Um hiring specialists to help with those intervention classes, um because it takes a special, you know, teacher to work with kids that are behind in academics. Um continuing to refine our academic success curriculum and expectations um that all freshman and sophomores take. So continuing to look at that um looking at more professional development for the co-e model because that is you know an interesting dance between the gened teacher and the co and the special education teacher um and making sure that that communication is strong. Um and then we both schools are also looking at attendance and credit thresholds

072to positively impact attendance. So making sure kids are coming to school and taking advantage of what we have to offer. questions. Did you see my question mark appear? It did. It went right above you. The statement that you just made, Erica, could you do it again? Somehow or other. I didn't follow which part? The part about the uh was it the attendance? Yes. Right. So, just looking at incentives to encourage kids to be on campus if if kids are struggling. Okay. So, this is an outside of the uh academic structure to make like um one of our insurance agencies does a program where they give kids that improve stuff, you know, a bicycle or Yeah. that kind that's what you're referring to incentives and and just working on like making sure they understand the importance

073of being Okay. Thank you. Mhm. Well, and I appreciate you bringing that up because I I'd like to also add that um both Eric and I struggle on our campuses, uh one of the things that the block schedule allowed students to have many classes, eight classes. So, students beginning as freshman into their senior year, second semester, if they pass all their classes, they meet that credit requirement fairly early. And so we have a lot of seniors who are 18 um and maybe even 17 year olds who are not going to class, not attending class because they don't need those classes for graduation because they've already accumulated in specific areas the requirements for graduation. So another piece of that attendance threshold is is we are looking for opportunities to apply some thresholds to seniors uh because

074we want them on our campus. We want them to be a part of the culture. Um they do set the tone for our underassmen and so but we want them to be positive role models on our campus. So part piece of that is looking at how we can ensure that seniors are staying in class and uh continuing to stay on campus. Now we have Mr. Maul that's gonna talk to you all about uh alternative education. All right. Thank you. Thank you. Uh good evening. Uh I just want to take a moment to thank you for the opportunity to talk about our amazing students and our dedicated staff. Um I really need to praise my secondary colleagues as well for everything you just heard and much more that they do on their campus before a student

075can even step foot on our campus. Um there's a lot of mirroring in terms of the interventions that they provide that we also provide, but just on a on a different level in terms of possible intensity or what else can we possibly think of to support these students. Um so our alternative alternative education programs within COD are listed right there. Oakidge is a a little different and Miss ODM is going to talk about that. Um but I I really want to go through in terms and uh really kind of explain what each of these means. Um, I know in the community we just had some hearings today, expulsion hearings where a community member or a parent thought that their student was at Fair View twice through the expulsion process last year and I had to

076clarify actually your student was at Cal for one semester and then AFC through the expulsion process for another. Um, so I really want to start with Cal. Um, it's for seventh and eighth graders in Cal. It's a junior high credit recovery program. So students who have gone through all the interventions afforded to them at our junior highs and they're still struggling to promote to the eighth grade or to high school on time, a referral is made to Cal. And again, that's after all interventions have been exhausted and perhaps a student isn't responding to it or there's just other factors at play. Um that that referral to Cal is made and a student will start with us either in January or in March to to try and finish strong and make it to that next grade

077level on time. Uh students are referred to us at the end of the school year for Cal to to start the following school year in the same grade, but we work to promote them to the next grade level by the end of the first quarter in October. Um Cal also serves as a U intervention program for uh Fairview or Oakdale students who are academically disengaged. So once we've exhausted all of our interventions at Oakdale or at Fair View, we do look at the possibility of a student coming over to Cal in the high school group uh to complete the program, make some positive changes, stay connected to our staff, and then make their way back over to Fairview. Um and in some cases, in rare cases, Oakdale again, um any questions about Cal before I

078move over to AFC? Yeah, there's there's there's the question mark again. Absolutely. Um well, and I found it. What I was looking for, I found on our presentation. Um the on-site counselor support team, if I recall what we were talking about, um at at both of the other secondary schools was the combination of academic counselor, wellness counselor, social worker, and I I know what the Ecoin connections is. I asked last year, um, do you have enough of those supports? Because it seems to me that the students who've just described and looked at are the ones that really need um focused intervention from that support team. Where are we? Um, we are very fortunate with our funding that a lot of you know in terms of um to hire as much support as possible. We do

079have two intervention specialists as well in addition to two of our wellness counselors and two counselors that are assigned academically, but they do a lot of supports um in addition to our our targeted case managers and school psychologists. We have a ton of support and we are still um struggle daily to meet the needs of these students. Um, so I mean if you look in AR's documentation in terms of counseling and visitation, you're going to see that just about every student on the campus is connected to one if not two of our support providers in addition to target case managers and everybody else. Um, so I don't think we we could ever have enough, but we do our best to, you know, fill the offices that we do have and provide every opportunity for more

080and more supports. Again, back to student input. When I was on campus last year, we were talking with students um and their descriptions of how important that um support team had been to them in order to bring well their life together as well as their academics as well as how to survive the world. I mean the some of your kids, our kids, um are are in places that are very difficult for them and they recognize it and that was one of the things they were telling us if you I think yeah you were there. Um again are the students engaged in picking up the supports from those teams? Yes. The reason I started with Cal and AFC is to kind of paint the clearest picture possible and how long it does take a student who

081has been basically told they have to come to another program through the various interventions and processes like SARB and um expulsion and just pure credit recovery. Um, so with the junior high students, the goal is to get back to a comprehensive site at the next semester if possible and get to that next grade level and high school on time to get all the wonderful opportunities over there and if necessary come back to us as the safety net. Um, the calendar students again through the various processes that they go through are the ones that struggle to really make that connection right away. It does take more than a semester in most cases for them to really trust us and understand what we're about. But when you see it, it's why we do what we do and

082despite the heartache that comes with everything. So, um, those students for the most part struggle to really connect because they've had those opportunities to connect at other sites and they did have connections and now here they are with us. Um so whether it's uh you know lack of trust and basically it's what we do encounter the most um we do have to work very diligently to make sure that we can make that connection and then like I said and for the junior high students send them back and hope that they they've eliminated that barrier of mistrust when they go back to another site or a new site like the high schools that you know with 1900 kids versus the 25 kids in their class at AFC and Cal at the at the um younger grades,

083the targeted case managers and the um the I think it's elementary wellness counselors do a lot of work with connecting families with the supports that their students need and then the support the family needs. what what's our um depth of support for our families because this is an area where again it's a team effort and if if you if those kids are not trusting us yet. It's probably also not a case where they trust the families that are waiting for them at home yet. So what are we doing to help all of that come together? So for us, I mean like for Cal Junior high credit recovery students, it starts at orientation. We stress the importance of the partnership that we're creating right in that moment and communicating with us. Uh we have two targeted

084case managers. Um we use categorical funding to provide another five-hour position in in addition to our full-time TCM. So they hit the road every single day. They're doing home visits. Our wonderful counselors are hitting the road every week with our interns. So, we're doing massive amounts of home visits to ask families what they need to eliminate any barrier where whether it's transportation, which I'll get into later, and whatnot, but um the amount of family outreach that our team does is remarkable and is necessary and we still struggle with, you know, getting them connected to us. Uh so, our team is amazing. They they work tirelessly to get connected to the families and whatever they need. we try to eliminate. Thank you. Um, so any questions about Cal? All right. So, AFC, Community Day School, grades

085six through 12. Um, yes, the they're referred through the expulsion process or the SAR process or a probation referral. Um, those I love being a part of the hearings. I'll be honest, the expulsion and the SAR hearings, it's an opportunity to participate and ask some intense and very personal questions and get an understanding of what the student and the family needs and why they're in front of a panel. Um, and then from there, for me, it's really restorative versus punitive because we're fortunate to get that information. Our office manager, Malia, does a wonderful job of creating a breakdown and overview of what that process looked like and what that specific hearing shared. um the counseling referrals are made right in the moment and so by the time a student the student has already been working

086with us when they go through the expulsion process um but the SAR student is one of those that okay now you're with us tomorrow. Um so those hearings provide wonderful insight into what the family dynamics possibly are and what the families possibly need. Um and with AFC being 6 through 12 again getting back to a comprehensive comprehensive site when they work through those terms and conditions on their contracts. Great. We want to get them back to their comprehensive sites and again whether it's high school going to high school on time or back to a comprehensive site to reconnect. Um our high school students that have gone through um the expulsion and SAR process typically end up over at Fairview. So they have a little little quicker transition and making their way um out of AFC

087with successful completion of the program get connected over at Fairview more to a traditional type high school experience and then away they go with that. So there is a revolving door of sorts. Um some students who struggle to program over at AFC, we are fortunate to have Oakdale independent study. So just holding meeting after meeting after ESBID process and everything related to it. We do use Oakdale. Hey, we want to keep you connected to us. Maybe independent study shortterm or for the long term is is is a better fit and if they're successful then they could stay in the program. I'd like to take a moment. I don't want to do this too often, but um the comment you made about enjoying the expulsion hearings um I love that because so many districts are expulsion

088hearings are really adversarial and for students are always scary. Um and the amount of work that our staff does and I see many of those faces in this room right now um to really make those student focused how can we continue to serve and support you conversations. Um it's one of my very favorite things about the way we do things at Chico Unified. So thank you for that. Yeah, I'm super proud to be a part of it for a long time. Oh yeah. And then Fair View um continuation school. I'm not a big fan of the word continuation school because our wonderful staff have worked very hard to um over the years do go away from a traditional I hate the P word packet type model and really looked at closing the achievement gap for

089students have been referred to us through whether it's pure credit recovery, SAR or expulsion. Um, so kudos to our staff over their past 15 years and really looking to support students from a literacy perspective. Um, and not just a credit recovery, get you graduated and away you go. Um, yes, Fairview is our the hub, if you will, uh, serving our 9th through 12th graders to get them graduated, not just from credits, but also, you know, workforce ready, be college ready, or try and connect them to a vocational, uh, school of any type. So, um, and then of course we have our Oakdale program, but we're going to tie into that right here. Hello. Sorry. I would like to first formally introduce myself to the new and continuing board members. So, my my name is Rhonda

090Odlam. I am the principal of Oak Bridge, the assistant principal for Oakdale Dale, and I oversee the Chico Unified medically necessary instruction program. So um going from there, we have two different independent studies um in alternative ed. We uh have Oakdale which is located on the alternative ed campus. It focuses on credit recovery. Um they deliver their curriculum through Google Classroom. We serve grades in 6th through 12th. Um we have a lot of students that try it and maybe it's not a good fit or maybe they need it for a bit as like a rest bit from the daily attendance. Um so the mobility rate is 75% over a year. So a lot of in and out. Um Oakbridge um is located on East Lassen and Cohasset. Um it focuses on college prep coursework including

091world languages and advanced placement. and we use the egeneuity curriculum and uh we use egeneuity for our grades six through 12. Um but we do serve kindergarten through 12th grade. So we're the only we are the Chico Unified K through five option within Chico Unified. Um that being said, same with uh Oakdale, we do have a high um mobility rate with students coming and trying it and they think, "Oh, it's going to be so easy. I'm going to do independent study. Piece of cake. I get to be at home all day." and they then they find, you know what, doing it at home and having that self-motivation to stay on task when nobody's looking over me is harder than it sounds. Um, so kids come out um and sometimes that's just what they need. They

092need a semester away um from whatever their experience at school and then they're ready to go back and see their friends. So um we definitely serve a need of for kids for whatever duration they need us. So is I'm sorry, but how is that mobility calculated? Is it anyone who comes in and then leaves before graduation or uh within one year? Somebody that doesn't complete it. Starts on August 19th and leaves before the end of the school year. Okay. So, just in one solid year. Thank you. Yeah. Um what's similar about both of them? So, they have different focuses for sure, but they're both independent studies. So, we have the same um audit compliance um paperwork that we have to do. Um we support students that need an alternative setting. Um students that go to

093alternative um independent study. Sometimes they need to work whether it's you know they just want to work or maybe it's supporting their family. Um maybe they're dealing with some anxiety. Uh maybe going to school is really stressful, the big classes are overwhelming. Um and what was the other thing? I can't think of that other thing right now. Um, both schools use a online curriculum. Like I said, Oakdale does a Google classroom. Oakidge uses Egenuity. And I want to note that in the kindergarten through fifth grade though, we do use some Google Classroom. Um, but we do do textbooks for ELA and math because those littles need to practice their handwriting skills and on being on the computer all day isn't appropriate for them. So for Oakdale and Oakridge, we do both have reg to go

094programs. So we want to get all of our students off to college. Um we have some students at Oakridge that go straight into the UC system um all throughout the United States. And then I see a question. Yeah. So, I was curious um what about your your students that are in six through 12 that also don't tolerate being on the computer? Like is are there is there no independent study option for them? Like is there no book work or um you know sort of I'm I was curious about that because I teach independent study. Yeah. Um, and I have students that, uh, especially coming out of COVID, the last thing they want to do is be on a computer. And so, I mean, they we have the option of egeneuity. We offer egeneuity, but um,

095I have zero students, not one of my students have chosen to do egeneuity. So, I was just wondering, so what do you guys do for students who who don't want to be online? Absolutely. Um, I would agree some students are not a fan of egeneuity. Um, that's why having Oakdale and using Google Classroom is Google Classroom is what's used all throughout all of Chico Unified. Whether they're going to English at PV or English at Bidwell, most of those teachers are using Google Clat, Google Classroom to push their assignments through. So, that's more of a um comfortable thing for them. And so, that's the option a student like that would probably do. So, it's just the same assignment you would have in front of you, but it's just in Google Classroom that you bring up. So,

096again, do you guys print out assignments if that's what they need? Like rather than working on the computer like I I also taught English 9 and I had Google Classroom and you know, I did lots and Google Classroom's awesome for subplans because then there's no way that you know, your subplans can get lost or whatnot. But um and of course my freshmen were very familiar with using Google Classroom and knew what the expectation was. But again that sitting and working you know it was designed working on a computer and I always prayed that you know we wouldn't lose internet connectivity because then my substitute would have nothing to do I mean yeah it would be like oh no. So I again I'm just saying if a student requires you know paperwork if that's what their

097need is how do we accommodate that? So Oakridge we don't have an alternative curriculum to egeneuity that's available. That's the only curriculum available. We do do printed um guided notes so students can take notes as they go that's matches what they're learning the curriculum. Um with Oakdale we do have some printed options. Typically, it's for students that have IEPs that need to have a different option than just using the Google classroom. Um, and I I know that um PV and Chico High both have tradition what we call traditional independent studies where they will use textbooks and printed materials. So, it kind of is, you know, what are you looking for? And we look in the district, we kind of see it as a whole, like our district has all these different options. and if you're

098looking for this, maybe this is the best spot for you. And so we kind of look at it as a buffet of what's going to be best for the student. So Oakdale um their teachers, the students come in twice a week for a two-hour block of time um to get support and have lessons with their teacher. Um they use digital curriculums through Google classroom. Uh they use study sync, CPM math. They use no red incul. Pathful is a career um awareness program. Um interventions. If a student's um needing some more support from a teacher, um they're not having a hard time completing their schoolwork at home, um we do have a study hall on Fridays for additional time. Um students can do a hybrid option at Oakdale where they take one to two classes um

099at Fair View as well. Um a lot of students will take advantage of their welding program or construction program. Um something that you wouldn't be able to do in an independent study. Um they have credit recovery options um being part of the alternative ed model. So there's four sessions. So more opportunity to make up credits um and also extra learning activities. Uh, and the lovely thing about being on alternative ed, they have access to all the great support services um, and the counseling office. Um, some of the career exploration things we do at Oakdale. Um, and within alternative ed, it's a partnership since we're on the same campus is a career day. We use Pathful and then we integrate career exploration assignments to help gives the students some path with what they're going to do

100after high school. Because many of the kids, you ask them, "What do you want to do?" I don't know. So, we feel strongly with trying to connect them with something when they leave leave us at 12th grade, they have an idea, more detail of what you just said. Somehow or other, either I lost you or you lost me. Um what is it you were describing about the student using that um platform to connect with what they wanted to do with career or college or something. Explain that again. Yeah. So there's an online curriculum called Pathful and it has like a career exploration. there's a diagnostic test where they can um take it and it kind of gives them suggestions on based on your this assessment these are pathways that you might be interested in and

101then it also goes into so say construction came up as a area of possible interest um then there's more information about construction within that website um and the teachers can assign assignments from that website for the students to use so it's not just free exploration it's actually can be teacher are assigned and where where does the support from staff come for whatever is the student finds in this exploration? Say they they do take an interest in the construction. How would they be connecting with someone who can show them that construction is plumbing and electrical and architecture and yes that's what we love about pathful so pathful it's also a virtual job shadow program so as the teacher supports the students in navigating once they take the uh the assessment in terms of their interest and

102things like that the curriculum guides them to ultimately if a student takes it the entire way it's like a virtual job shadow type program. So we actually use it for three careers classes at Fairview. Use it for what sir? Uh so a careers class at Fairview. So the teacher facilitates the lessons within Pathful. You know they take the assessment they build a portfolio. All of our seniors are required to take it actually. So it actually um with the portfolio there's a resume building everything embedded through it and it leads to specific it guides them almost I can't say what you would get a path a pathway at PV and chico high but that's the intent of the program is to really focus on you know based on that diagnostic what their interest inventory was and

103focuses on it and guides them through the curriculum and it's packed full pathful right thereer Oh, way down there. Sorry. Okay, thank you. I did miss that. Thank you. Okay, and now over to Oakridge Academy. Um, Oakidge uh was started for those that are you new in 2018 um as another independent study option within Chico Unified uh to be competitive with some of our charter schools that we were losing students to. So, uh it's an online independent study using egeneuity. All of our courses are college prep. They meet um NCAA requirements and they're meet the A3G requirements. So, it's set up a little bit different. Um, our high schoolers come in once a week um to meet with their teacher. Um, teacher goes over um the work for the week, looks at their assessments, helps

104them with anything that they need help with. Um, our junior I didn't put it on here, but our junior high I don't think I did. Yeah, our junior high students come in um a couple times a week with the uh their teacher. Um, we found that junior high students need more support than the high schoolers um traditionally. Um we try to plan monthly social activities um because we you know we have students sitting at home in front of the screen and we want to get them involved with interacting with their peers and have those opportunities also. So we'll plan we have art monthly, we have monthly um games and activity days and then we try to have some field trips throughout the year. Um thank you. I I don't see any number of students per

105teacher type of ratio. Um so for the high school uh high school it's 40 to1. So they support all their um classes. So one student takes um six to eight classes more. Usually it's six to seven more typically and that teacher supports that 40 those 40 students taking their six classes. Those 40 students is that it there's there's a cohort of just those 40 students. Okay. And how many teachers? Um we have count if I have four um high school teachers, one junior high teacher and two elementary teachers. Although next year one teacher is going to be half high school, half junior high because our junior high is growing. Um we do have intervention opportunities. So we found one of the hardest subjects on online is math. not having that teacher every day to ask

106questions, get that support is definitely math. Um, so we have math tutoring every day from 12 to 1. Students can come in person from 12:00 to 1 or they can log in through Google Meet to meet with that math tutor every single day. Um, and there is kids every day coming into math tutoring to get support. Um, we do have study hall available every day, a supervised study hall with a um, instructional aid that's there to help the students from 12:30 to 3. Um, and the teacher they can always check in with the teachers too if they have specific questions. And one of the I know one of the nicest things about it is we also offer a hybrid program. Um, so students can take one to two courses at their school residence. Um, we

107find the classes we advise and typ students typically take are foreign language courses. Same thing, being in person, having that in-person interaction. Um, they'll take at the high schools a lot of times. Um, or those electives that we might not have at independent study or they're just not as fun because they're on the computer versus like doing ceramics where you get to build something. How many of the students in in this cohort of 40 are students with IEPs? And is there an age cut off on how um you know how old do they age out? That's my question. So when you have an IEP, um they age out per se at 22. And that would be the same across the whole school district, not just us. Okay. Um, we typically have about 25 students with

108IEPs from kindergarten. We had our first kindergartener this year. Um, up to 12th grade that have an IEP for your entire school enrollment. Okay. That's a little over 12%. Uh, I think it would be like 9%. We're running closer to like 200 right now. Thank you. Yeah. No, I did the wrong math. Yeah, you're [Laughter] right. Um, sports. Um we do have an agreement um with CIF and the two comprehensive sites with PV and Chico High that if they students are enrolled with us they can participate in sports. So we have football players, lots of football players, uh cheerleaders, any any sport they can do at the school of residence while they're um enrolled with us. Um and then we also um offer math acceleration um for grades 6th through 12th grade. Um where we

109find this is um very unique is for our junior high population specifically. So we have students that come in because in Chico Unified you can't skip math levels. You can't go from like sixth grade math to eighth grade math because you're really good at math. You have to go in order. And so we'll have students do all of their sixth grade math in first semester and then all of their seventh grade math in se second semester and so on. And so we'll get students that are have gone through IM2 by the end of their um junior high or beyond. So just some data about our enrollments of students that choose to come to Oakridge maybe uh from another school site. So we have almost 40% of our students are on UC track. So we continue

110that track to make sure they're eligible um to go to those universities when they leave us. And this is over multiple years of data. So this is you can see there was 780 responses of kids that was not just this year who was multiple years. So if a student is not on UCCCSU track but all the courses are A throughG courses. I mean this number looks really concerning. Um, am I reading it wrong? Should we be very concerned? Um, do we know what is different about that 40ish% that is succeeding in this program that we can replicate or look at in terms of and as a correlary question, how long do we let these 60% continue to try Oakdale before saying this is not a place where you're succeeding? Let me clarify the the information

111for where the data came from. Um, this is when students enroll, request enrollment at Oakbridge, this is their pro profile when they come in with us. Thank you. That does that does help. I can see why that was confusing. Yeah, I get it now. Uh, well, as a followup, do you have the data showing after they've been with you, is there a change? Has there been growth? it does, you know, are we seeing swings from the 4060 split? Like it does it change with this? I don't have that data, but I'm sure we could find it. Um I know we have some students um that will like repeat a course to increase their grade to get back on um to get back onto track. Um our counselor is amazing at reviewing those transcripts and you

112know finding students are like, "Oh, you're just like two classes off of getting back on track. let's like try to fix this. So, I'm curious um for the 40% that come to you on track for CSU or UC um ha has there been any um has there been any data collected to what happens with our graduates after they graduate? like how are they doing if if if they were wanting to go to UC or CSU um or even to the to but like what is their success rate? Is there is that data collected? I don't know. I I know at graduation I'll announce like where the schools some of the kids are going to universities and but I don't have any data to provide to you today on that. the guy. Sorry. Yeah, I can

113help with the um college question. Um the state does release collegegoing rates. Um it the data lags at I believe two years. Um and we do look at that. Um so if you have any questions, just let me know. Because the other question I'd like Tim when we have time and I'm sorry to drag you into this is um I mean this just it's not there's not a lot of information here just a big red block which is scary. I'd love to know how many of those 60% are on track maybe for other you know career readiness markers besides just I mean besides just the college path. Um I can work with Rhonda to look at what some of those other markers might be. Thank you. Sorry to hijack your presentation there. It's okay. I

114know a lot of the people kids in the 60%, you know, I have some couple going into the military this year. Quite a few go to BU College. We run Reg to Go and get students connected with BU College. Um yeah, and some just go into the world of work also. And now to our littles, our kindergarten through fifth grade program. Um, it's a grade level guided independent study. We use a printed uh blend of printed and digital materials. We use uh ready reading, lexia, ready math, i star studies weekly for history and science. Um teachers meet weekly for an hour with parent and student and during those um team meetings. Uh they review the work that the students done for the week and then they look at next week's worth of um next week's

115work and what's expected. Those teachers also um provide a lot of support to the parents u giving them some tools and strategies for working with their student at home. When the student is there, uh the teachers will often do um assessments with the students to track their progress. Um they we follow the same uh report card as the rest of Chica Unified. So every trimester the teachers are doing all the same assessments with their student um to mark their progress. And I would say overall our students keep up with the rest of Chico Unified. Okay. Um and same thing with our big kids. Um we offer art classes once a month um for elementary specifically. Uh they set up field trips and we have mastermind Monday. So in addition to the weekly meetings with the

116parent and the student, we have time on Mondays for we have a kindergarten through 2 grade session where students will come in for two hours and they get to have like a class time and they learn those skills of being in a class, walking down the hallway nicely. Um they'll do any um ELA activities, math lessons, writing lessons a lot um because writing um is tricky for parents to teach. So that's something we do a lot on those mastermind Mondays. And I'm going to hand it over to Mr. Maul. Okay. Um, so again, we kind of covered some of this in terms of your typical referrals to alternative education. Um, we do have the online forms that the the secondary counselors work closely with our counselors. They submit a referral form uh with different indicators

117as to what interventions have been have been attempted. uh we already know that they've been basically through everything the other side can offer but we have other indicators that we we want to look at um currency letters SAR referrals any kind of counseling that's already um been initiated any outside counseling that's that's in place all those are included on the referral form so when the student when the referral gets kicked over to us our counseling staff review it and then admin administration reviews it before each of our orientations um Fairview has the most orientations within the school year it's basically at each of our units so We take our four sessions which are the quarters and we break those into two units a piece. So at every unit we hold an orientation for Fairview and

118Oakdale students who are referred to us. So it's a constant open door and referring students. Um what we are working closely with is um what we're seeing with the block schedule and the move to online summer school from COVID. Um there's a bigger net in terms of credit recovery for students. Um, so we are seeing a decline in in enrollment in referrals to Fairview for what you would typically consider a typical um Fairview referral like credit deficiency. Uh, now with the amount of credit students can earn at with the block schedule, we're really looking at what is a typical Fairview referral. Um, and so that's smaller classroom sizes. Um, truency is a big one. Um, seen a lot of missing students from COVID. I'm just, you know, the students that are really just disconnected in

119general. And so we're working with Damon and Erica this summer to really look at, you know, what is the typical fairy referral now? What can we provide that the other site that the comprehensive sites cannot? Um, and really that for me that comes down to smaller classroom sizes, more one-on-one support, and I'll get into that in a little bit in the next couple slides. Um, like I said, AFC referrals are through SARB, currency, or um, probation. Students get released from juvenile hall. are typically um requesting to come to alternative education. So if a student is connected to probation, maybe spend some time at Table Mountain, which is the juvenile hall school. Uh typically probation would like to see them at the academy for change program. We'll hold an intake meeting and just kind of determine,

120you know, what's better. If we believe Fairview is a better a better fit for the student, we'll welcome them at Fairview. Um, if it is a junior high student, typically AFC is the route we'll take and then work on credit recovery, some behavior modification for lack of a better phrase, and to get them back to a comprehensive site. Um, so yeah, so it's a pretty specific process with each with each site in terms of how they refer over and everything that they've gone through to to support the student. Um, and then we have those case by case scenarios with students coming from out of the district or the student has gone through SARB, they their attendance has improved by the time they maybe got to the SAR hearing, maybe we give them a shot at

121Fair View. And if they struggle with attendance still, then we look at coming back on the currency contract and and trying AFC. Um so our interventions include but are certainly not limited to uh so once a student steps foot on our campus uh specifically at the beginning of the year and after every orientation we pick the following Tuesday second period every student takes this the self assessment so the universal screener if you will and even if a student has already taken it and they've been with us they take it again so it basically ask specific questions on what they might be stressing with in life are they interested in individual counseling are they interested in any kind of groups that we already have established And if not, if we see a trend in certain responses,

122our ESB crew meets um three times a three times a month, they review all of the information um on these uh universal screeners and they look at the data and they look at the interest and the needs and they develop groups according to what they see there. Um that doesn't take the place of the self- referrals that I'll get into as well. Um, so short-term one-on-one counseling, that's a given with any of our counselors, whether you're an alphabetic counselor or a wellness counselor. Um, like I said, the groups, um, the counseling groups are based on the need and the interest. Uh, one of my favorites that a couple of our counselors, um, when got trained on this year, it's been something I've been talking about with some community agency is a mindful based substance abuse

123treatment. Um, and it is a 8 to 10 week program that is heavily incentive based and I'm talking monetarily based um in in hopes of a student actually becoming part of the program. It's through a gentleman we met through the probation uh through juvenile justice. Uh we did have two successful cohorts ready at the beginning of the school year. We did lose one of our wellness counselors to another wonderful opportunity as a social worker through the community schools grant. Um but that's something that we're going to continue to look at. Um so we have referrals outside counseling and therapy for students with higher needs specifically when it comes this summer um any summer any extended break. Our um our ESP crew is phenomenal at reaching out to families and making those community um referrals for

124extended support throughout the uh throughout those extended breaks. We do use our our uh our site funds to provide our wellness counselors access to students throughout the summer. So if they have a great connection with the student and they're still interested, we do use those site funds to continue uh counseling supports throughout the summer and of course during a winter and like November break and everything related to it. Um I can't stress enough about what our crew does all throughout campus for calls home to check in on students specifically. Um we have our um our rosters, the second period trreny rosters. So, every teacher at Fairview is responsible for looking at their second period rosters, finding their current students they haven't seen, send a personal message if they have the the Google text to voice

125or whatever it is or just an email, hey, we missed your phase. Come back to us. In addition to the home visits that are done every single week, um, one of our dream come true is through the community schools grant, uh, through that application process. And I can't thank Michelle Bunch and Chase Val and everyone that had a big big part of securing that grant for our funds as we did by currency van. And we're using site funds to um to hire a full-time targeted case manager to round up students in the morning for lack of a better phrase. Uh they've already hit they've already hit the road. We're picking up students in the morning, taking them home. We're also seeing that we have to establish um a time frame within that. So with we

126will provide supports while we're picking you up, taking you home. We're going to teach you how to ride the beine. We're going to continue to provide bus buzz passes and everything like that. So, we got that going already. Our social worker comes on board from the community schools grant in in uh August. And again, we ask about do we have enough? It's just another opportunity. And like I said, this is a dream come true. And so, the more we can get the connections, get them to school, the more we can connect them to the wonderful programs and the things our staff are doing. So, yeah. Um just some data in terms of referrals, self-referrals from our um so the QR code it's pretty much universal on all our on all our sites and specifically with

127secondary the QR codes are everywhere blasted everywhere throughout the throughout the school in the classrooms in the hallways everywhere. So students just use the QR code it brings up the form. It takes them about 15 seconds to complete and any member on the SBIT crew is right there. So they just click on it, what they who they want to see, why, they get that notification immediately and their response time is is pretty darn quick so long as they're on campus. So when they have the opportunity to get to the student, they get to the student. Teacher referrals, family referrals. I mean, we stress it at orientation. Call us. You don't have to ne necessarily get on the website to make a referral to student counseling. Shoot us an email, shoot us a call, let us

128know. We'll submit the referral and get it going right away. again uh included but not limited to uh what you see up there. Again, I mentioned the mindful based um substance abuse treatment. Um as a counselor myself, that was a big one for me is sessation groups. Um and so what we starting to see is students want more individualized support when it comes to cessation services. Um so we have all the qualifica all the qualified people to provide all of that. Um but like I said those assessments that our students take the self-referrals all of those really dictate what we offer in terms of uh group support individual support and our team targeted case managers wellness cancers everybody is really good at uh community partnerships. So with our multicultural nights um you know the different

129programs that we offer on campus but also trying to really get our our families engaged in our Spanish speaking engagement nights have been uh been have been increasing over the past couple years and it's pretty amazing. All right. Uh this like I said about mirroring some of the things that are happening on other secondary sites. This is one of those examples. Um the wonderful part about being in alted is we get to really understand and come to know our students stories because much smaller population. Um when we talk about the check-in checkout process um that's happening regardless of the formalized process within educations with students the students that are showing up for the most part are are being successful. It's the ones where the truency is a massive hindrance. Those are the students that are

130really really struggling struggling and don't necessarily fit into the academically disengaged. Um they're really just disengaged in general. And so if you're not showing up, you can't get access to to the direct line of work and communication. But I'll also talk about the universal grading system real quick. So what we saw um our students are very very savvy um specifically at Fairview is um teachers get to know our students stories. So there's a lot of empathy that comes with that. And so with that is giving the student every opportunity to turn in work. You know what I mean? Oh, I know this is going on with this student. But we also started to see the students are accessing their curriculum like through Google classrooms or whatnot when they're not coming to school. So we started

131to see a trend where students are passing classes but their attendance is terrible. So how can we possibly providing full credits for a student who's got 70% attendance? Uh, so the universal grading system, the the um fairy team came together last year and really dialed it in to where we close those little gaps where students can can take advantage of that while also empathizing with our students struggles and what they're going through and to where they do have extended time to complete assignments, but also holding that line to where you can't just access full credits if you're not showing up every single day. Make sense? Any questions there? All right. Uh just some uh the educ formalized check-in check out process. You'll see some of the data there. Uh but I just can't stress it

132enough that the the individual conversations and one-on-one support that the students are getting from their teachers, not just at Fair View, but at AFC and Cal. Um I mean, it's more anecdotal than anything. And it really is comes comes down to starting to trust us, understanding that we do care. I mean, if we just met you or not. Um yeah, the outcomes of course improved attendance, grades, credits, but also that ability to trust human beings in general and for when they do leave us. If if they go back to a comprehensive site, which is a slide coming up soon, um all we want to do is for them to be successful wherever they want to go and we want to feel good about it when they do leave us. this um the uh so the

133referral form basically it could just come down to self referrals and teacher referrals a much smaller student population but um I said our student our teachers get to know our students especially in the village that's what we call AFC and Cal so those referrals come in daily and I said our ESP team is just remarkable getting to the students immediately and making those connections so very specifically Um, when we talk about orientation, we show them a picture of a COD diploma and we just tell them, you know, we'd love for you to graduate with us, but ultimately it's up to you where you want to graduate from, and we're going to support wherever you want to graduate from. So, if you come to us, make some positive changes, catch up on credits, and you want

134to return. A lot of times that comes with a little bit of family pressure in terms of, hey, older brother, older sister, I graduated from Chico High or PE. Um so there's a little bit of pressure there, but we will support students um going back to their comprehensive sites to graduate. Um typically what we see is a student comes to us, they they like the structure, they like the setup, they like the format of everything, so they typically stay. Uh we do have a handful of students that do return to Chico High and PB typically in their senior year to graduate with the school that they originated from. I was just looking at the MTSS um interventions numbers for 2324 you had 177 on the actual referral form, right? Yes. This year so far they

135have 226 on that form. Is the increase because the students and the staff are getting better at using the official process to get in. Why for when it comes to the village uh the AFC Cal students? Yeah. Those referrals are typically more from staff. Um the students have access to it on their Chromebook, but what happens really is, hey, I would like to go talk to my counselor. They'll do it more verbally. Um, the QR code for me or for a lot of students is more of a confidentiality thing versus asking for direct support. Uh, the Cal AFC students tend to are are very direct about I want to go talk to somebody. Um, but I will say um the intensity of behaviors is increasing every year. Um, and so that's what I would attribute

136to the the higher number from 177 to 226. Um, without having the specifics on who submitted those referrals, just being there, it's definitely probably more staff staff referrals to the SBA crew. Thank you. Thank you. I appreciate all the support. [Applause] So I have to quickly apologize to the board. So my I just realized I had an epiphany when I was listening. So the circle that showed 60% of students not A throughG track and then 40% were coming to us on A throughG track. That was from our our enrollment request form which includes kindergarten through 12th grade. So the kindergarten through 8th grade would not would not be on A throughG track. So I will work with up that slide. Thank you very much. I will work with Tim to get um an app updated

137graph for you guys. Thank you. Yeah. You want to say something else? I I just uh hope that our school board um today got to witness the dedication that our administrators um have at their school sites and there's all their amazing staff and so um it's so difficult for students to fail. I I believe students have to want to fail and on purpose for them to squeak by um or get past this because the these educators do an amazing job leading their teams to make sure that we try to connect with every single student. It's amazing and if um if you haven't had a chance to spend time at all, I highly recommend it. Uh you get to see some very beautiful, amazing magic that they work over there. There was a qu Sorry, my

138question mark just went off again. I've got enough years in this district that I remember when our whole Alad program was out where charter school was that on 12th. Yeah. And this was a dream, you know, for the staff and everyone that were working toward making it impossible, well, not impossible, but making it difficult for our students to fail. years we've spent getting here. It was it was good years spent with the right end goal identified for what we wanted to do. I I just this is just so amazingly um I like it. Yeah, it we've come a long way, but thank goodness. I agree. Um, there was a question from our school board with regards to keeping track of students once they graduate. I do want to let you all know that, uh, two

139weeks ago, uh, Chico Unified School District went into contract with the California College guidance initiative, which is part of Bedco that we actually do go into contract. So we did um but what that pro or platform does is every single student uh 12th grader it actually begins during it's going to also be affect our middle schools but they start planning their college careers if you will andor trade schools early on and that includes all of California um jun uh jo uh junior colleges of course our state colleges and our uh universities and so to include um what it will do is keep track of the students uh for up to four years. Um and so and also we'll keep track of FAFSA as you do know uh keeping track of FAFSA is now part of

140ED code as well and we'll be uh able to do that with that platform. So just wanted to throw that out there and thank you all. Thank you very much both for the presentation and for the hard work that you guys do every day. Appreciate it. Um this is anformational only item. There is no action from the board needed. Is there any comment from the public about the presentation we've just seen? Uh seeing none, I think could use a break, but I also know that we have students who have been waiting um very patiently. and thank you for that to speak. So, I'd love to get on to the next item on our calendar, which is um anformational item regarding the results from the High School of Athletic Sustainability and CIF survey results. So, Mr.

141Caldera, welcome back. Long time no see. It's been a while. I do I get the the privilege uh to be able to share uh information tonight about our athletics at the high school level. So I'm I'm actually pretty excited to share this with you. Um and I will be going over this with you. Uh so the very first thing is how many of our girls and boys participate participate in sports. So the way this reads is left to right. So if you look at Chico High, you're going to start reading it from left. Well, yeah, my left going right. Uh so start with girls uh in the 23 24 school year there was 500 participants that were girls right and then in 2425 490 so it kind of dropped 10 but I mean that's a

142huge number of female athletes when you go to the boys still Chico High 554 and it increased to 590 uh for the 2425 school year and then Uh down below you'll see PV high school in 2324 their girls there were 460 participants and then uh that increased by 30 uh for the 2425 school year and then our boys uh at PB uh there was 594 in the 23 24 school year and then uh 2425 school year that also increased uh up to 606. So, what sports are they playing? So, in this slide, and I'm going to start off with it's very small to see, but hopefully on your Chromebooks, you'll be able to see the small little sentence down the bottom because you will see that small little sentence show up on multiple slides. And

143so for you and also our public that may have this might want to know it says the value is not shown for fewer than 13 respondents. So in this case uh yes there are other sports that our athletes participate in but uh they're not going to show and also if you don't see a number um there's fewer than 13 respondents in that one. But in this case, you will see uh start with the left again with our female athletic participation. You'll see that uh track and field is pretty dominant. Um and then um and that's just Chico High and then PV is right next to it. Um you'll see that as well. So Chico High 120 females and then PV 89. And that's for the 23 24 school year. And of course, if you slide

144on over to the next column, you have 106 for Chico High and then 93 for PV. And as then as you go down, you can see those numbers for that 23 uh comparison, the 2324 school year to the 2425. Um, and then as you go to the right, you'll see the male um participation for both Chico High and PB. uh you will definitely see where those high number of sports are with our young men. Uh football is big. Um and and in fact from 23 to 24 uh from the 23 24 school year to the 2425 school year, you will see that both schools increase in football participation. So you see that program growing. Um then you see track and field um it's pretty stable um for and then as you go down uh wrestling's

145pretty stable uh baseball's pretty stable and so on and so forth. Those numbers are pretty similar. So the biggest growth uh you will see was football at both at both schools. Any questions with regards to this slide? Okay, we're going to go on to the next one. So, um, every year we are going to be tasked with, uh, doing the California Intercolastic, uh, Federation Survey, otherwise known as the CIF survey. Uh, if you hear me say CIF, well, this is what I'm referring to. Uh, 810 students responded to this survey. Um, 506 from Chico High and 301 from PV High School. And then you break it down. Ninth grade students 392, 10th grade students 184, and then 11th grade students 234. Your questions are going to be, hey, why didn't eth grade eighth grade students

146take it? And the response to that is, this is a California intercolastic federation survey. So it pertains only to high school students. And then your next question would be, hey, why are the seniors not taking it? Well, because there's questions here with regards to what is it that they're like to see at their school site and they are on their way out. So therefore, you focus on these three grades because these are the grades that are being affected by it. Um, and so that's that part. Next slide. Okay. I want to make sure that everybody's on the same page because if you look at this, you're going to notice that the percentages do not add up to the numbers. Let's take and so this is me frontloading how to read this slide. So let's take

147volleyball and uh let's look at Chico High and you are going to notice 14.37 and you go wait a minute that's 23 out of 100 that does not equal 23%. Right? That should be say 23% but it doesn't. It says 14.37. So the reason that is okay um is in certain slides that you are going to see where the percentages do not add up with those numbers. This is the reason why the 14.37 is in with regards to the responses. So the choice there's multiple responses. The student can choose multiple choices here and uh the bottom number that you'll see in this case it's the amount of respondents. So how many students actually took that or answered that question. So I want to make sure that's clear with everyone. What are your questions before I

148start diving into this? All right. Okay. Here we go. All right. So volleyball um in uh basketball, field hockey, you start seeing these and says from starting from left to right, these are females uh from Chico High and PV play the following sports outside of the school. These are all the sports that they play. Um some pretty cool ones you'll see martial arts. Um you see way down there you'll see lacrosse. Uh you'll see rugby, you see gymnastics, and then track and field. So, these are once again sports that our students play outside of school. On the male side, um you'll see some of them play soccer and these of course are all club teams, uh baseball, lacrosse, martial arts, golf, wrestling, boxing. I was kind of like, "Wow, let's bring back boxing." Uh no,

149no, not a good idea. Uh football, swimming, volleyball, rugby, um mountain biking. So, um, and of course there's mountain biking going on around Chico all the time. It's a great place to mountain bike. So, I can see that as being, uh, of interest. Next slide. Here you will notice that the number of, uh, respondents does line up with the percentages and that is because they only chose one. Right? So from here, uh, females from Chico High and Pave would like to try the following sports. That means they're currently not playing these sports, but they would like to try these sports. And you will see that up there you'll see volleyball, track and field, tennis, and once again reading from left to right. I'll I'll always be reading from left to right. It's just easier for

150me. uh skiing, snowboarding, cheerleading, field hockey, basketball, so on and so forth. And then uh that was just strictly PV and then you see um Chico High. And what you will notice is Chico High and Pave, they start to mirror each other, right? Which is kind of interesting. Now you go to the male side, right? On the right, males from Chico High and PV would like to try the following sports. Once again, track and field is huge. Uh basketball is huge, golf is huge, and uh same thing for uh Chico High as we roll down. Now, at this point, you're going to say, "Hey, what about these other sports that we see in these other slides?" Because I'm sure the school board members have already looked ahead. And so what I do want to stress

151with the public in our school board is that these sports are currently offered in our high schools. And that is all they are is sports that are currently offered in our high schools. Any questions with regards to this slide? Okay, thank you. We'll go to the next one. Same thing as uh two slides before the top numbers taking that that first bar which is tracking field on the left hand side uh the total number of responses is the percentage right and then below is the total number of respondents or responders if you will. So females from Chico High and Pey will like to continue playing the following sports. That means they play the sports and they want to continue playing these sports. Uh and uh so let's take Chico High in this instance and then

152we'll look at PV right next to it. Track and field is huge. Um, just so you know, there's always over um like I mean track and field is probably one of the biggest programs that we have out there next to football of course uh which you can tell on the right hand side that sticks out substantially uh when you look at the males. Um so you'll see that all the the the sports that they would like to continue playing. Any questions with regards to this one? Okay. Next slide. In this slide, you'll see students not currently participating in a sport at Chico High and PV are generally interested in participating in the future. So, in the first one, you'll say yes. Uh, yeah, they want to participate in a sport in the future. The second

153uh row, if you will, it says maybe. You know, those are like inbetweeners. I'm thinking about it. I don't know if I'm going to do it or not. Then you have the nos. Um which were like, yeah, I'm definitely not playing sports in the future. But you do have some numbers up there that say yes. And then of course you look at the may. Um if you uh were to look at uh PVS, which is the top ones that say yes, if you look at that one, you could see, okay, you add up the boys and the girls. So now you can say, okay, there's uh 35 students there that yeah, they're interested in playing sports next year that they haven't played before. Okay, good. Let's get them going. Um any questions with regards to

154this slide? All right, next one. In this slide, we are gauging what the experience was uh for the participants that played sports or did athletics at both high schools. And um what sticks out um it's pretty evident is that students overall had a very positive experience playing sports at both high schools. Um there are some neutrals there but I mean when when you see those bars at the top end uh from the majority of the respondents that is pretty impressive. And if you look at the negative well look at that little bar down there that says or or that sentence down there values not shown for fewer than six respondents. So, um, you can kind of notice that compared, uh, okay, so six and six down there in the bottom. If you're looking at that

155bottom row for the female section, it's like, okay, there's a, um, it's fewer than that. So, just want to share that with you because to me that's that's positive. Our our sports are having a very positive effect with our students. All right, next slide. I want to be very clear with this one because th this one and the next slide are kind of similar but uh to understand them is is very important. So if I do not do a good job I need you to hold me accountable and ask me to explain it again. So in this slide um these are the number of students females and males who do who currently do not play sports at the high school who would like to play the following sports that are currently not offered. Okay. So

156these sports here are not offered at the high schools. And your question should be is like okay why' you choose these sports that are on here as the list right and so my response to that is because these sports are the sports that are offered within the CIF so that is why these are there because if you're going to add a sport at a high school possibly thinking about it however we go you got to make sure that they are you have somebody to play against and the only play persons or teams to play against are going to be within your CIF section. So just want to let you know about that. So uh once again these are students who do not play sports but man if they offered this sport they would totally be

157into it. So that top one uh females uh huge um 34.3 uh 35% of the respond responses were there because once again they could have chosen multiple but 45 out of 84 of the females said bad mitten was one of their top choices. Um, and then down to beach volleyball as a top choice and then followed by flag football. If you look at the right hand column, you're going to look at Chico High and Pave once again. Bad mitten, uh, there was uh, uh, 37 students that said males that at Chico High said, "I would love to play bad mitten." And then if you look at PV, you'll see 22. Now if you add those together because it's one single sport in a seay uh that's a that's a substantial amount of students with interest

158in bad mitten. Then uh below uh the bad mitten section you will see on the boy side lacrosse which also stands out there. Uh 15 out of 51 respondents said and this is Chico High said yeah uh I would play lacrosse if it was offered. And then at PV said 14 out of 31 respondents said yeah I would play lacrosse if it was offered. So just want to throw that out there. Are there any questions with regards to this slide? Yes. Sorry. You said that there were Pey girls and boys that said they would play lacrosse. No. No. I said that uh uh the numbers with bad mitten got it are PV and Chico High if you look at them as as like those two together pretty substantial group of students that are interested in

159playing Mad Beach volleyball. Yep. Is that for both schools? Yeah, that's for both schools, but it's for female sports. Yeah. Maybe one of your questions may be is like, "Hey, wait a minute here. What about lacrosse for females? Why is that not It's because it's not currently operated within the CIF." Oh, yeah. There you go. Yeah. Yeah. But that doesn't stop girls from playing on a potential boys team, any of these teams, boys teams in the future. So, just want to make sure that that's clear. That was the part I missed was Okay. Any other questions with Is that the reason um males aren't represented for beach volleyball as well? That is correct. Okay. Yeah, beach volleyball is not a uh male sport within the CIF. Great questions. Okay, next one. Okay, much like the

160slide before, this one is the complete opposite. This is with regards to our students that currently play sports or are involved in athletics at both schools. So these students say, "Hey, listen. I already play these sports. I'm already involved in athletics." That being said, if these sports were offered at the high schools, I would definitely be playing these sports. So, uh, starting with the females, you will see beach volleyball. That's big and it's up there. Um, you know, it's like 64 out of 115 students, female students, said beach volleyball is their their interest. They would love to do that. That was just Chico High. Uh, PV was 38 out of 81. Flag football. Um, that is something that's uh uh gaining a lot of momentum within California and CIF. Um, so you it's just throwing

161that out there. It is gaining momentum. So 61 out of 115 females at Chico High said, "Yeah, this is kind of cool. I definitely play that." Um, and then, uh, PV has 39 out of 81. So, and so on and so forth. Then you see Bad Mitten down there, 59 out of 115, and then so on and so forth. When you look at the male side, uh, what does stand out there is that top bar, you'll see lacrosse. So 55 out of the 87 students that play athletics said, "Hey, listen. If there was lacrosse, I would definitely be interested in playing that sport." Um, and at PV it's 55 out of 62. Um, and so then followed by bad mitten and water polo. What are your questions with regards to this slide? Okay, no questions.

162Okay, next one. Here's where we get to celebrate because this is pretty cool, I think. So, here what you have are all the league and section titles uh for the 2425 school year. And as you can tell, uh Chico High and Pleasant Valley are pretty even in terms of how they compete within section and the league. And it's impressive what our teams do uh within well within the CIF. I do want to say that for PV um because of the time that this came out, there were added uh there there was actually league champions and and I would be remiss if I didn't mention this because I I did tell uh Pam Jackson that I would share that the PV boys golf team won league. Um so kudos to them. And then also um there's

163awards for coaches I thought that was fantastic. So, I will mention that Beth Burton and Dave Crawford were named section model coach award winners. Both of them from PE. So, I did want to share that. Okay. Any questions? Okay. Thank you. Thank you. [Applause] And on that same note, a big shout out to all of the uh coaches, staff, and the student athletes, of course, who fuel all that success. It's hard work on everybody's part, and it's really exciting when it uh when it shows up like this. That said, I know we just let him sit down. Anybody have any more questions regarding the presentation? In that case, um, do we have any public comment? I suspect we do. In fact, I know that we do. So, um, I see a lot of you out

164there and I'm super grateful that you came and that you stayed. I know it's been a lot of waiting. So, thank you for your patience. Maybe you've all decided suddenly that you want to pursue a career in alternate alternative education. Now, if you let do that be amazing, we'd love to have you. Um, that said, we have four people who signed up with uh cards to speak. We are going to set aside a full 30 minutes. So, if we have uh more speakers after that, we um we have five total signed up. Oh, we do. Look at that. I know how to count, too, guys. I promise. Um but we'll set aside the full 30 minutes. Um so that if more people feel compelled to speak on this topic, they have time to do that.

165That said, if you're new at speaking at board meetings, um you have uh three minutes. There is a beautiful clock back there. uh we will let you know with a sound when you are at 30 seconds um remaining in your time to speak. Um that said uh our first listed speaker is a student Oliver Brown. We'd love to hear from you. [Applause] My name is Oliver Brown and I'm a sophomore at Chico High with a 4.29 GPA. I'm in the engineering pathway, heavily involved in the robotics and rocketry clubs, and I've played lacrosse year round since seventh grade. I play locally with the Chico Rebels and nationally with the Sacramento Aces 2027 elite team. Because Chico High doesn't have a CIF lacrosse program, the Rebels are forced to travel as far as St. Louis Abyspo

166and Medford, Oregon just to find games. Meanwhile, schools Chico High already competes against in other sports like Nevada Union, Lincoln, Wood Creek, and Roseville already have their own CIF lacrosse teams, while we remain left out. I plan to play college lacrosse and pursue a degree in mechanical engineering after graduating from Chico High. But as things currently stand, my school will never recognize me as an athlete. I can't justify buying a Chico High duffel bag. I will never wear my school's name on my jersey or be acknowledged as a scholar athlete at graduation. Despite playing lacrosse at a national level level, maintaining over a 4.0 GPA, taking honors and AP classes, and staying in active in clubs, my efforts in both academics and athletics go unseen simply because my sport isn't recognized here. I would never

167ask for an easier path as success requires hard work. However, I do ask for the same opportunities as my peers. Our community has a 40-year history of college lacrosse and 24 years of youth and high school lacrosse. With over hundreds of local supporters ready to contribute their time, effort, and money to CIF lacrosse, I simply ask for the chance to play for my school um like my peers and create more opportunities for others in our community to get involved. Thank you. Thank you. [Applause] Thank you very much. Do we have a Leonard Jones? Good evening, board. Thank you for your time. I'd like to take a couple minutes. My name is Leonard Jones. Um I'm here to talk about my son, Ethan Jones. Uh he graduated um in the class of 23. Uh he did

168start playing lacrosse when he was 10 years old with the Chico Rebels. Um since that time, uh when he got into high school, obviously there wasn't a program available, so he did have to travel down to Sacramento where he was on a national travel team and was able to compete all over the United States. Um once he graduated, he actually received an athletic scholarship to play at Dominican University for lacrosse. Um which was kind of surprising because most kids don't have an opportunity to get a scholarship unless they play in high school. So he was kind of the exception. Uh since that time, um he has the uh uh been able to try out for the Hong Kong national lacrosse team. were just in Hong Kong a few weeks ago to compete in a um

169Asian Open Championships. Um he will be competing in Berlin, Germany in July, also another tournament in Tokyo, Japan. And he has an opportunity to play in the U20 world championships in South Korea at the in mid August. All this started with the Chico Rebels. And I got to say, uh, it was interesting listening to the surveys and all the sports that kids would be interested in. But if you really look at, I think a question should be posed is if you had a sport that gave you the best chance to play in college, would you be interested in that sport? And that sport's lacrosse. There's no other sport that gives a higher percentage that kids go on to play in college than lacrosse. It's one out of seven. And it's an equal opportunity sport. Both

170girls and boys play. There's over 10,000 girls and 10,000 boys in the state of California that play lacrosse. Uh you look at field hockey, there's probably 6,500 girls that go on to college to play. Lacrosse almost doubles that for girls. So um and it's actually going to be brought back as an Olympic sport um after a hundred years. So it will be a sport in the LA Olympics. So it's gaining in popularity. It's here to stay. Um, we would love for the CF to be a part of that program and um, appreciate your time. So, thank you. Thank you. [Applause] And for the next speaker, forgive me please if I mispronounce your last name. Nick [Applause] Sarzo. Thank you. My name is Nick Farzo. Thank you for hearing myself and others express support for bringing

171lacrosse into the high schools. I am a teacher at Marsh Junior High School. I teach English and EL and have for nine years now. I've been a coach for the Rebels for the last 10 years. I'm here to o vocalize my support for adopting lacrosse as a CIF sport. Lacrosse is an incredible sport that has given athletic opportunities to athletes around the country. It is also a distinctly American sport, Native American to be clear, with deep cultural ties to various Native communities. My goal as a former player and coach is very simple. I want to grow the game of lacrosse. I want as many kids playing the sport as possible. I feel like I have a unique viewpoint on this matter as I've seen the landscape of lacrosse in California shift dramatically from witnessing and

172being a part of the explosive growth in the Bay Area in the early 2000s to seeing its decline in the North State. I grew up in the Bay Area during a time in which only a few select private schools had lacrosse teams. When I was in middle school, posters were hung promoting a new sport that my future high school, Sarah, was planning to adopt, lacrosse. The poster said, "Sign up for the Coyotes lacrosse club to get prepared to play for your high school." I was excited. I had the chance to play a new sport and be one of the first players ever to play lacrosse for my high school. I signed up for the club, learned the sport, and when I went to high school, I had a very successful career. This propelled me to

173play lacrosse for Chico State and find a passion for coaching and teaching what is now my career. During that time in 2005, only a few handful of high schools in the Bay Area had lacrosse. Now nearly every high school team has a team high school as a team. The sport has grown rapidly. During that time, club teams like Coyotes, the Vipers, the Red Hawks existed, but I never would have played had it not gone to my high school. Kids want to play for their school. They want to see their jersey. Now, Chico is not the Bay Area. We don't have dozens and dozens of schools surrounding us. But the same spread has been occurring in our nearest big city, Sacramento. A lot of the club programs that existed when I began coaching are now CIF.

174Wood Creek, Grass Valley, Roseville, Folsome, and there's more to be named. Lacrosse is spreading in Sacramento, too. But without action, that spread will stop. When club lacrosse was the structure, Chico was a dominant program. The Rebels have won state titles, sent kids to college on full and partial scholarships. And let me just say, Leonard, I'm very happy that you've been doing so well. Excellent kid. But now, sadly, we are behind many of the programs who have gone CIF. The Rebels are one of only four high school club lacrosse teams left in the state. And with a record of 10 and one, we are showing that Chico is still a strong lacrosse city. However, the model needs to be changed. Lacrosse has spread rapidly in the Bay Area and Southern California. But how can that growth

175continue? With bold action. I want lacrosse everywhere in our community. I want these opportunities for our players. But that cannot happen without lacrosse growing CIF. Thank you. Thank you. [Applause] Our next speaker with a listed card is Hogan Brown. [Applause] Thank you. My name is Hogan Brown and I'm director of the nonprofit Friends of Chico Lacrosse, an organization working for the last two years with Chico Unified in our community to bring lacrosse to our local high schools. The broader issue is that we need more athletic opportunities at the high school level. Chico High and PV are consistently competing for league and section titles and among the top athletic programs in the north section. Last year, our schools competed against 45% of their major sports context were games against Sanwaqin section teams. This is obviously in

176search of stronger competition to pursue t state titles in major sports. Compared to our most recent 13 sackw walkin section teams, the teams we play the most at Chicomp, we are 13% larger student bodies, but we offer 12% fewer sports. We offer 4% fewer varsity sports than our 13 most common opponents. We offer four 18% fewer JV sports and 25% fewer freshman sports. We need more no cut sports. Football, track, wrestling, as you saw from the survey, are bursting at the seams and growing each year. Lacrosse, a spring no cut sport with JV and varsity teams each of 35 to 45 players, offers an inclusive model. In contrast to cut sports like basketball, volleyball, and baseball, these exclude late starters. For example, conservatively, we have eight eighth grade basketball teams that feed into just two

17715 player freshman teams. In theory, cutting 75% of the players who played the year before. As a father, and an educator, I believe we choose our hard. It's hard being a coach, a parent, or a student. And no one hard no one understands hard better than the lacrosse community. They get the last pick of fields, have never been recognized as athletes by their schools or worn their school's names across their chest. Bringing CIF lacrosse to Chico High and PV will be hard, but so is telling a freshman there's no room on the bus or watching kids cut from teams for lack of space or funding. Hardest of all is seeing students drift through high school without purpose. The phrase disengaged was used for about the last hour and a half. And sports engage students. We

178have coaches. We have open invitations to SAW Keen section leagues. We are fully funded by national, state, and local organizations. And we have the support of the community. I ask you, choose the hard that gives more kids a place to belong. Thank you. [Applause] Next speaker is Brian Kho. Yeah. Hi. Uh my name is Brian Kho. Uh I have a long history of This is just too short. I have a long history of lacrosse in this community. I moved here in the early 80s and started the Chico State team which is still going strong 40 years later. Um in 2002 I started the Chico Rebels program and uh that's had its ups and downs uh but it's still going strong and that's 20ome years later. Uh it's a dream to have uh this as a

179sanctioned CIF sport in the in the schools here. It's just been a long time coming and it's overdue. And I mean, bad mitten's fun, but uh if we're talking about adding a sport that's going to enhance the lives of kids and give them a future to go to college and play a sport, it's a great sport. It's a great sport. It's It has a rich history and a deep culture that's all American. It's steeped in honor and respect. The players shake hands before the game. They shake hands after the game. We honor the game. We honor our opponent. It It belongs in the schools. And it's long overdue. I don't know why it hasn't been added as a CIF sport. In 2005, the CIF sanctioned it as a varsity sport in schools, and that's 20

180years ago. So, what are we doing? Let's get it on board. I I don't know what it's going to take. I've been waiting a long time. Um, and it's long overdue. There's a lot of kids that could really benefit for it. I'm not going to extol the view virtues of youth sports. You all know how great youth sports are. Um, this is a unique sport. It's a unique opportunity for kids to do something that's that's difficult to be a part of something that's bigger than themselves to get them off the damn screens. And uh, you need to do this. You really do. It's it's long overdue. So, thanks for your time. Thanks for listening to these guys and uh um I just hope that uh you make a good decision on this at some point

181when the time comes. Uh I realize tonight is not an actionable item, but hopefully it will be. And just please please please consider lacrosse. Please add it. It it you you'll see. You'll see. You'll do the right thing. I know you will. Thank you. [Applause] That was the last of our speakers who submitted cards ahead of time. However, if anyone else wants to speak on this topic, um the microphone is right there. If there are no others, I just like to say thank you all again very much. You make some really great encouraging arguments and seeing you guys come out and participate like this on a school night especially, um we love it. Thank you very much for being here. Any other comments or questions from the board? I I have a question. [Music] Um,

182part of the problem seems to be the because of the lack of the CIF uh sanctioning for the schools in our league area. What does it take to become CIF? Just to clarify, is the question, can Chico unified um lacrosse be sanctioned by the CIF? What does it take? Yeah, I guess the the the question is if we have interest um what does CIF consider when they talk about sanction or you know authorizing it? Yeah. So CIF has already sanctioned lacrosse across the state. It's really up to individual districts to decide if they want to offer the already sanctioned CIF sport. So lacrosse has already been sanctioned by the CIF. So it's really up to districts to decide if they want to offer the the sport um in you know in their own district. It

183sounded as though part of the problem for us, Chico Unified, is um teams to compete with that are CIF. Is it true that most of the CIF lacrosse are quite a ways away? There are relatively um close current CIF sanctioned high school lacrosse programs. Um Few were mentioned um by one of our speakers earlier. Um for example, some are in the the um Lincoln, Rockland, Roseville area, very similar distance to to the reading schools that we play. If you could put a list together of say within the 150 miles radius is about what we do with Lassen and Chaston and those to see so that as a board member I'd like to see what would be available out there to compete with if that's possible to put it together. But there's a lot more. Okay.

184Thank you. So, but it's only males. It's only a male team that is CIF, right? It's technically they um females can play on the male teams for technically. Yeah. So, as I was noticing on the slides, we already have a there there is a disparity between the number of female athletes and the number of male athletes. Um, and how how would this how how does it impact uh Title N? Um, if there's a So if there was a lacrosse team, it would be considered a male sport. My understanding is yes, it would be considered a male sport. For title N compliance, it the fundamental aspect of that is significant disproportionality. The key is significant. So we've been through was it 2012 It's been a while, but we have um we've been through an audit and

185so far we are not significantly dis disproportional. Um we have a compliance component every year. So that's where we are with that. Thank you. Any other questions for staff? Please. Are there any girls currently on the Rebels team? And do you know it's fairly common among the like the Sacramento area teams to have uh girls on the teams as well? So there is girls. Okay. And every school that we're talking makes sense. Okay, thank you. Okay, thank you. It sounds like there's interest here in maybe doing some more research and gathering some more data. And I know that you guys have been pushing for this for a while and I appreciate how your persistence. I mean, it pays off, right? Like for real. It's it's great. It's it's great to see um people who want

186something and they keep and they keep aiming for it. That's that's what we need. Um that said, as some one of the speakers mentioned, this is anformational actionformational item only. So, we're not going to take any action tonight, but I do again want to thank you all for coming out and making your voices heard. Thank you very [Applause] much. Just let suffice to say it is definitely on our radar. You've definitely done your job in that way. and conversations are continuing internally about what that might look like. All right, so thank you guys. Um, at this point, um, we might take a little five minute stretch break. Some of us up here need to move and we'll give you guys time to, you know, head out and do what you need to do with the

187rest of your evening. Again, thank you very much for for coming, you guys. Appreciate it. So, and a thank you to everyone who is still here. I know a lot of you are here for the charter school talk. Um, it's been a long meeting and I appreciate you're all still here. Um, don't mean to put you out this late. Uh, that said, we are on to item uh, 1012, which is our annual report on our spring charter visits. Uh, Mr. Fuentes, please. Good evening. So, every spring, Chico Unifi visits each of our charters that we authorize. Um, I had the honor of visiting with each of them over April and May. And it is a super fun task to get out to the sites and see ahead of time. They get a a set of

188questions that they respond to. That's kind of the foundation for our discussions. And it is interesting and collaborative and was a great experience to learn the different approaches and instructional strategies that each of our charters are putting into place. And we do this every year in the report there is the more formalized responses and a review of kind of our conversations as well. So I have some of the charters are here this evening also and if you have any questions ask away after all the other presentations that was are you sure there's not a a 30-minute PowerPoint because I'll watch one. That said, do we have any questions? Um, I know we've all reviewed ahead of time, do we? I just Okay. The work you do to put those summaries and reviews together is wonderful.

189And I just wanted to express appreciation from this board member to how much you are able to give us a picture of, you know, the overall what's happening with our our uh authorized charters. I just want to let you know it do appreciate all the work and the charter staff too because they provide they provide the information for you for us. Thank you. Thank you. Yeah, Chico often feels almost unique in the way that our charters and our district work together um with an eye on, you know, student achievement across multiple different modalities and I really appreciate that. Um and if there is more that we can do to support the charters, we would, you know, we continue to be excited to hear from all of our charter school partners. So, thank you very much

190for that. Do we have any other questions? We're just going to sit here and pat each other on the back, which we can certainly do. I mean, we're almost done with the school year. It feels like we need it, right? Like, we're getting there, you guys. I'm the next item also. So, yeah. Okay. If there really isn't any more discussion on this. Wow. Um, then please let's just move on to a slightly less uh backpatty topic here. Um, take it away. All right. So this is a resolution um accepting the surrender of the charter of Achieve Charter School of Chico. The governing board of achieve charter has resolved to cease operations and surrender its charter effective at the end of the 2425 school year. Chico Unified had authorized them through June 30th of 2027. And

191so their board aim is to provide timely notice to the students, parents and staff to ensure the orderly transition and proper handling of student records. So the board as authorizer is asked to approve and adopt the attached resolution accepting CUSD's surrender of the charter and then moving forward we'll put it through to CDE. I have Steve Wright and Casey Taylor from Achieve and they just wanted to speak real briefly. Well, hello everybody. Um, just wanted to say, I think most of you know and we've been working with the Chico Unified staff that we are consolidating our charters in Paradise and Chico will be authorized by But County Office of Ed with just one charter. And so, this is part of the process. We need to surrender them with all of our authorizers. Um but we

192um have felt so much gratitude actually to this board and the staff at Chico Unified for giving our families and students and staff a soft place to land after the fire and a place to really heal and thrive and build a lot of capacity that is in turn supporting our return back to paradise in our work rebuilding that community too. And so, um, we're just so grateful for all that you guys have done for us over the years and plan to continue the really good relationships that we have with the Chico Unified staff as we continue to serve students in Chico just being authorized by BCOE. Steve, you want to say anything? Yeah, thank you board and um, Chico Unified staff like your support over the years has been great. I just wanted to say

193one of the things we talked about is how can we make sure we take steps to continue that good working relationship. So, Achieve Chico is not going anywhere. We still have Achieve Chico campus, same location, same students, everything. And we want to make sure that we just continue to be um a collaborative part of the Chico um the greater like Chico educational community like Corbute is also, you know, a huge part of Chico community, but not a part of Chico Unified. So, we still want to be here in Chico and work with everybody here. So, thank you. Thank you staff for all the support over the last few years. really amazing, especially as we were landing um after the campfire. And now I know for like myself and many of our students, we just feel

194like super proud Chico citizens, not really so much like refugees anymore. So, thank you. It has been a wild ride, but we've been happy to have you. Thank you very much. You guys appreciate it. So that transition will happen in 2027. How does that affect um like the measure money um being delegated in the meantime? So achieve will still participate with the measure C charter money. Yeah. That the authorization of the charter school is not impacted does not impact the measure C dollars bond dollars. Right. Do we have any other questions from the board for staff? It's a good one. Um, do we have any public comment on this item since it is an action item? Uh, in that case, uh, we are discussing formally a resolution 1687-25. Um, do we have a motion associated

195with this, uh, resolution? I motion to approve 168725. I'll second that motion. Very good. We have a motion by Hayes and a second by Robinson. Uh any further discussion from the board. Uh seeing none, all those in favor, please signify by saying I. I. I. Any opposed? It is unanimous. All right. Um, and I realize that I didn't actually give chance for public input on the previous item. Are there any other members of our community out here who wish to speak about anything regarding the state of the charters in in Chico? I just don't I hate skipping steps. I'm sorry that I did. Okay, we'll call that done then. Well, thank you guys so much for being here. I really appreciate it. Hope you all have a wonderful evening. But we are going to head

196on into item 10.2.1 which is a look at our 2025 summer projects. Hi everybody. So I'm here to uh go over our summer project list for this summer. We uh it's a little different scope this year. We spent a lot of money last year on the roofing project over at Chico High that thank goodness is finished and and going well. Um the list that we have in front of you here is basically for beautifification of a lot of our campuses. Um there are a couple of items on there that we are waiting for bids on which is a roofing project for Emma Wilson and a will a roofing project for PV the M the Michigan wing. So we are still waiting on on quotes for those but most of the other stuff as you see

197there will be a lot of it be done in-house. So that is a nice nice thing to have and looking really excited to get started to work on beautifification of all the campuses. There goes my question mark again. Sorry. Um, you mentioned that you were waiting for bids, but what we have here does not represent a bid that we're waiting on. Sorry, that would be a quote for the So, those are estimates for the for the roofing projects that at U PV and Emma Wilson. So, for clarification, the roofing projects are at the very very bottom. Very very bottom. Yes. Under the yellow section under the yellow section. You're hiding them for me. So the values that are in those two for those two schools, Emma Wilson and Pleasant Valley High School, those are estimates.

198Estimates. And Joe's waiting on on the quotes. Yep. Okay. Next question. during the summer um especially with as many in-house projects that you have listed. Do you have a problem with um staff availability because of the scheduling of vacations during that period of time for our 12-month employees? We we really we don't we rarely run into that because the way I set the schedules is we're we're off on different times. Um, a lot of the times we take a lot of our time off during during the years during the year and then during the summertime we we offset it by making sure that we have staff available all summer long. Is there a a cost difference if you have to use a limited term or substitute employee because one of your 12-month permanent employees is

199not available. How does that affect what the cost of this project? That would be a good question as far as like when we have our subs, right? Is that what you're asking? If we have a sub that's subbing in. Okay. So, largely the expense here is really related to supplies and materials for the in-house because the labor is essentially a fixed cost. So, if someone's out on vacation, yes, we will hire a sub to replace them. Um, the cost is minimal on that. They uh all subs are at step one of the position that they sub for. And really the values here are the materials and supplies to get the said project completed. That makes sense. Thank you, Jacqueline. Let's see. This is a Sorry guys, I'm skipped group there. This is a discussion action

200item. Are there any other questions for Mr. Morris or for the rest of staff? Do we have any public comment regarding this item? All right. In that case, um the action on the table then would be to approve all of these uh summer projects as listed here. Um uh anybody want to make a motion in that regard? All right, we'll make a motion to approve the summer projects. All right, I'll second. All right, a motion by member Olsen and a second by Vice President Conchin. Any debate on this one? All those in favor signify by saying I. I. Any oppose say nay. It is unanimous. Thank you so much. Appreciate Thank you very much. And with that, we're going to jump on to item 1022, which is um a look at measure C charter school

201projects and their applications. Therefore, good evening. Thank you for having us here this evening. Uh the first item we have in front of you tonight is uh the first application round for the measure C65% uh charter school project applications. Um applications were due on May 2nd and we received three impressive applications. Um Blue Oak Charter School, Inspire School of Arts and Sciences and Sherwood Montasauri School. and those applications were included in your board agenda. Um, all three applications have been scored and um, Blue Oak um, had some areas that we were hoping to ask them to elaborate more on um, for the next deadline. Um, some of those things are um a breakdown of I'm sorry, Julie, could you be just a little tiny bit closer to the mic and move closer to you? One

202of the two. Thank you. Sorry about that. On the secured leveraged funding portion of their application, we would like to see more information on a breakdown of the funding that they plan to use. They mention measure K and measure C. um I their ADA dollars that they're getting and they mention Proposition 2 and a loan, but there's no um information about how much each one of those funds is going to contribute to the project. And we'd also like to see an overall cost estimate on the uh construction costs. Um, additionally, um, we'd like to give them an another opportunity to answer number five, which was, um, the impact on district students. So, in in our minds, that was districtwide. So, how how does building their school affect districtwide, you know, the students and the community?

203And their focus was primarily on Blue Oak. So, we would like to give them another opportunity to um address a couple of those items as well as a description of the project. How many classrooms are they planning to build? Uh so, I think they just need to just give us a little bit more information. Um so we plan to um provide those notes to them and ask them to resubmit um July 31st which is the next uh application deadline. Moving on from there we have the application from Inspire School of Arts and Sciences. Um we also scored Inspire's um application. Um out of 100 points they scored a 97. their application is very thorough, but I'm not surprised that it's very thorough because they have a shovel ready uh project. Um they've been working hard,

204we've all been working hard on their project for a number of years. Um so tonight we are recommending funding of their application. Uh the next application came from Sherwood Monttoauri School and um we're also asking that Sherwood provide a bit more information on their application. Sorry, there's so many documents here. Um, primarily it is the likelihood of them uh receiving Proposition 2 funds, which I know is difficult for them to answer because the state isn't yet done with creating all of the criteria and how the Prop 2 charter school funds are going to be rolled out. Um, so we want to take a little bit of a wait and see. they are working with a consultant, get some information from the consultant on the likelihood of them receiving those funds. So, the recommendation from the

205facilities um department this evening is to hold on Blue Oak and Sherwood and to consider funding inspire. Open that up for questions. Um thank you Julie for the presentation. I um when I went through the inspire application, one of the things that I wanted to express as a board member is that as the other charters are looking at making application for these funds to use the inspire model of um complete information as something that we want to see. And um yes, I'm in support of approving inspire, but it's a lot of it has to do with the completeness of excuse me, the hiccups of their application and it there are so many um variables I know and they they inspire has used consultants to put this together properly, but once it's done and it is

206let's use that as a model for what we would expect from the other charters. The scope will be different because the charter sizes are different but and the projects will be different but that's my request. I also think at this point it's useful to just remind the public that this particular process we're using uh to score and then allocate funds from the bond sales is different than what we've done before. So, we as a board are still and as a staff are still going to be kind of feeling our way through this. Um, that said, uh, yeah, I really strange to say you enjoy reading it reading a, uh, a funding request, but the inspire one was very well put together. Um I am I think Sherwood raises a lot of really good points about

207how they are sharing um with Chapman and what that will look like as we move forward with our own uh rebuild on the Chapman site. So um I think waiting to get a little more information for them makes a lot of sense as well. Any other questions or comments from the board? If we don't have any from the board, I know we have some representatives here from uh the schools. Um, is there any public comment on this item? Okay, Julia, you done? I'm sorry. I didn't mean to cut you off. Yes. You're still up there. Is there any public comment? Thank you, guys. Okay, seeing none can look one more time. Um, and also just for the board's point of view, we can separate this into into separate motions if we need to if it's

208too clunky to have, you know, all these three recommendations wrapped up into one. But do we have any motions associated with it? At this point, I motion that we approve the application for measure C funding for Inspire as presented. Seconded. All right. Mr. Chairman, were you wanting a second or did you second? I did second. Yes. Um, thank you. Um that said, is there any further discussion or debate specifically about the motion on the table which is regarding Inspire? Seeing none, um I'm going to go ahead and ask for a voice. All those in favor signify by saying I. I. I. That any nays? No. That appears to be unanimous. Are there any other motions associated with this topic? So, in there being no other motions, we have not approved the other two. Um, and

209my understanding is that, uh, Miss Kessle, you and your department are in talks with those schools about, uh, bringing those back possibly in June. Yes, that's correct. Okay. Okay. As long as it's not a surprise to anybody, sounds like everybody knows what they're doing. We are safe to move on to the next item, I believe. Yeah. All right. I was laughing at your comment that we looked like we knew what we were doing. I just want to make sure that we're not surprising anybody by saying, "Oh, we're not going to fund this this time around, and here's why." I I assume that Julie's had those conversations ahead of time. Um, that's all I meant. Oh, everyone knows, you know, what we're doing. Um, we're going to move on to item 10.2.3. This is a discussion

210action item uh regarding the guaranteed project cost approval for Inspire at the Fremont Street Canyon View project. Thank you. Um, as you know, we brought on Modern Building Company as our lease lease back entity for this project and we're pursuing the lease lease back delivery method because we knew we needed a lot of upfront work on the project as far as bidding out all of the trades on the project, figuring out the schedule, figuring out the modular building, manufacturing, and delivery. as well as scheduling a couple of crazy summers uh to get this project completed. And Modern is here tonight in support of the project and we're happy to have them as a partner. We also have uh a group of people from Inspire here tonight. Um this is kind of the last big hurdle

211uh bringing forward this guaranteed maximum price, this guaranteed project cost. Um, as you know, um, we initially bid it in April and then almost all of the scopes were bid again on May 8th. That's why you didn't have the number in front of you before tonight because we had to compile all of those bids over the last few days. So tonight uh the number that we'll be entering contract with with modern building company for a guaranteed project cost of $33,916,954 new school for Inspire School of Arts and Sciences. And we'll open it up to any questions that you might have. Does the board have any questions regarding this one? I'm just excited to get this done before the cost. I mean, right, the longer we wait, the more cost go up and you guys have

212been waiting a long time for this. So, I have no questions except how quickly can we get shovels in the ground. Anybody else? Um, no. Seeing none, is there public comment on this item? Okay. Um, is there a motion associated with this item? So the motion you're look the action you're looking for what's that? Yeah. The action you're looking for is just to approve the um how do you word that? Approve the project cost. Yes. Approve the guaranteed project cost as elucidated here. Okay. Anybody want to make that their motion? Sure. Okay. I motion that we approve the guaranteed project cost um approval for Inspire School. I'll second that motion. Motion from member Hayes and a second from member Robinson. Any further debate? Seeing none, all those in favor signify by saying I. I. Any

213opposed? It is unanimous. Awesome. Thank you guys. Congratulations. That is it's been a long road. Really exciting you guys. Thank you. Um, switching gears a little bit. We are on to 1024. If you guys want to take off, by all means, have a wonderful night. Thank you for staying so long. Thank you. Take care you guys. 1024 is discussion action approval of conceptual designs to proceed with schematic design and construction documents through completion for Chapman Park View and Rosedale new construction projects. Thank you. So at our last meeting you were presented with the concepts that were developed by the architect and uh now they have gone and put a proposal together to move to the next step of the project which would be schematic design for each school. So tonight we are here to um

214uh get your approval for DL Architects to proceed with construction documents, schematic drawings all the way through construction, administration, and closeout for the sum of 9,24,875 for all three schools. Very good. Um, any questions for Miss Kissle, the rest of the staff? So, what this is doing is is they're going to create the schematics for each of these three. And yes, that is correct. That's what we're approving. Right. Okay. It's the schematic drawings. Then the there's a step uh there's a stopping point at each phase where they will create schematic design and then we have a check-in and then they will continue with construction documents and then we have a check-in and then they go out for bid and we have a check-in with the board. So, you know, at each one of those phases,

215but the the $9 million fee gets us all the way through construction for their services. Yes, please. The question mark is up again. The question mark is up again. I just wanted to comment that in working with the DLR group and attending those meetings first at Rosedale and then Park View. Um you saw an evolution of um they're taking the input that they were hearing and coming back with that input representing what the staff and parents and others that had attended those meetings were expressing. And I just wanted to to say thank you to the architects for being responsive to what was was being um requested. Right on. Any further questions of clarification? Is there any public comment on this item? Seeing none, um is there a motion associated with this item? The requested action

216is approval is approval of the conceptual design and authorization to proceed. I move approval. I'll second. All right. We have a motion by member Robinson, a second by member Olsen. Any further debate? All All those in favor signify by saying I. I. Any opposed? It is unanimous. All right. Well, we just spent $40 million, you guys. That's pretty exciting. Um, sorry, it's getting to the point. It's 9:30. I starting to turn into a pumpkin. I'll try and keep it together. We are on to item 10.2.5, which is approval of conceptual designs and authorization to proceed with schematic designs and construction. Uh, this time for Citrus. Thank you. So, similar to the item that you just um discussed, uh the same presentation was provided at our last meeting regarding the concepts that have been developed uh

217for Citrus Elementary School. And I'm asking tonight for your approval for Lionus Architects to do the same. Uh move into schematic drawings through construction documents and then to DSA approval and construction. Um the amount that they are asking for that service is 1,672 uh,720. Would I be correct in assuming that the amount is so much lower because there's only one school because we're not doing a full rebuild on C. Correct? Yes. Okay. Thank you. Any questions for the board? I I do have a question. So, is the board uh I had uh asked Kelly about this. Are we going to see like architectural pl I say plans like um we got to see the the vision for the other architects of what you know Rosedale might look like and Park View and Chapman and I

218guess I I realized though um Citrus isn't being you know is isn't a rebuild I still would love to see like what are they thinking of for flooring and what are they thinking of for lighting and what are they thinking of for the projects that that are going to be covered? Are we going to see that at some point? Yes, we typically don't bring all of that detail to the board. Um, you know, down to the type of flooring that's selected. Um, but we'd be more than happy to share with you and the rest of the board whatever you want to see. Um, or you can come and look at it at our office and we can discuss it. Um if not everyone wants to hear it at a board meeting. So you're are you

219already have it? Oh no, not yet. It's not developed yet. Okay, definitely. We're just in the baby steps. Okay. I'm just I'm just wondering what they're picturing to like maintain the integrity of a of the historical site, but also, you know, make it, you know, updated and more lovely. Me, too. We're on the we're on the same boat there. We're very interested to see what kind of ideas they come up with and we do have uh several successful projects under our belt with both of these architects and we have a lot of confidence in their creativity and their abilities. Y and typically in the past we have seen at each step more and more closer to actualized uh images and documents and I'm sure that will be the case here as well. As Julie said

220last time, there's always kind of those step stopping points of okay, where are we now and get more board approval, I'm sure, at those points. Yeah. I'm not I'm not looking for like for floor samples. I'm looking for like what a general idea like right like gym floors aren't always this color, right? People have different visions for, you know, different spaces. And that's I guess what I'm not looking for fabric swatches and and paint chips. I'm wanting to say what what are y'all what are you thinking of just generally? Yeah, I also look forward to seeing what they come up with. It's a good it's a good question. Thank you. Um, is there any public comment on 10.2.5 regarding Citrus? Can I ask just one question? Of course. Um, I'm I'm just assuming I just

221want to make sure that my thinking is right that that staff at the site has been consulted and like offered their wish list, if you will. Yes, very much so. We've had several meetings um with their steering committee which represents each grade level, special education, food service, and the administration and custodial Right on. All right. So, we've got uh there was no public comment on this one. Uh any further questions or clarification? Yeah, please. Um just for a point of interest to to anyone, there is a uh a nice um description of what they're doing and how it's going to come back to us. on pages where it says basic services and some there's a lot of de there's a lot of detail in that part of the um presentation from for the agenda if

222you're looking for more specifics on what the vision is. Yeah, I think she's looking at basic services on page two. Am I right about that? Huh? You're looking at the basic services section of the Yes, I'm I'm looking at exactly where it comes from Lionus to Miss Kissle with the description of what they're doing and what the visions of, you know, what they're going to include and what they're not going to include. It's just more information. On page one, they discuss um what's going to happen on the site, what's going to be newly constructed, um what the site work entails, and what the modernization entails. And then it walks through all of these um steps, these check-in points that I discussed previously. So, the schematic design and then the design development, the construction drawings, the

223submittal to the state architect, uh, bidding and negotiations, and then construction. I just found that very helpful in getting an idea of what we were doing and how it was going to work so we would know when to expect, you know, and what we're expecting. just to let you and them know that that presentation of information as a board member it was helpful. I'll let them know. Thank you. Right. We have any further uh questions of clarification for Miss Kle. Seeing none, do we have a motion associated with this topic? I move approval of I'm looking sir for the um is there an identifying number? No, it's not a resolution. It's item 1025. Thank you. I move approval of item 1025. I I'll second that. All right. We have a motion from member Robinson, a

224second from Vice President Conin. Any further debate on this one? All those in favor signify by saying I. I. I. Any opposed? It is unanimous. Thank you very much, Miss Kissle. And this one, a late addition. Um, we have a very similar item. We're looking at architect selection for the building D, uh, reconstruction construction at PV. Thank you. So, um, we're in, uh, an emergency situation with the fire at Pleasant Valley High School. uh we know that we are going to have to uh reconstruct the building. We don't know to what extent yet whether the building will have to be demolished or if there are parts of the building that can remain and then we build around build it back the way it was before. We do know that we need an architect and we

225need one really quickly. Um so we put out a request for qualifications uh to architects. We advertised it in the newspaper. They were due yesterday. We received two uh statements of qualifications. One from Nicholls Melberg and Rosettto here in town in Chico and the other from HMC Architects out of Sacramento. I read both of the statements of qualifications and my recommendation is that we go with HMC Architects out of Sacramento. Their former name was Rainforth Grow RGA. Um although both both architects do have experience on the Pleasant Valley High School campus, which is a plus for both of them. HMC architects just finished renovating that building less than two years ago. So they are extremely familiar with it and we're going to have a very expedited process and the information in the statement of qualifications

226was very compelling that they understand what we need to do. There's a DSA rebuild program that they mentioned that they're familiar with. they have already um created an appointment with the state architect's office just in case they're selected tonight so that they can hit the ground running right away. Um the other architect mentioned the building one time in their statement of qualifications and did not indicate that they were familiar with the DSA rebuild program which comes into play in these types of emergency situations. uh we do really like both firms but we feel strongly that HMC uh will serve the district very well in this situation. So that's my recommendation this evening. Thank you very much. Any questions for Miss Kell on this one? You guys? Not a question, but thank you for the thorough

227explanation. I appreciate that. Yes, same. Do we have any public comment on this item? Seeing none, uh, do we have a motion regarding item 1026? I move approval of acceptance of the bid from HMC Architects for the DBU reconstruction construction project. Boy, that was an exciting night. I I was very close to that fire both times. It was quite spectacular and I had what I com I'm sorry I commented that night that I thought oh my gosh I just watched the reconstruction of debuilding because I you know we were we were involved in approving um when we got that grant and then had to stand there and watch it all burn. Pretty sad night. Yes, it was. I'll second Very well. We have a motion by member Robinson and a second by member Hayes. And

228it's HMC is used to be reinforc. Yes. Okay. Thank you. Very good. Uh any further discussion or debate on this topic? All those in favor signify by saying I. I. I. Any opposed? It's unanimous and we will move on to what are we on? 1027 now which is bid approval for yeah it's it's all it's the Julie Kissle show um bid approval for the restroom projects package A okay so we have divided the restroom district-wide restroom projects into uh manageable bites and the first project that went out for bid was package A and it includes uh renovations at Chico High School, Chico Junior High School, Emma Wilson and Little Chico Creek Elementary School. Um, my bedtime reminder just went off. So, we received three bids. Um, Randy Hill Construction, United Building Contractors, and GO Construction,

229all local firms that we've had successful projects with. Um, Randy Hill Construction made an error in their bid form. Uh each public bid is required to uh have a subcontractor list where subcontractors who are being uh included in the bid that are performing more than one half of 1% of the project must be listed and there is really no wiggle room unless the general contractor says I'm going to self-perform that work which we have had that come up a couple of times but in this case. Uh Randy Hill Construction is not um licensed to perform that work. It's abatement of lead. So um he had to step away. And then our second low bidder was United Building Contractors. So tonight we are asking you to award the project to the uh lowest responsive bidder United

230Building Contractors in the amount of 1 million1,794,000. Thank you. Any questions? Seeing none, do we have public comment on this item? In the absence of that, do we have a motion regarding item 1027? I motion that um the bid approval go to United Building Contractors for the district restroom projects package A. I'll second that motion. Right. Motion by member Hayes, second by member Robinson. Any further debate? All those in favor signify by saying I. I. I. Any opposed? It is unanimous. Thank you, Julie, for everything. We're almost done with you here. Let's look at item 10.2.8, which is the charter schools measure K project requests for this this goround. Okay. So, the last Monday of May, the measure K charter school facility uh committee met and brought forward uh five projects for me to present

231to you this evening. Uh, Corb, but as you know, is building a new track and field on their campus. Um, so they're bringing forward three requests. One for a new multis-port scoreboard, one for discus netting and softball bases, and then one for removable field lighting system. So the costs that are represented in their request are for portions of that equipment that um can be removed and moved to another location. Um admittedly not easily, but none of the underground um footings, concrete, rebar, electrical, conduit, none of that is included in these costs. Those will be on corbute to fund themselves and the above ground equipment will be funded by measure K. And then Sherwood Montasauri School had a cost overrun on a project that they brought to you previously for a new Bard unit um heating

232and air conditioning unit that goes on the back of one of their portables that they had to replace. So, they're asking for $2,000 additional for that and for um several security cameras for their their campus that's on the Chapman property. Um there has been many situations where uh both Chapman and Sherwood have wished that they had good uh cameras around the campus so they could see the going on. And so they think that um this would be a great project for both the security of both schools and I agree with them. So we're bringing forward those five projects for your review and hopeful approval tonight. Thank you. Are there any questions? I I did have a question. Um so on the um the core but um if you go to the attachment for for that

233one um $195,000 is c is circled and then it's replaced by 130 and then on the next page it's um the 195 is struck out 130 and then below that. Can you explain that? Yes, they were asking for the whole installation and when we met at their meeting, I indicated that I couldn't bring forward a recommendation for underground um electrical and conduits and footings that are not movable. I see. Okay. Thank you. So, that's why they're reduced. Gotcha. Thank you. Um, do we know I'm trying to figure out how to will these uh sports equipment and uh facilities upgrades at Corbute be used by any organizations other than Corbute? I'm glad you asked that question because um I just spoke with their uh director, superintendent, principal u a couple weeks ago and she said their

234facilities are used all the time. Uh their gymnasium is used all the time by community groups and they expect that their track and field and uh stadium will also be utilized by the community just like Chico Unified facilities are used all the time. So, will there be do they anticipate facility use fees and things like that or is this don are these donated? I'm just curious. They are allowed just like we are to um collect actual costs. How is that worded? Actual costs. And from my point of view, that's all well and good. Um, I remain nervous about upgrading a facility on a church campus um and the potential entanglements that that brings. Um, so I [Music] would it would be frustrating to find out that it was primarily used for instance for church activities

235um when it wasn't being used by the school. And I just it's a line it's a very fine line and one continues to make me uncomfortable. I have no knowledge of the church using the property that the school rents from them. Um but we can certainly investigate that. I know that the timeline for these items getting them on order you know for the timeline of their construction project is very important. But um we can certainly ask. Well, it's awkward because I don't want to, you know, I'm not trying to single out any one group. It's just that there are, you know, um significant constitutional issues about where public money goes. Um so I was just curious honestly. Um, I hear you saying that they're going to be used like any other school facility where other

236outside community organizations can come and use it. I love that. That's awesome. Um, these are public spaces. Um, and that's my concern is it, you know, is is it on what is actually public land? No. So, how do they manage who gets to does the organization that owns the land they're on get some say in who uses those facilities? And I don't know the answer to that one. Do you? like could the church say no this outside aid group can't come in to use the school facilities? I don't know the answer to that. Um I believe that is worth investigating. I'm not going to say no to this, but uh I would hate to find out that um we were exposing ourselves to any potential um litigation in the future for building facilities that were

237controlled where access was controlled by someone other than us. President Lando, I share your concern. Just to let Miss Kell know that there's another board member with that same concern. I also have a concern about whether or not you have any experience with the particular um scoreboard, sports field, specialties, field lighting. How removable are they? You know, I I just this doesn't it doesn't quite fit a definition of something that you would consider removable and that concerns me. Um admittedly it's not easy. Uh I can use an example. Um, when we renovated Pleasant Valley High School Stadium across the street, it already had lighting and we replaced its lighting. So, we took down the poles, we took down the lights, um, and we stored them at the courtyard, right? And then we donated them to

238the, uh, the bike guys, the moto motocross um, BMX track. and then they didn't take them. Uh so um they're still sitting there in the yard. So you can take them down and store them and then install them elsewhere. Scoreboards very similar. Okay. Um, I gotta say that, um, this is one of the issues with bond dollars being utilized for all of our charter schools and those that are not on Chico Unified property. It's really really hard for them to spend their dollars. [Music] Um, so it's it's difficult to um, you know, assess what can be what can be done. So yes, it's difficult, but yes, it can be done. Okay, thank you, Miss Kell. So I uh just texted Mary Cox, the uh CEO at CORE, and she said, "It is our facility. The

239church has no say. We rent it from them on a 30-year lease. They cannot dictate who uses the field or our equipment." Good. Thank you. And uh if you're watching right now, thank you very much, Mary. I appreciate you getting back to us so quickly. And I do. I love Mary. She's a great human being. Okay. Um having said all that, any other questions for staff? Yeah. Do we have any public comment on this one? Uh do we have a motion? I move approval of the project recommendation committee. Is that what they're called? I'll second that. Measure K. Charter School Facilities Committee. Yes. I hear a motion from member Robinson and a second from Vice President Conchan. Any further debate on this one? And thank you all for your patience while we air our concerns.

240Um, all those in favor signify by saying I. I. I. Any opposed? It is unanimous. Thank you. Thank you. Is that it for you, M? I think it is. It did it. I think it is. Good job. Thank you so much. Thank you. So, we are moving. Oh, wait a sec. I know. Oh, this is this is Miss Krueger next. All right. Moving on to 10.2.9, which is resolution 1692-25. This is an emergency declaration that requires procurement of restoration services and replacement equipment regarding PV. Yes. So, as you're fully aware, we had the fire at Pleasant Valley High School on April 25th. So the resolution in front of you this evening is asking um at least four fifths of the board to approve that there was an emergency and what this resolution would allow is

241for expedited procurement of our restoration services of measure of building D um once we can get in um as well as replacement equipment. So, a concern is that um August is right around the corner and with lead time for getting some of the technology that was in our digital arts classrooms ordered um and here by August for our teachers that we would need to um order that immediately. And with board meetings, the next board meeting not being until June 18th and then the then a regular until July 30th, I believe. um those large gaps in time could inhibit our ability to order the requirements that our teachers need for their classrooms. So, this resolution allows for that expedited those orderings to be done in between the board um meetings. Um it will require that I

242come back at every regular board meeting going forward and give an update on that um for the June and July meeting and then um back in August um with with the resolution to hopefully dissolve at that point. Excellent. Thank you. All right, the quick version. Anybody have questions about about this for Jacine? Any public comment? Seeing none, uh, do we have a motion on this item? I motion to approve. I'll second that. All right, we have a motion by member Olsen, a second by member Lando. All those um, any debate? All those in favor signify by saying I. I. Any opposed? It is unanimous. All right, let's move on to item 1031. This is a human resources item. We are looking at adoption of the student calendar for the 2728 school year. Thank you, President

243Lando. So, this is the annual um adoption of the student calendar. We try to adopt these three years out so staff and students and mainly parents um have that information um so they can they can plan future events. Very good. Um, I think we've all looked at this already. Anybody find anything we need to change or argue about? Uh, I'll just comment that um I when I'm when I'm looking at the calendar, it's a long slog from from September the 6th. Um, well, luckily there's there's the 12th put in there, which is the former Columbus Day. I was like, "Well, at least they threw him a bone there." But man, o September to basically until you get to November 11th is such a long hard go of it for teachers and for students. Um, and

244I think that, um, we might want to see if there I don't know. I know Charlie's gone, but there might be some discussion about, um, the feasibility of doing something even if it's just a long weekend, um, to give a break to both students and and staff. um and and whether it would be actually increase attendance and you know cut down on on just being out of class because you're just exhausted. So, member Robinson, you had a comment that what you just expressed is exactly what we've looked at as we've tried to do exactly what you suggested every time. And because the calendar is set up so that they're trying to equalize the number of days in the first semester and the number of days in the second semester and and breaking the holidays and

245it it doesn't usually work. If somebody comes up with a change that will do that, we can do it after tonight. So I wasn't proposing that. I guess one of Yeah. No, you're but you're exactly right on target with what is is in the minds of everybody that's setting up this this calendar each time is the length of time without a break. Well, in in response to your comment of having equal first and second semesters, um I will just say that I've never felt like having a second semester that was longer than the first is a disadvantage because there's all of the state testing and AP testing. and you know as an English teacher so uh typically English and social science teachers teach all students and so it's often that that kids are pulled from

246your class to go do the statemandated testing and so having a longer second semester was helpful because we actually lost instructional minutes with those kids because they were testing and so I would like to clarify just if I could interject in the bottom right hand corner of the of the calendar, you will see that the second semester is almost two weeks long to accommodate exactly what you're describing. Yeah. And I I would also like to add that we do have the November 5th elementary pupil free day um and we have some elementary minimum days um to address some of that. But yes, it is a and honest candidly in the second semester, we used to have an extremely long um period of time from February to April's spring break until we moved spring break up

247to match Chico State. So um yes, it is a it's a long it's a long haul. Yeah. After all that, is there any public comment on this item? All right. Do we have a motion? Move approval. A second. All right. We have a motion by member Robinson, a second by member Hayes. Any further debate. All those in favor signify by saying I. I. I. Any opposed? It is unanimous. Thank you all. Um item what is it? 1032 is uh our declaration for the need for fully qualified educators. Thank you, President Landis. So each year we bring to you a declaration related to the insufficient number of certificated um staff who meet the um specified employment criteria. Um most of the time this these are estimates. Most of the time these are people that are currently

248working for us that we'd like to continue working for us because they're doing a fantastic um job. And this declaration, while an estimate of a declaration of need, does give us the freedom um to continue with those folks working in those positions and then also recruit when we start to get into um July and August when we're struggling to fill positions. Very good. Thank you. Any questions on this one? No. All right. Any public comment? Do we have public? Do we have a You care. I know you do. Do we have a motion? I move approval. Al. Okay. Very good. Second by member Conkin. On a motion by member Robinson. Thank you. Uh any further debate? All those in favor signify by saying I. I. I. Any opposed? That one is unanimous. Thank you very

249much. Uh 1033 is resolution 1688-25, the elimination of classified staff due to lack of worker funds. Thank you. So I'm here to um to present the resolution um 1868-25 and basically it's an elimination of um some positions. So, we're cleaning up um our basically our our position control and after a while we replace positions. They go up and down, things like that. Um we always confer with uh CSEA or union and um these are this is a list that we came up with of so they don't have to budget for it for next year. So, just kind of cleaning up. Okay. And I always ask us are there any people involved in there are no people involved. That would be a different discussion. Absolutely. very just making sure it's always that case but I still

250ask that is a very different discussion. Okay, any further questions? No, but thank you for clarifying that for for me and the public. We will ask that every time we try to keep track of very carefully when we have to let anybody go. Well, and I'd also like to say thanks for taking the time to clean it up. All right. Any public comment? Oh. Um, seeing none, do we have a motion? I will move approval of resolution 1688-25. I second. All right. Motion by Lando, second by Hace by Hair. Um, any further discussion? All those in favor signify by saying I. I. Any opposed say nay. It is unanimous. Thank you. And you're going to stick around for resolution 1689-25. Absolutely. So this is our unrepresented groups. Um so the school aids and parent aids

251and the assistant superintendent of business services. Um so again cleaning up um either lack of work or lack of funds is why they're here. So again just there's nobody in these positions and that's the reason why we're here. All right. Thank you questions. Public comment. No, she's reading. Yep. Do we have a motion? I motion approve. Go ahead. I motion approval 1689-25. I'll second. Is that me? Thank you. Okay. Very good. We have a motion by Hayes and a second by Olsen. Any further discussion? All those in favor signify by saying I. I. I. Any opposed. It is unanimous. Thank you very much. Thank you. I think that was the last we need from you. Right. We are on to um item 1041 which is our approval of revised updated board policies. So this is

252our second reading of the policies. the board has had the opportunity to review these um and the opportunity to ask questions. So, at this point, we're bringing the board policies forward and uh we are ready to either discuss or approve whatever the will of the board is. I suspect we do have some conversation about this one. Anybody? No. Are we good? I just I just wanted to um clarify the um the one that Jacqueline um provided the the change for. Jacqueline, if you could read that and then I would like to ask questions about it. Certainly. So, um which number is this? Please. Miss Hayes is referring to board policy 3100. 3100. Thank you. Entitled budget. And on page three under reserve balance, there is a sentence added in the first paragraph that says, "In

253addition, the board voted to add an additional 2% reserve for economic uncertainties." So, we did that a long time ago. It's been policy for a long time. But what was your question in regard specifically? Yeah. So, let me clarify. Uh the board did do that a long time ago and you did it through the budget process but um it was never reflected in board policy and there was a suggestion made by the board to put that into policy and because it is what the board did. I mean and it is now a policy of the board it made perfect sense to do that. So, thank you, Miss Hayes, for pointing that out. And Miss Krueger rewrote that so that it would reflect what the board has already acted on on the budget side. And and

254the reason I I did that is that in the school district in which I teach there there the school board also adopted um language to to mandate that the CBO maintain a higher balance than the 3% mandated by the state. And so I was actually surprised when when I asked it was one of the very first questions I asked Jacqueline was does the board require that there be extra funds set aside and she said 2% and I was like really because the CSBA recommendation is far higher than that and the board uh where I work went with the CSBA recommendation and I was curious is like it personally I look at it and I think 2% when the 3% is mandated 2% more it's not even double and so 3% is like you're holding on

255by by your fingernails and so I look at the 2% and I I guess I'm would like to ask you do you think that three that 2% is adequate um now especially since as um member uh Robinson points out that it was done some time ago. Yeah, great question. So when it was done at the time um basically that 5% was one month of payroll and that was kind of the board's rationale was we need at least right a minimum of one month of payroll in the event um that there are deferrals from the state or there's budgetary constraints um at that point in time. So, I did do a little bit of math. Um, right now this 5% um is about 11 million and our payroll last month was 14.6 million. So, we would

256need an additional 4% or a total of 7% to cover one month of payroll essentially right now. Um, that would be my recommendation. Um, that would get you through one month and we we are seeing glimpses of the governor's budget um that was released today. I've read I think two emails about it and he is continuing to do deferrals again which is your money in June we'll pay you in July. So it is um that cash flow piece is something the district will have to monitor. On that note remind me that we have in the past run into a problem where we've had too much money unallocated. Right. So the board has taken action um for very specific items and they've set aside money for very specific items. Um so that is above and beyond

257this reserve. Um so those items historically have been like the volatility with the pers rate and our attendance rate. Um as well as I think we've had some IT infrastructure money very specifically. So that's above and beyond what this economic uncertainties reserve would be. I I guess I would just say that if um in in recent history, if there was ever a time of economic uncertainty, this might be the time. And so I um I would um I I would say that you you know that I'm very strongly uh you know I'm I'm a union president in my in my district and I certainly um and mindful of bargaining units and and yet um what we all want is to get a paycheck every you know we want to make sure that everybody gets paid.

258there's nobody in in our employee that doesn't count on being paid. And so I really do think that if you we don't have a a one month set aside for payroll, um I don't think that that's probably meeting the needs of our of our district and our staff. So, so if I would like to um say that uh if 2% is no longer appropriate, I'm hoping that the board would um I would like to say that I would support having the policy save of 4% in addition to the 3%. I think that's a worthwhile conversation. I'm not sure something I want to commit to right now without looking at where the money would come from and what we wouldn't be paying for by paying into the reserve, please. I uh thank you. I I agree

259that it's something we need to consider. What I would like to know what you've done to build the budgets and bring them to us assumed the 5% the three and the two. Yes, that's correct. Before we did anything, I'd like to have another information sharing where you can show us what you'd have to do with the budget hours in order to make that change. The the May revise came with a 2%. Was that what you just said? Because I tried to find it and couldn't find it. The May revision was released today. I've received two emails that have given really quick blurbs um about what's in it, but I'm hopefully I have assumed tomorrow that hopefully I can learn a little bit more about that. Yeah, because I I I couldn't get anything that made

260sense. Not that the mayi revise is going to make sense. So, what I can say is when we do bring the budget forward, um we have these items that the board's already taken action on, right? And then we have a 3% and the additional 2%. But there are still monies at the bottom of the budget that that basically say unappropriated. So they're not designated for a particular item or specific use. So if we increase the 2% to 4% it would just make that value smaller and that keeps that keeps us okay too with the Prop 98 restriction. The Yes, it does. Okay. What I can do? Well, no, please. Can you hear that thought? I was going to say what I can do is um at the next board meeting, June 18th, the original budget

261for 2526 will be coming forward. Oh, that's right. Um and what we can do is assuming the policy gets changed, we can certainly put the 4% in or I can bring two different versions um for the board. One at 2% and one at 4%. At that time, I'd like to see the two different versions. Well, at that time, uh, then would we would we go ahead and, uh, change the board policy again? I mean, is there any I mean, even though we have the first reading or the second reading tonight and it's been revised, there's nothing that would keep us from revising it again in June. As long as it's on the agenda, we can or we can postpone the vote on this item. We can table this, bring it back at the next just

262for the just for 3100 item. That's probably the best way to do it. Yep. Okay. I would say the other changes within the policy are um grammatical I think um and one ed code provision that talks about equity multiplier funding. So it could work it could wait till June 18th if the board decides to table. Okay. Thank you. That was fruitful. Any other questions of clarification on this one? uh which is again an item regarding all of the uh um new policies. So um given that it sounds like maybe there's going to be a motion to adopt all policies except 3100. Do we have any motion like that? Any motion at all? So move, Mr. President. Okay. So the motion on the table is I'll second that just to get the discussion underway. Um motion

263on the table is to approve all of the revised and updated policies except policy 3100. Yes, sir. All right. Any further debate or discussion about that? Everybody's clear. Okay. Um public comment. I think I missed that step, but I know that you care about this. Um all those in favor signify by saying I. I. I. Any opposed? All right. So, um, do we need to make a motion regarding specifically asking 3100 to come back in June? Is that will that be had it? We had it. It was part of this motion. Good. Glad that it was understood. All right. Are there any further items from the floor? Uh, we have no board member request to agendaize items. Is there a motion to adjurnn? Yes. Is there a second? Yes. All in favor of adjournment say

264I. I. That is more than three. We are adjourned and thank you all for your patience and hard work today.