Chico Unified School District Board of Education Meeting 03/13/2024

001e ready I will now call to order the regular Board of Education meeting for Chik Unified School District for March 13th 2024 it is about 5:03 p.m. and we will be heading into close session at this time uh seeing that there is no public comment I will um call for a Clos session and we will uh return for open session at 6: pm. thank you e for e [Applause] you ready okay all right good evening uh we will now return to regular session the board was in closed session uh in the last hour um so we are now reconvening to open session for the regular Board of Education meeting for chica Unified School District for March 13th 2024 um and with that we um will move on to the flag salute no action was taken

002in the Clos session and so with that I would ask that uh you all please stand for the flag salute pledge allegiance to the flag the United States of America and to the Republic which stand one nation under God indivisible with liberty and justice for all I know it all right we will move on to student reports please well i' love having students in the uh gym when we are doing the flag salute you guys make it that much more exciting and uh we have Emma Wilson in the house tonight and I'd like to invite up Courtney connley to uh tell us a little bit about what we're going to hear Hello thank you so much for having us uh we'd love to come and present to you this is these are some of the

003highlights at our school and I just am not going to say many words except for how much I appre apprciate our second grade team they do yes they're wonderful teachers and student teachers both work really hard to do this presentation and then we also have our wonderful Holly Taylor music teacher who is making magical things happen at our school and without more I will hand it over to her so much you guys ready guys ready [Music] I'm eating Taco [Music] Bell are you there I'm at rare air here [Music] we are you there yes awesome so our special guests for this song we've got Ryan on the Wolf Part ramani and brigata and basically I wanted to bring the second graders this is the first time in years that we have had music classroom music

004and the primary classes and we are so excited to have that happening and right now all of the elementary music teachers are working together to uh to we're all using a similar teaching method called Kodi and basically we're teaching Concepts through games and you saw an example of text um improvisation I had no idea what she was going to say she made that up on her own and that's just kind of part of part of meeting the standards and and also just helping our young kids learn about music in a way that they can relate so thank you so much and um yes let's take a bow Take a Bow you guys stand up and you guys can go ahead and go back in line and next I want to introduce um the second grade

005team Emma Wilson I don't know if you know this is um a certified kindness school it's something that I think we've been doing this for three years and it's a whole program that is uh basically we track the number of kindness acts of kindness on campus for about a month I think and it's been pretty fun this is my first year at Emma and this is it's been pretty fun just to see those acts of kindness happen and our amazing second grade team has put together a presentation with their students as part of that celebration of kindness week so come on out [Laughter] [Music] you [Music] to a stranger to a [Music] friend to be humble to be kind mind it is a giving of the peace in your mind to a stranger to a

006[Music] friend to give in such a way has no end we are love we are one we are how we treat each other when the day is done we are people PE we are War we are how we treat each other nothing more and to be bold to be brave it is the thinking that the heart can still be Sav and the Darkness can come quick the dangers in the anger and in the hanging on to it we are love we are one we are how we treat each other when the day is done we are peace we are War we are how we treat each other nothing [Music] more and tell me what it is that you [Music] see oh world it's full of endless possibilities and heroes don't look like they used to

007they look like you [Music] do [Music] we are love we are one we are how we treat each other when the day is done we are peace we are War we are how we treat each other nothing more we are we how we treat each other nothing more we are how we treat each [Applause] other thank you Emma Wilson that is so impressive you got a bunch of us teared up over here okay we're gonna let Emma Wilson have a couple minutes to move their things thank you all for sharing tonight thank you parents we know it's a big challenge to get here but we appreciate it so with this point we're I'm going to go ahead and move right on into the superintendent report and uh we do have some people that that we

008would like to recognize and I would like to invite Christy tacha up to the podium christe is our principal at Chapman power on got it good evening my name is Christy taaa and I'm serving in my first year as principal at Chapman Elementary School as a new member of the Chapman team I am grateful for the support of my staff as I have navigated a new campus School processes and the logistics of running our school luckily my team at Chapman is one that is grounded in a culture of dedic teamwork and support to provide the best possible experience for our students many of whom are here tonight we give a round [Applause] Applause from my first day on campus one member of our team has consistently exhibited all three and that's our day custodian Jeff

009Thomas lovingly referred to as Mr JT Mr JT was one of the first people I met after accepting my new position at this first meeting he walked the campus with me shared a variety of tips and finished the conversation with whatever you need I got you I love this school and I really care about our students a statement that runs true every day that I work with him okay have to stand here so I can stand there as the summer ensued JT worked furiously to make sure my office is ready for me to move in in July and he made sure our school was sparkling in August despite how busy our campus was last summer staff made mention that their classrooms and the campus had never been so clean every day he continues to do

010the same ensuring the multi-purpose room is ready for assemblies or dance parties even when his new principal tells him last minute he's assisting in the cafeteria during lunchtime and serving as a mentor to myself and multiple new staff members who've taken on cafeteria supervision roles he's always open to problem solving safety concerns and serving as my partner in the facilitation of fire and safety drills reminding me no worries we got this of course JT is also beloved by our students who he kindly greets every day and high fives when they visit his PBIS station to remind them of our Behavior expectations staff will also attest to his dependability and willingness to show always show up to help even in the messiest of situations tonight I I'd like to publicly honor JT for his dedication to

011our students and staff his willingness to work with others and the support he provides to all of us on the Chapman team it's my pleasure to honor Jeff Thomas or Mr JT for the superintendence award for classified staff congratulations deser appr all right picture I'm sneak in on this picture you deserve a love having your own cheering session that's right so we're not going to just stop there I'm going to invite Heather sentes up to the podium all right good evening everybody I'm Heather sues I'm the principal at Parkview Elementary School and tonight is my absolute honor and privilege to stand before you to celebrate an extraordinary individual who embodies the true essence of selflessness dedication and unwavering commitment to education she is magical in her work with students and inspiring to everyone she comes

012in contact this award is not just a recognition of Excellence but truly a celebration of a remarkable educator who goes above and beyond the call of duty every single day I'd like to welcome the recipient up and share a few more things and I'm really hoping to surprise Lynette Ford we may have told a couple fibs to get her [Applause] here all right so um Mrs Ford is truly one of a kind I joke often with her that she needs to wear roller skates at work because she is buzzing around our campus non-stop all day carrying her B basket and is really truly a guiding force and inspiration in building an environment for students staff and families that is a sanctuary where everyone is valued nurtured and encouraged to reach their full potential I took

013the liberty of asking my staff and some families to give some feedback to so I'd like to share a couple of the the quotes from them I always like when she cries it's great uh in a good way having your uh so here are a few comments from staff and families Lynette is one of the most selfless caring and kind individuals she cares for students and motivates them to learn not only is she an incredible support for students but also for our whole staff one word Lifesaver she is supportive and a wealth of knowledge she is a walking library of resources she has impacted my teaching and taught me how to build an inclusive classroom that is different differentiated and supports all students no matter what level they are at Mrs Ford has shaped the

014educator that I am and this type of teacher is what I strive to be one day she is passionate about her work positive and uplifting for our whole team Mrs Ford has made a positive impact on our site and we cannot imagine a Parkview without her from a student I like that she has snacks for me she does great things she listens to me she talks with me and she makes me feel happy um parents have shared that Lynette is often one of the main reasons that they choose to come to Park View because of her inclusive classroom and the ability she has to spread that across our whole campus um this parent shared as she was explaining the code teaching program at park VI that she's running I was both amazed and overwhelmed and

015wondered if it would be the best fit as I finished our conversation not knowing what to do she told me you have to trust your guest and I did and that continues to be the best piece of advice she's given me as we've na navigated some decisions she listens and values the input from parents and does not let ego get in the way when a parent says we need to change some goals she genuinely cares about her students the success of a student is a priority to her and she is always willing to brainstorm Mrs Ford is definitely a hero she never seeks recognition or praise for for her tireless efforts and that's why tonight is so special to honor her please join me in appreciation for her exceptional dedication unwavering commitment and her profound

016impact on lives in countless students and families great mom I think we have to move this way flowers are G yes and I just want to very quickly thank all of the park viw and Chapman staff who came out to support your teachers it's amazing in custodian and you guys can stay with us or go it's completely up to you we'd love to have you stay but you don't have to hey Park View I just want to say you guys are looking good out there peace out we know how to clear a room there still I didn't want to embarrass him more but JT was also at Marsh when I was there and he always told me to go home because I was always there too late um um no such great people in the

017district I watching the kids and just hearing the stories of our staff makes me really proud to still be part of the CH unified team even if I'm up here instead of in the trenches different kind of trenches I guess um all right well with that we're moving on to announcements um does the board have any announcements that they would like to provide at this time regarding upcoming events or Awards or schoolside accomplishments besides just generally being [Music] awesome all righty well we'll move on to items from the floor did we have any signups for items from the floor at this time we did not have any items for signups from the floor okay then we will continue to consent calendar um is there anybody that would like to pull an item from consent U

018I don't want to pull any anything but I would like to make a question of staff when we're done okay I'm seeing there's no items to pull I think that now is appropriate to ask uh questions from staff I I just had a question when I was going through the requests for field trips and things on our consent calendar I noticed that we have three requests from Chico High softball for trips to tournaments and none from Valley so I I was just wondering if that was an oversight I know we have a new softball Pleasant Valley person probably two factors I think one of those is that some some of these may have come in previous board meetings because they start scheduling tournaments like you know last fall to be sure that they can actually

019get in because they're highly competitive and the second Factor may be that um if they have scheduled those um some schools prefer to have home tournaments where they can charge admission and have you know make some make some money off those so I think those two factors probably impacted this uh this consent agenda thank youn all right do we have a motion on consent I'll move passage of the consent calendar second we have a motion from Mr tennis and a second from Mr Lando uh any further discussion seeing none we'll uh do a roll call Vote with uh starting with Mr tennis tennis I Conan I Dolby I Lando I Robinson I he passes unanimously excuse me thank you board um moving on to our discussion action calendar uh Educational Services 9.1.1 is a discussion

020action item for potential for adding a Chek Unified School District student board member I'll turn it over to you staff P Mr good afternoon how we all doing all right we're we're gonna have a great discussion today all right so uh today we get to talk about students as uh potential school board members we got the clicker over here so um this was brought up as a um as an interest as to Let's explore for this and let's see what we can do with this so with um some guidance from board members and from staff and uh we went through uh what we felt um is to gain a picture and understanding of the history and then what it would look like and then some potential steps that we can do to move forward okay

021so let's go over the history so Chico Unified School District had student Bo board members from 20 1 through 20 uh 2005 um the last time cusd student uh board members participated in board meetings though was on 216 of 2005 please notice a difference there uh as we go through the slides because what you're going to see is that there's going to be some discrepancies as to attendance so just a heads up on that uh because of attendance the cus uh D board suspend Ed board bylaw 9150 and the administrative regulation 9150 related to student board members on 1116 of 2005 due to inconsistent attendance um just want to give you guys a heads up as to why the inconsistent attendance it was roughly we had students involved in a lot of activities as you

022start going moving through the calendar we're talking about sports Athletics um a lot of students who were I believe involved as uh student board members were also involved in a lot of leadership activities and they tend to um participate in anything and everything so um also uh let's see we believe because honestly this happened a long time ago and as I did some research to try to find some exact details of what it looked like let's just say that uh there wasn't Personnel here involved with this and so that made it a little difficult so we believe that students were appointed as duties of elected ASB officials so that's how they got to participate as student board members on 116 of 2005 students from the high schools gave student reports uh at the board meeting

023so that was the last time all right legal aspects and so there's two things that we have to consider here so if we decide to move forward Andor explore this one is the first one that California law requires school districts with one or more high schools to appoint at least one student board member to their school board when petitioned by The District High School students so meaning it's coming from the students and they need to get 500 signatures or 10% of the high school students in the district question sorry is that 500 signatures or 10% whichever is higher or lower correct whatever is higher whatever is higher okay uhhuh and that's as per California Education Code 35012 now if it's something that our school board is looking to go through there's also this little caveat

024and the caveat says the following way student who is elected to serve as a member of the governing board of a school district must be enrolled in a high school or of the high school district or Chico Unified School District and be chosen by the pupils enrolled in high school or high schools of this District so just want to throw that out there okay so what happens if we do bring forth students as school board members what do they have the right to do Andor participate and so the first thing is they have a right to attend all meetings they have to a right to receive all open session materials they have a right to ask questions during Open Session um they can also be appointed to subcommittees they can be briefed by staff be

025invited to attend other function uh functions of uh that require board pres um make motions on matters upon which the board can act that is key they can make motions attend trainings and conferences it is a oneyear term that begins in uh August and goes through July so um and they can also Express their opinions and perspectives through preferential voting what that means is they can vote however it does not count it is just a strong opinion or an opinion depending how you take it and so just want to make sure that everybody's clear on that part school board members uh student school board members may not do the following uh participate and or receive Clos session materials so they're not allowed in close session uh be included in determining the vote required to carry

026any measure before the governing board of the school district and then be liable for any acts of the governing board of the school district and not to be uh considered members of a legislative body of a local agency for purposes of the Ralph m brown act so we'll go with that so another thing that was asked of us was to or right let's just say that we do have student board members what does the compensation look like so I'm just going to throw this out there that as board members you would have to direct us to say okay Hey listen uh you uh we going to create the 9150 and then we're going to have to dictate whether or not we're going to pay them okay so that's a piece and the way that it

027works out in our school district is because we're over 10,000 students it would be equal to 4,000 four sorry 4,000 can you imagine that 400 that'd be expensive so $400 per month per student and that would be optional it would we would choose whether corre comp if we is it like a go no go like if we choose to comp if the board were to choose to go this route and then choose to compensate the student board member it would either be that or nothing or is there well the uh there is a compensation piece and that's the next component which we do they are are entitled to these transportation services so uh we would have to pay for their transportation to be here right so at least pay for mileage reimbursement correct for example

028and and training if there was training that anything beyond that it would need to be written into the bylaws of 9150 okay yeah so us paying for their transportation here what would that entail um my guess or uh not guess but they would need to fill out a mileage sheet and document uh my from their home to here and then from here back and so whatever mileage that is and they'd be paid accordingly per mile what are we at now six 67 cents per mile all right which I think we're also entitled to but I don't know that any of us submit for that well maybe great yeah I can only tell you that that end code applies to students so all right so um want to now talk about how we have gotten input

029in the past because before we did have student board members and then that went away so then how is it that we got student participation input and information to our Schoolboard members and this is how we have done it since then the first part is presentations and reports from students um and they could come here and they could talk about like for examples the CTE programs that have been going on so that's an example of how students come to this place and they present their information um in regards to the programs there's also they can come up here for public comments as we have had students come up here and express their concerns Andor opinions um there's also student forums panels surveys uh the ASB input and and elcap meetings um which are extremely important

030at least for us in our elcap plan and so and of course you the school board approves the lcap plan and we make sure that all the information and input that's um presented to us by our student groups is included in some way shape or form and that we take everything that they say in a serious matter and so I do want to show The Following to you and so here are our uh lcap meetings the ones that we had in the fall we meet with Elementary alternative Ed the junior highs high and high schools about how many students from those meetings so approximately two to three students from El every Elementary School site uh from alternative Ed you're talking from two to three students from every alt dead campus uh junior highs it could

031be anywhere from from three to four students from each Junior High and then high schools same thing anywhere between three and I think our last one was seven uh students from each high school and then um they represent um a let's say just a a huge difference in terms of populations of students and then in the spring we do it again and so we have elementary alted junior highs high schools and we Tred to bring in a diff a different group of students so that we get a bigger understanding and then we ask the same questions or similar questions that are in the LC cap and make sure that our goals are meeting and that we're meeting the needs of our students we also do the following we also give out the uh send out

032Kevin secondary pulses um I'm curious to see how many of our school board members know what Kelvin is are we yeah okay so it is an umal uh questionnaire that and what it it is it sends out to all our students and it comes across an as a little dog popup if you will that pops up on the screen and it tells all our students Hey listen there is a Kevin pulse there are two three four five questions or more that that we are asking you to answer and that those surveys if you will uh can be about seal social emotional learning things that are happening around the schools Andor campuses safety so on and so forth okay so I also want to provide some we I just showed you how we have student input

033now I want to provide some additional ideas here are some additional ideas participation in policy discussion we can always do that we can always bring students together invite them and get input on some anything that the school board deems that they want student input student feedback School boards May seek input from students through feedback sessions uh allowing our students to you know Hey listen this is what we did what's your feedback on that provide us some details and then we could also do workshops with students so here's some extra ideas now let's just say that we do decide to continue to pursue the idea of having students come in or vote them in so on and so forth uh students from all high schools once again May nominate and elect their representatives through student government

034elections and so this Democratic process allows students to have a choice in choosing their peers to serve on the school board so if our school board board here wants us to continue uh to um I guess see if we can get some student board members then we would have to go through an election process board members how many would there be at the same at once well that would be um a direction and a discussion that would need to come from uh the direction of our school board whether they want one representing all three sides or one from each secondary site yeah and what that would look like in terms of voting well it could look like this we can do one vote for three maybe one from each or or every single site does

035a vote for their representative but there's also I'm going to um well let's get to this slide in order to do that the school board um working with us we would need to have a uh discussion a discussion about what those requirements look like so for example uh GPA um classes that you would see them want to be in uh maybe uh they need to be a junior maybe they need to be a senior maybe they you know any of these uh qualifications that you feel um are needed to be on the board now um just want to throw that out there I also um actually not just myself but Mr Maran and I we spoke with our leadership teachers and before I go on uh with this information I think it's important um for

036you to understand that there were certain things brought up by our um Student Government teachers from Chico High MPV one of them was Hey listen we live in some contentious times where sometimes our public um can be very difficult what do we do to protect student board members how would we protect them knowing that there are issues that sometimes hey this is this is going to become pretty hot topic are they going to be safe afterwards so they wanted the school board to consider that there's another issue uh students sto participating and start coming because I hate to say this Schoolboard meetings were kind of long and so they were here for a very very long time and so is there a way that the students can participate for a maybe one hour two hours

037or whatever our school board deems necessary and with that I am ready for any of your questions thank you yeah um anticipating that this was going to come up as a topic for discussion maybe six months ago uh a former PV student visited from Europe and while we were having lunch I asked about because I knew he had served as a Schoolboard student rep I asked about that experience it was not positive experience for him according to um his recollection and so I asked why and um it was after the first couple of months the other schools did not provide him with the input that he expected that he was going to have in order to share with the school board um the fact that his vote was advisory and didn't carry any other weight

038was sometimes frustrating [Music] um and so he said to me it was not a positive experience period so then last week happened last week I attended an lcap um meeting with Representatives that the three that we were outlining the elementary students the junior high students and the senior high students oh my gosh I was so impressed with the amount of um input from all of the student levels um and at the senior high level um well let's in include the uh the middle school too but especially at the senior high level very forthcoming sharing there was certainly no hesitation at all to discuss issues that they chose some of the stuff you prompted them for input on and you know they followed through with that but other things they volunteered in in areas that were

039of concern to them and um so between that experience and tonight what I was contemplating was using the model that we already have established and you outlined you know how we we do it several times a year and set um guidelines for say a quarterly um Gathering of uh students we do it twice a year now that is correct once in the fall and once in the spring maybe adding another one might you know might be advisable obviously some of the topics that they brought up were not on your list you know what's interesting is when you involve students in what I call a democratic process it empowers them oh yes and they feel free and you know we create we try to create an environment where the students feel free and open to express

040themselves and their concerns um and uh I I'd like to say that you know we we do that um of course we can always improve we can always make adjustments um but I'd like to say that I think we do a pretty good job they definitely were engaged and involved D and no hesitation whatsoever to share what their issues were as well as responding to what you were asking them to share so here's my suggestion um the process to do the elections the you know all of that other stuff you outlined is arduous and it doesn't guarantee because again as my friend who served as as a board rep uh pointed out there's no guarantee that input from any Source other than the one he was providing was going to reach the board so here's

041my suggestion is that we on purpose ask at the end of these lcap designed forums asked the um the students to do a um say a bullet point um for input to the board um something simple that can be brought to the board and say Yep this is what came out of the conversation um I think that would um eliminate some of the concerns about student safety you know uh they're on camera it's not Tick Tock but you know something they if they're in person at a board meeting you know it lives on forever um and I I just think it accomplishes what our what our goal is um I certainly feel the input from students was um one of the more valuable things that I um participated in as a board member this last

042year so that's my suggestion that we have a say three meetings a year use the two lcap ones that we are um already designed to have and then a a third one where the board suggests Maybe um topics for that discussion and and leave it as an open Forum when the students meet with with there were three administrators I think at that meeting and different administrators depending on the grade levels um I don't think we need to get any more um constrained shall I say than that and yet accomplish what we need with which is to hear from students and I know that some of what they brought forward we're not going to have as a topic here but boy was it there were two that were really important to those students so I'm done

043um in the last couple months have youve been as you've been kind of uh data Gathering and pulling the presentation together I know know that it's been recommended to reach out to Shasta County Office of Ed Shasta Union High School and I think Paradise also as Regional um folks or districts who already have student board members what has been the general feedback that um the district has received from those um programs that have this going now rather than 20 years ago my conversations have revolved around two things they do get one students input I will be very direct that I was looking for more Global input from a wider body of students so they don't have a process from where those students are meeting with a broader range of students and bring Gathering that and

044bringing that forward yes um that the topics are would need to be directed much like um Mrs Robinson said and then brought forth to the larger audience and have that discussion and then return so um I'm not sure if it's we're we're talking school size differences and different amounts of high schools and so while we uh we able to reach out to Paradise it doesn't necessarily reflect uh the feasibility um and also the um not only the feasibility but the um the data Gathering or the information gathering that we would need at our size of schools right but other districts are doing this that are similar to our districts in the state and we don't really have anecdotal information from them no okay thank you yeah so I think that this came forward from the

045board um specifically to address I think the need or the identification of of or recognition of the need to have more direct input from students we get the the data that's been gathered and analyzed and put together and packaged really nicely um and it feels sometimes you know synthesized and it would be great to have a a stronger student voice that gives that feedback directly to the board and frankly same from from the staff from teachers and class classified um coming straight from school sites you know there's um I think that there has been a a consistent message that has been conveyed From The Trenches um that the board feels kind of like a a a degree removed from getting that direct feedback besides what we get in our email inboxes which frankly is usually

046you know Advocate types and that's not always the general consensus or people who you know are just having these conversations in these types of meetings and like the lcat meetings are important but only two happen a year so I think that the the big question is is what what are some solutions that we can move forward with to get that direct student voice and student board members is an official program that has been um it has been uh what's the word I'm looking for uh utilized implemented yeah more or less or um championed is not the word but it'll work um by csba and other you know types of um entities that are Consulting with districts for for that purpose specifically and I'm not saying that like I'm here tonight to definitely move forward with

047student board members but like what are what are actionable things that we can do to ensure that we are receiving meaningful and genuine feedback authentic feedback from our students especially secondary students middle school and high school to help us drive decision Mak as a as a as a as a board if that is a question that you're asking me uh I would uh it's for the UN go back to the vehicle of student elcap meetings and then utilize that as a way to get information on Direct topics that the school board feels they want input from the students and have those person person oners conversations and and understand and and I always say that you got this is going to sound horrible but you got to go straight to the horse's mouth anything that's secondhand

048or third hand it can get misconstrued and or misinterpreted the best feedback is that politics Pedro that is politics but the best way to get student information is always to have those conversations with them or to have a student right up here as we were talking seems like you can't get much closer to the horse's mouth than having someone up here so I hear that there is an argument to be made for just having more lcat meetings but if we're just looking for anecdotes from students having a student on the board is a way to do that um and I do think that we need to work really hard to have every one of the items here that especially about ed services that directly affect students I mean we may bringeth up things that students

049didn't consider before but still will end up having an opinion about um I also wonder about whether students feel like they would benefit from that voice and I would like to um at some point reach out to our high schools and just say hey do you guys think you'd benefit from having a student up there during these discussions as well when we talked to the both um te uh teachers at PB and Chico high they said they could get that information out they would just want to know what the purpose what would you know um I think some of the things that the scope of what what we wanted from them um so they could get that information out talking to Kathleen Bishop who oversees uh the Civic um seal for them she said that

050we could obviously bring it to the students that are looking for that at both both schools to see if they want to be part of the um part of their civic duty um but they said they would need to know that the scope and of what we would want them to be how they we want them to participate so we could bring it out to see if there was an interest or not they said that they could get that out um but they would just they had just questions you know um when that they share and they're going to have more fors but they said what would be the purpose of role of the student rep to provide feedback to give the polls to the campus provide updates on what's happening on the campus uh

051would you want updates or what's the pulse of the three different campuses and students importance of having three R reps would you want them to rotate would you want just one three um uh what is the level involvement the board desires of the students and so those are some of the things that they were asking and I said that we would this was a topic on the agenda item and then um if we had more clarification we would bring it back to them and I feel like I need to jump in here because uh I let Pedro answer a question that actually I had information on and that was talking with other districts I do have the opportunity to meet with um other superintendents both in our County and outside and I did bring this

052up at a recent uh meeting just asked you know how many districts did have them and what the experience was most had them either elected as a specific office um and that was they ran for that office and were elected at their School site or it was part of another office that they ran for most commonly vice vice president their class as be a vice president then part of their duties was to come to board me meetings and be a student board member um when I asked what the experiences were were they positive or not this won't shock anybody it really varied from year to year and it really depended upon the student um that there were some students that were all gung-ho you know they were all in they read all the documents and

053they were up on it um but there were you know years in between where that was not the cas case and you know when things were heavy reading or not um topics that maybe were of Interest specifically to the students then the participation and attendance waned so um that's probably not a shocker to any of us uh do you know if those particular districts that you talked to had an appointed board member um Mentor for those student board members I just know that that was a the thing at the presentation that I had I'm sorry I did not ask that question I will say I'm just going to keep rolling um I I do think there's a a variety of ways that we can do this you know we we certainly can have a student

054board member um we can have one from each school because we do have three high schools that attends I mean those are options um we can also look at getting specific input into agenda it items by having uh each of our existing student government classes um each of the schools already have them we could ask that they go through each agenda and submit information to us and if there are items on those agendas that they feel strongly about that they come and present to us that would be one way uh we could go back to something that we did literally a decade ago now um when I was in Jay's position and we would meet me on a monthly basis with our ASB president and vice presidents from each school um and go through very

055specific at at that point we had a strategic plan and we asked student input on the different points of the Strategic plan uh probably not that different since our elcap is now our strategic plan it was just more frequent and with a set group of students um so there's there's a multitude of ways to go about getting student input so just those are just a couple I'm not seeing any additional questions techical questions for clarification from the board um so Pedro thank you for your time and putting that together um I certainly think that there's more context we could probably dig into if we if the direction was given by the board to you know pursue this idea or these sets of ideas so that we can maybe come to a a a conclusion of

056what may fit best for the district so you know coming out of this discussion this board probably has the opportunity to to um make a motion or recommend some suggestions of of how to take a next step forward in exploring certain um uh Avenues of getting meaningful student input for um our board meetings I think that the ultimate goal here would be um to get meaningful feedback on items or what they think is important to maybe potentially place on a future item or agenda um for that are coming from the students uh so um you know if we can continue the conversation and brainstorm on on some of those Avenues and and give you Direction um to pursue do that um if that's where we want you to spend your time and energy then then

057that hopefully will come out of this discussion tonight thank you very much yeah thank you so much thank you thanks Pedro stay close yeah don't go far um with that I don't think we had any public comment signed up for this but I I will ask if anybody has public comment at this point after hearing the presentation um that wants to address the board on this particular topic all right seeing none um is there a particular motion anybody would like to make so that we can have a discussion around thisen thank you madam president um I would move that we um receive a report from the two scheduled lcap student input meetings provided in the form of a summary by administrative staff that have I don't say run but facilitated there we go those meetings

058can you repeat that please that we request a report from the student input lcap meetings Prov provided in the form of a summary by staff facilitators don't we kind of get that in the in the lcap report like I recall seeing a little box saying students at this meeting said that blah blah blah blah there is yeah you'll get a summary of of what the students say through the elcab who would you say like within a certain time frame you know so and so you know at the next meeting after an elcap student meeting it should be easily well I'm speaking for staff but I think it should be easily provided the meeting following the elcap student input meeting um where's Tina there you are um what I'm looking for because off the top of

059my head I don't remember how um specific the lcap uh Recreation of the student input meetings is so in the lcap we do list all of the input from elementary students Junior High and high school sometimes they you know we don't put every single entry the student says we find that they oftentimes will say similar things but we we get all of the themes in there oh as well as all of our uh groups that we meet with we include that uh input as well that basically would be what my motion would recreate we don't need now when are they um that would come to us in June right huh that comes to us in June yes and the first sets of meetings are in they were they'll be collected from last fall and into

060this spring that just happened right so I think that to that point would be that we would we would have received the the first sets of meeting input in the fall before the end of the semester right after those had taken place good good point that it would need to be we wouldn't be waiting six to eight months to see student view back from the fall is that is that kind of where you're going without any yes thank you that that is that point is is pertinent because we don't want to wait the whole year to not knowingly address what the students have told us and after attending those meetings the students tell us a lot I I can I'm still wanting to recreate the energy when Mr Sullivan asked the question at the elementary

061student input about science and did they want more science I've never seen a group of what was it 37 elementary students respond and M instantly the arms shot up and you knew immediately that that room full of students wanted more science so Eileen can I um just sort of friendly amend your motion because we don't have a second yet to say um that the board would give direction to receive a report from the two sets of student input lcap meetings to provide a summary within four weeks following each set of student meetings I'll accept that as a friendly Amendment okay thank you um I'll I'll I'll second it just so we can discuss and you know see if there's any other direction that we want to go in particular just to move the conversation forward

062and I would just add that could report could come from staff or um we could ask for student volunteers to come to the board meeting to present that information so that it is clearly coming from them great thanks for clarifying that all right the floor is open for discussion on student input to the board I would just observe that uh the lcap part people uh students who participate in the lcap uh meetings um by definition are are in most cases uh part of a unique you know um demographic or or or just otherwise designated category and not necessarily a generally from our targeted students right they're not they're not sort of like a a broad assessment from the student body they're they're sort of a kind of targeted group of people targeted is a good

063word to to use because that's the word that the the code actually uses right do you want to provide clarification on not that they said there their perspective is not valuable I mean it is it just should be noted that that I think if we're looking at the IDE the concept if you will of a student board member I think that maybe this person is kind of representative of the of of of the student body as a whole not necessarily a narrow sliver that's part of one of the target categories I can't say that uh a lot of our students are represented many different um I guess for lack of better words right now categories can you repeat repeat that please our students are very representative not just one but many different categories that represent

064the lcap and others can you name the lcap meetings for me please that student that that use utilize students they were I'm not sure of the question what do you mean by that there are a variety of lccap meetings that occur right can you please name the different Elementary okay Junior High mhm high school and then all dead so for high school elcap meeting it's like hey high schoolers come on come on down we want to hear from you our administrators um what the process goes like this we reach out to our secondary administrators and we say we want a select group of students um that represent um all all these different demographics please send them and that happens at the first one and then we try to get a second set for a different

065of different group of students for the second one so you said all these different demographics can you fill that out a little more yeah so for example if you are looking for um one specific one I'm going to give you a great example our students fit more than just one bill we have for example Spanish speaking Latino who also D who are also taking AP classes who are also low sces we have bipox students in many different categories um and we have I mean it's and we have white and so we do have a strong representation I don't know if that's what you asking you almost had me thinking that that that it was a general just kind of a cart blanch come on come all but then you did that one little thing you

066said sort of tip me off no that that we are targeting then we do AC that people over over we're all intermixed yeah okay perfect so to to answer your question um we do have to be I guess purposeful to get a broad range of uh understanding and also representation okay I hope so I would say from my vantage point it's a little bit opaque okay you know uh how somebody gets in the position where there there'd be a special you know mouthpiece to the board look I mean I can take it okay whoever wants to come in here and give me their opinion I'm ready actually it's available to anyone anytime they come anytime and they can give their opinion no matter who they are whether they've been to an lcat meeting or not

067you know and and I'm totally fine hearing the opinion of some member of the public whether they just walked in or whether they were specifically chosen by administration because they represented a variety of different uh Target categories so thank you okay you're welcome Madam president go ahead please um having been at those meetings I watched as the cars pulled up in the parking lot and the principals got out with their student reps at the elementary level I think there were three to four students per principal that walked in and then after we got um gathered um students introduced themselves and then during the discussion because we were there an hour and a half to talk with these students you had foster children you definitely had representation from every ethnic group um you had and there

068were the the the principls didn't stay in the room principals dropped their kiddos off and went back to the parking lot in their cars so what you had in that room were all of these kids three administrators and they didn't know the three administrators before they were introduced so you had an amazing representation of all of our kids at the junior high uh same thing you you couldn't have created a more diverse student group same thing at the senior high level you had students that were in honors programs you had AP students you had special ed students you had um bipo students um an athlete two athletes actually that were competing at this at the uh senior high level um the divver University was um a parent and their input was also diverse because of

069their specific experiences with school with their homes with their programs with their desires for what they wanted to do when they got out of school I mean you name it there was a there was a diverse input back to us from those kids I don't know how you could have gotten it any better I um I is this the time where we're just basically sharing uh Kelly mentioned one idea that um to me I don't know sort of jumped out as um what I think might be a good option and that is the one the idea where um the already existed student body um leadership classes from from all the schools would have the opportunity ahead of time to have access review the agendas and um have the opportunity to come forward and share on

070topics that may be of more interest to them um I feel like maybe there's such a wide range of topics that I hate to use the term are over their head but quite honestly I mean one year in there's quite a bit on my that I find I'm still learning and it may just not be of interest or um really relatable for them some of the things we're talking about although I think some topics certainly are very interesting and and they um most certainly would have um opinions on so just maybe providing an opportunity um for them to review the agenda um they can be heard um in a designated time in the meeting but then also have the opportunity um respecting their their time commitments to exit when when necessary or when needed to

071be able to fulfill you know School other school obligations and I mean we could see possibly how that went for a season maybe a year or less and if it was well received and um students were really loving the opportunity I mean it could expand maybe more into a a position um on the board I I don't know that I love the idea of um three students at one time you know I mean at that point um and they're obviously not the majority but it may just change a little bit of the Dynamics that already exist not that I don't want to see change but I just maybe see an opportunity for them to have their their say but also respect their other commitments yeah I think that there's strengths with a lot of different

072models um you know I like this idea I my cons like I feel like I maybe um aspect of it that might not be as strong is that you may be getting a narrow a narrower representation by just having input from leadership classes you know we may be missing some of those voices from those groups that aren't necessarily represented in a leadership class um and that's that's not a bad thing as long as you're also capturing input from those other student groups so maybe there's a an opportunity for a combination of that we could look at reconfiguring our elcap student input meeting schedule and increase it to three or four and get a another like smattering of of students to make sure we really are getting representation from from all um you know or capture

073as broad of a a background as we can and I think to the extreme if you know we go from from kind of just making what we're already doing more robust which I think is a a not as heavy as a of a lift right as like implementing a whole student board member position um not that it can't be done but you know a student board member if we had it be one person who maybe was elected across all schools that person just like we are are there to represent their constituents which are the students right so it would be on them and they would need the guidance to be able to hear from their peers from the middle schools and high schools and even elementary schools if possible and be able to know what

074what um their constituents concerns are on certain topics on the agenda and I think that you know figure navigating that a would be a challenge um but also could be really meaningful so I I excuse me I agree that you know any any of these options are accommod of these um will be more than what we're getting now right so I think that that's kind of um where I'm at right here uh I don't want to cut ourselves short and you know miss an opportunity at this time to get more robust input um I want to make sure that the input we're getting is Meaningful um and that we're setting everybody up for Success so that we're not overburdening any one particular person or staff person um or student um to be able to obtain

075that information so you know just keeping those things in mind um I I wonder if there's um a secondary motion or if um we want to you know vote on the this initial motion or if there's any changes that we want to make or if we want to add more to the discussion um just to keep it moving along well I did hear uh that our leadership teachers before asking if there was interest in this because again my qu my big concern is do do the students think that the things we're doing are good for students um and I would like to get that feedback from so I think after this I'd like to add a second motion onto this item it's not related to this one about creating that scope document for those leadership

076teachers gotcha and I I would add to that I think my my interest there would be um to it would be nice with our with our meeting packets to you know have an attachment of student feedback you know on items that matter to them so if they think item 9.2.1 is not really something that care too much about they don't have to spend any time on it but if 9.2.3 is something that's really important for them or they have something to say about it or they have feedback they want to give they can synthesize that in that space and have it attached to the agenda packet for example as as a a potential like way to give input on that point uh you know um how often does a high school student come in here

077and get up and talk in front of us how often do they know about what we're talking about to well I mean um uh very rarely and the reason why they very rarely know is because um well I mean I've known all manner of young people I have known all manner of high school students including some who you know are are uh Head and Shoulders Above the Rest in terms of their civic engagement and their knowledge of current events and what's going on the a lot of these kids are focused on things that that you know maybe are classically loom in our minds is the things that they're into um and for some of them I know this might shock us uh with our values and priorities that we have up here they are not

078burying their noses in Schoolboard agendas twice a month you know they're not into it a lot in a lot of cases you know so you know I mean I I'm nominally against this you know I mean like I said I'm always open to hearing what some young person has to say no problem but I think we might be creating a sort of an apparatus that's going to uh I don't know it's just uh we have an open process to the public and and students have shown up here when they've been interested in doing so I just kind of feel like we're uh you going pretty far out of our way here to create an infrastructure whereby somebody might latch on to it and decide that it's a way for them to to to have a

079platform which is not the end of the world I just I think things are are complex enough around here and there's enough opportunities already for members of the public including our student constituents to be heard Madam president please please free speak freely in this uh I did want to let the board members know that um at all of the Gatherings um Mr Caldera or Mr Sullivan uh let the people know what the the students know what the purpose of their Gathering was that it was about things that were being done for them at their schools because of the money that was awarded by the board through the lcap that provided services for them and then they were asked we want to know what services are working are going well and you don't want us to

080take them away and what things can you see that aren't being provided for you that you'd like to see happening at your school site so that was the prompt that you know input what's working and what isn't working and if it isn't working give us some ideas of how we could make it better so they did they did provide input along those lines um Eileen could I make another just friendly amendment to your motion and increase the number of um student lcap meetings to three as you had originally recommended or is that too different uh increasing it to three i' asked staff does that work is that a problem I would say like a fall winter and you know early spring yeah not four but you know one in the fall I think would be

081appropriate but then one in kind of the early you know semester second semester and then maybe even later in the after most of the LC cap has been put together kind of towards the end of the year to get that final like input from students going into the next school year yeah we can we can add we we can speak to them as much as we need to speak to them I mean we ask our administrators to bring them it would have to be a case if you want the same students or different ones each time which we've been doing different ones so we could get multiple um students giving us their input um but we clearly can add more meetings if the board wishes yeah we don't even have to necessarily call them lcap

082student meetings they just are student input well the one in the fall is just student input um before we used to just do one in the in the spring to get student information but we decided we were going to add another one in the fall um to get more input um so we just it's just a student input meeting okay I don't know if that's if that's necessary now we can maybe talk about it more later too but and I do think if we're going to go this route um and it is truly for I mean obviously ly both staff input but board input then we should have some questions from the board for each of those three meetings that are important that the board wants input on that we can specifically ask and then

083by all means board members up to two could attend as well if this is the direction which I don't know that it is I would consider increasing and adding an additional meaning a friendly Amendment would support that okay so that makes this that makes this a little bit more robust because it's not just a report at the end of the what we're already doing it's adding a little bit more um to what we're already doing um it's getting more more feedback um three times in the year instead of just to but um yeah I would be happy with that change if we could add that to this motion it's a motion to increase our student input meetings to three and get feedback within four weeks to the board as a summary from those meetings and

084the caveat of the board will also we also give out three student surveys during them to go to that goes out to all the students during the year three different times during the year too if you guys want that um the information that we get back from those um surveys also to give you guys more clarifications because um um again that's available for the board also okay well I'm I'm not seeing any further discussion from the board so let's just go ahead and vote um we'll start with member Robinson since this was your motion we'll do a Voice vote starting can we repeat the motion please yeah do you want to repeat it or do you want me to say what I think it is we need to have the clerk or secretary you go

085you go ahead with what's what what you have recorded I think is what's most important yeah and just for clarification it's not a report from each individual student meeting but it can be a a cumulative report from the groups of students right because you don't have just one meeting with those four groups you four meetings of those four representative groups right yeah you don't have a room of elementary school kids and middle school kids and yeah yeah yeah so so it'd be a report that is that is combined of those four not four separate reports three times in the year I've got a point of order um is it uh what's the word germine to this uh agenda item to be talking about uh getting an lcap report as as a as an action item

086here because I think we were talking about whether to add a new board member a student board member so I think it kind of evolved from uh how to get a student board member to how to get student input and um if we're talking elcap specifically probably not but since we're talking about student input and I think there was the recommendation to not call it not call it elcap but to call it student input meeting I think it ties back to that okay not to nitpick but this says that um potential this is a discussion action item on the agenda potential for adding a Chic Unified School District student board member right and um I'm just and I'm going to assume we're going to get to eventually whether or not we're going to to do

087that or if there's more information that you need for us to do that no more information to bring back I don't want to nit back you know um I mean it seems like this conversation might be more appropriate if we're going to get an lcap report seems like that might occur under an lcap agenda item not under this one you know yeah I think that the in you know it can be subjective the intent of the student board member is really to get more student input to directly to the board and so this is um a potentially alternative idea to get more student input that's not necessarily NE going full student board member but I also see your point that it may be you know be considered step it's not like somebody's going to sue

088us over it you know probably yeah and and truly like it to me it doesn't have anything to do with the elap it it is writing the coattails of what we already do for lcap but it's really just to uh make our our input process from students more robust to the board so we're getting more frequent feedback directly from students to the board and seeing as the meetings at least wouldn't take place until next year if we wanted to move this particular motion to a whole new agenda item at our next regular meeting I don't think that would mess anybody's timing up and then we could put in spe I mean if it make you more comfortable if we had a I don't want a nitpick oh I know absolutely but saying it's easier to

089just put on next agenda and say uh options for getting more student input I don't think we're breaking anybody's time table by doing that it might not matter you know because um I I'm I mean I I'll going give you a preview uh crystal ball here I'm not going to vote for this you know I just uh the lcap thing I mean it's it's the law it's it's a fine institution I think for helping us identify the ways that we need to reach the target categories uh of students um but it's not like it's uh you know um having your finger on the pulse of what the whole of the student body once I also recognize that if we were to handpick you know or or somehow from the student government crowd there you know

090there's those age-old criticisms of student government and how that comes together you know the words popularity contest come to mind um yeah I mean hey we're living in an imperfect world and there's always going to be flaws in any system we come up with for for hearing from our students I like the uh the mechanisms that are already in place I guess you know and I think they've worked really well I think that when students came in here to talk to us about issues that were important to them I think it was very powerful and I think it it it changed minds and and swayed things so anyway that's kind of just where I'm at so to your point Mr Lando go ahead and send it up now I don't think anybody's going to sue

091us I just wanted to make a point that we're a little off here so do we want to vote or is there a secondary motion okay we'll start with we'll start with you Miss Robinson Robinson I on the motion that was restated by Erica tennis nay Conan Doby I Lando I all right um thank you we can probably figure out um the logistics around that but um um providing a report sounds kind of nice to hear or see what what's coming out of those in real time or relatively in real time thank you um any any other additional motions for this topic yeah I'm not sure whether it needs to be a motion or not but um I would like to put together or have someone on the board put together that scope document because

092I really do want to know whether our students think having a board member would be valuable so if I need to move that we that board members work with staff to create a potential scope document for a board member student board member position and I guess I'll make that motion don't it has to be a motion um so let me can I restate that and maybe just add a little bit um so you'd like to direct staff to put together a student board member scope document to present to teachers to get feedback whether or not there's interest in having a student board member from students yes whether or not students are interested yes okay so just for for clarity um let's get it Crystal Clear yeah what would what would go in what particular Parts

093would be in the scope document well we need to go back to what were the questions Mr marant that uh the leadership teachers want an answers to what's the purpose um what was the purpose role of student provide feedback to give the plls to the campus provide updates on what is happening on campus would you like three different campuses um representative um um if you are going to go three will they rotate or will they come every time what is the level involvement of the board desires of the students so so we would ask those questions of our Student Activities advisers and probably frankly other student groups as well to get input from our students if they would have I'm I'm just confused as to what we're we're doing here yeah are we giving a

094survey or are we going into certain classes I'm just trying to figure out how we're going to get the input from from the two different high schools and the 4,000 kids I think the way that I'm seeing this and Mr Lando can correct me if I'm wrong is basically we'd be putting together like a one-pager job description of what a student board member is and what's expected of them and how long they serve and how they're selected why we are asking if if if this is something that we want to move forward with and whether or not there is interest from student body to have that go forward yeah and so that's why I'm not sure it needs to be a motion because I'm not sure whether it's we want staff to do that we

095want to generate and then may present some options to staff or to to the board next time saying hey which of these looks like if we were to have a student board member which what does that look like and thank you that's kind of what I was getting at because there's some key decisions in there that the board would need to make do you want them here for the full time do you want one from each high school or just one um there's a cart horse issue going on here yes there is yes there is and is there going to be some type of criteria grade point average attendance rate grade level those types of things too and we could make someone I mean we can certainly do some drafts for the board to look

096at I just wanted to be clear what it was that we were doing I don't think it has to be that I don't think it has to be that specific if we're just wanting to gauge how interested students even are to have a representative sitting up here with the rest of us for this really what would that look like we don't have to really lay out the decisions that the board would still need to be would need to make whether or not we would have one or three or you know how they would get selected just what would be a student board member's role if they were sitting up here with the board and ask them them if they have interest in having a representative sit up here with the board don't you think um

097yeah oh I'm sorry Tom I didn't realize you had the floor I I was just going to inquire because the presentation tonight outlined what the Education Code sets up in the way of framework for student board members so you know we'd have to comply with that it's still I mean that all the things we're talking about are still flexible yeah big it's big if if the student body took the initiative and got 500 signatures from their peers on a petition and brought it to the board and said we want to have a student board member representing us then we would have to comply with that and then we can select we can come up with all of our selection criteria they wouldn't even have to go through an election process if we're the on saying

098we want this whereas students might turn around and say nobody asked for this um then they would go through the election process um and and select their representative or numbers of representatives if we decided to go that route as a board am I summarizing that well enough okay just repeat what you said um if a student out there in the public right now listening or watching right now was like yes that's 100% for me they could advocate for themselves yes yes a student in our district right now could go and get 500 signatures from their peers and bring it to the board and we would have to comply under Ed code so a motivated individual could find in that very role yes if there's anybody out there listening right now they could make this process

099a lot more clear-cut for us don't know everybody rush at once but maybe I mean I like to think I I there are students that I worked with that I that we've seen lots of times come to board meetings and and present that that were also in my classroom as students that I think would have been great student board members like they they exist in our district there are amazing students who would be great sitting right up here with us in in these discussions and I think that they would give good insight and feedback to What policies we're making here translate into in the classroom or give us that foresight too like if you make this decision this is how it probably will play out on my campus um there is to that right now

100because it's late and they don't want to be here right now but if there was some way that they opted into that responsibility or we could get that from them from in in the classroom um you know in a in a happy medium um scenario you know that that would be that would be beneficial I think for for our consideration um I also think you know if if we eventually did go the route of having a student board member it's important to recogn iiz to that they would have the ability or would would right they would have the ability to request an agenda item you know just just like we can they can make a motion to request to agendize um well as a board we have the we the five of us would make

101the decision whether or not it went on the agenda but I think that that's powerful for students to know that they have and their constituents the students that they that you know they they know that that's their representative can go to them for that so I think there's a lot to still explore there I think that we all probably it sounds like agree that that we could get more input that that we're doing good things but we can make it more robust we can definitely make improvements on what we're already doing and still see if there interest is there right Tom and just for the record I did second Tom's motion um if it's a motion which we hadn't really decided yet but that's why we're discussing it um yeah uh so do what's our

102what's our path forward here how about I just make it a formal motion and we see if it carries any it doesn't it doesn't that's fine okay um I would like to move to direct staff to create um a couple of more than one sample uh job description for a student board member that we can then forward on to leadership and government teachers at the secondary I'll second it um because I already pretty much seconded it it's um I'm just more than one sample I'm just a little worried about workload um and and timeline so um yeah what's what's the product we're expecting for clarification discussion because I was thinking something way more simple like just one thing to blast out there and see if there's interest something simple to gauge interest yeah we could

103just we could do just one just because again the idea is just to get something out to students quickly to see if there's interest so can I I will amend my own motion I guess okay to say a sample because again doesn't have to be perfect we can take feedback we get and we can respect the the the considerations and will you or we work with staff to massage that out before I get sent out certainly can I don't want to do any like I don't want to pulling that deliberation away from the board as a whole but happy to look at that just to make sure that whatever they're sending out is going to give us the feedback that we're looking for yeah is that appropriate so the the general thing that we're voting

104on here without um using all of Mr Lando's words is uh to solicit feedback from students whether or not they're interested by providing some information about what a student board member position would entail yes yeah okay thank you um any further discussion timeline wise monish is that may Workshop is that reasonable for staff okay thank you very much thank you uh Mr Lando would you like to start our voting Lando I Robinson nay okay good tennis nay conen nay I'll be I it fails two to three um any other motions for this item okay hearing none we'll move forward thank you everybody um gosh what are we even on 9.1.2 mtss yeah mtss update on the multi-tiered system of support mtss in chica Unified School District Al righty good evening shifting gears a little bit

105we've got a crew here behind me to give you an update on our multi-tiered system of supports uh which really in a nutshell supports our students academic achievement as well as their social emotional and behavioral uh which does add to that smoother uh academic achievement that we want for all students I have a question Tina before I get started was the last time we had an mtss update was it a year ago about a yearo yeah Christie um I believe it was spring maybe fall spring or maybe early fall maybe early fall I guess time flies when you're having fun time flies when you're having fun Mr tennis yes we actually have some cool new things though that I want you to pay attention to that she's going to show you because um that we're

106not in the fallish presentation that have been created quick reminder you've all seen this before what is mtss it's that multi-tiered system of supports it impacts every student every day it's proactive it's preventative and uh it involves all of us all right I'm going to pass this on to Christy bankson she's our district mtss coordinator who works directly with our ele level Junior High and high and high school level teams for her to uh continue this up update all right good evening um so as Cena said when we think about multi-tiered system of supports um you know we are thinking about that from a a large District level and at the school sites I really we really want to emphasize that it's really a team approach so on our school-based intervention teams uh there's a

107wide range of staff that have a wide range of perspectives um that can bring their knowledge to help support students with the varying needs so that includes our site leads right now we have a uh point2 site lead at every School site um our site administrators the counselors our Wellness counselors Title One teachers um other teachers our educational Specialists um they include our targeted case managers uh speech language Pathologists and our psychologist so really a team approach to looking at uh the data and supporting the students at our school sites uh one of the big pieces that we've really been focusing on this year is using data to uh make decisions and through the platform educ climber which I think we've shared a little bit about before um tonight I'd like to give you just

108a very quick live example of what that looks like we um so educ climber is a platform that we can um house a lot of information from a variety of other platforms so if we think of like attendance we can get attendance data in there the students academic um growth um and their current academic um standings at um at their school sites and for their grade levels um their behavior social emotional um data points interventions that they're currently receiving and we can also use a combination of um many of those metrics to to look at students in um in different ways to support them so for example one of uh the metrics that our secondary sites have in common this year and I'm going to try to log in very quickly uh one of the

109common thresholds that we have for all of our secondary sites is something um called academically disengaged so we want to look at students who are coming to school have really great attendance but their academics may not show that so they're coming to school but in this instance they have three or more failing grades so um staff are notified in a variety of ways but um just to show you a live uh demonstration of what this looks like um so I'm going to search so here's all of the students in in our district at a school site level it would just be their School site and at a teacher level they would just see at the elementary level the the students in their class and then at the secondary level students that are in any of

110their courses or that are rostered to them for any of their courses um so if I am um and if I'm on this team of um our esit team or our intervention teams at our school sites one of the ways that I can look for this this says 23 24 right I thought yeah okay so we can quickly look and see okay who currently is you know in within that threshold who is um coming to school grade attendance but has three or more failing grades so at a school site level this is graded information that we can act on and say okay and then from those variety of perspectives we can say oh I know this or how about we try this or what can we do to support this group or this student um

111so that's just one quick glimpse of how we can use the data that's coming into educ climber um to support to to support our students um another way that we've uh recently um just done with some of our teacher leadership groups was uh working with them to determine as students go into junior high and high school um using different multiple data points to determine who might benefit from extra support in reading and or math and also who would benefit from being an honors or accelerated math um and then this also allows for that realtime achievement monitoring as you just saw that number will change every time um new data comes in so this week there might be a certain number of student next next week there might be less um so it changes as the

112data is coming into educ climber um so when we think about our our system of supports um this is a graphic from the state of California where we think of all students what do all students on our campuses get um we know some students need a little bit more than that and we know few students need even more intensified support so on our school side um and we TP we in here and I think uh with you before we refer to them as tier one tier 2 and tier three and so some of our tier one supports uh those are the pieces that every student has access to so um I Exel English and math our academic success classes um Second Step toolbox Ki those are social emotional curriculums that are used at our elementary

113school sites uh positive behavior inter interventions and supports um are used districtwide um all of our Core Curriculum and coursework is tier one students have access to that um it's our K5 reading and writing instruction and then also you know that's for our students but also um making sure our staff are getting professional development on supporting students so this year we've had Grace Dearborn talk about behavior supports for all students as well as Dr Derek Greenfield um working with staff for bias awareness and then if we think of the next two um uh tiers there isn't a fine there isn't a a direct line between tier two and tier three it's really student dependent and what the student needs um but for academic behavior and social emotional interventions I just put a couple of examples

114of some of the pieces that we have available for our students um again using that data to inform what intervention might be best to support that student so for academic interventions that might look like a small reading group or small math group at an elementary school site it might include Afterschool tutoring Andor an alternative education program for our Behavior interventions we have um interventions called checkin checkout that's one where we're uh supporting students individual students uh with behavior and really building that connection uh between the student and an adult on on campus as well as we have our behavior intervention and coaching team as well as opportunity classes and then for social emotional interventions we have um uh interventions such as friendship groups or small groups that might have a very specific Focus Andor students

115might be recommended or get helps um set up with some outside counseling and then as always we're thinking you know this is a very big systemwide process so how do we keep um what what are our next steps and so uh really looking at our tier one practices we think of tier one that's what all of our students have access to and are receiving so really building that Foundation um and some of the the pieces we're looking into our you know bringing um Universal Design for Learning so that is um it's not it's not a curriculum but it's strategies that teachers can use to engage and motivate um students and provide provide different ways for students to respond to engage with the content um for the past couple years we've been doing a lot of

116work with our tier one literacy instruction in the elementary so continuing on with that again building that foundation so that um we have that nice and strong and then um uh we have some secondary math teachers who are interested and who will actually be going to a um professional development called building things thinking classrooms where it's all about enhancing math engagement thinking and strategies um another next step is continuing to monitor our foster student achievement and their needs we have many resources for them but we know their academics um aren't where we would like them so we want to make sure that we're monitoring and supporting them with the the tools and resources they need so that they can be um successful with their academics as well and then um always a longterm always continuing

117to refine and support our school sites our process in the district as well as using that data and documenting uh what we're doing to support our students um in educ climber um so thank you that's our update for for this point in the year and if you have any questions uh we're all here to answer and um give you give you our our thoughts um how so building classrooms is that new this year or new going into next year where is that implementation at that's an approach um that a number of our Math teachers have been um pursuing on their own um it's kind of gained popularity in the secondary math World particularly I would say at uh Chico Jr and Chico High um they got started um it was brought to DLC by um

118some of the uh folks that were already practicing it um one DLC member in particular um and so we um discussed at DLC and we're sending uh a representative from each um secondary site to a conference in the end of June okay so it doesn't trickle down to the elementary level at this point no curious this is not a discussion for here but about what what what math and science is looking like at the elementary level come back to that later but yeah okay thank you reading and writing is great I don't think there's any more questions well thank you so much for allowing us to share some of the updates that um we're continuing to put into place and improve upon always um at our school sites so thank you thank you thank you

119all right moving on to business services uh 9.2.1 is a discussion action public hearing resolution number 1635 d24 acceptance of the use of State construction grant funding to construct new facilities at Pleasant Valley high school thank you good evening thanks for your time this evening um we actually have two um resolutions and two public hearings uh this evening backtack and they are related to an item that I brought forward last month uh regarding uh new construction pupil grants for the construction project we did at Pleasant Valley High School for the new multi-purpose room and the two culinary arts and Hospitality classrooms that are on the back side of that new building at Pleasant Valley high school so we are pursuing State funding uh in order to leverage our measure K dollars that we're spending on

120these projects as we work through our master plan um the first resolution in front of you this evening is for the cafeteria multi-purpose uh room in that building and it is a a formality the State Office of Public School construction requires that the board um review and approve a resolution uh seeing that you will utilize K through six pupo grants that are available under new construction eligibility for use at the high school level the first one is um for 19 existing k6 grade level classro classrooms loading them at six pupils beyond the state loading standard the state loading standard is 25 and grades four five and six are 30 to35 already so this is a a formality um in order to uh satisfy the Office of Public School construction for our application for funding are

121there any questions I don't see any questions for clarification um see seeing no technical questions I'll open the hearing do we have public comment on this resolution I's see no public comment I will close the hearing and with that do we have a motion Madam president I move approval of resolution number 1635 d24 seconded all right we have a motion by Miss Robinson and a second by Mr Lando any further discussion board um seeing none uh we will do a a Voice vote uh you will notice that a member did step out um and so we will have to do a Voice vote as long as she's not present um and it'll just be a a vote with one um one no vote so with that we'll start uh just with you Mr tennis can

122we put the vote off until the end or does it have to happen now according to the rules I don't um I don't know that it's going to be a short a brief um exit I don't know how long she's going to be if she be back yeah yeah we're okay but thank you for the consideration sure uh tennis I okay Doby I Lando do I Robinson I all right it's four um four yeses um no Nos and one not present um also she Al just said go ahead without her so um but thanks for that and then we'll move on to the next the next item next resolution please thank you so very similar to the resolution that you just approved and this one is for the additional classrooms that are in the same

123newly constructed building at Pleasant Valley High School for the culinary arts and Hospitality program and again it is requesting the use of the pupil grants at the K through six level to be utilized towards the high school construction uh again it's five existing k6 grade level classrooms with six pupils beyond the state loading standard of of 25 students per classroom which we already are doing so do you have any questions about this resolution all right seeing none I'll open the public hearing the hearing is open do we have public comment on this resolution hearing none I'll close the hearing uh do we have a motion sure I'll move adoption of resolution 16 3624 I'll second that motion we have a motion by Mr T Mr Lando and a second by Miss Robinson uh we'll start

124our Voice vote with myself this time Dolby i l i Robinson I I all right moving right along thank you so much passes four uh yeses zero Nos and one absent moving right along uh we are on 9.2.3 discussion action resolution 1633 d24 interfund borrowing between funds good evening board um every year we bring a resolution to you that um involves our possibility of being able to interfund borrow um so as a school district we have two different programs the nutrition services program and the California state preschool program that operate outside of our general fund so this resolution just gives us the capability to potentially borrow between funds should the need arise um per Ed code we're required to maintain positive cash balances as of the 3D Monday in April through the end of the

125year we haven't needed to use this but it's really just there's a a precautionary measure just in case okay simple as that quick told you we didn't know um okay so seeing no technical questions um and it's not a hearing this time so um no further public comment we can move on to a motion did you say you're accepting a motion yes I'm I so moved great I'll second that motion okay we have a motion by Mr tennis and a second by Miss Robinson um any further discussion board fantastic uh we'll start with Mr Lando Lando I Robinson I tennis I I'm gonna obstain perfect H DOL I uh so it's 4 z uh with one abstain um since we just got our fifth board member back in the room fantastic let's move right along

126thank you so [Applause] much uh 9.3.1 discussion action resolution number 16 34-24 elimination of classified staff due to lack of work for lack of funds is that the right one no did I skip one second interim budget second budget was trying to move us along come on just kidding okay budget go I'm like you're still up there like I'm in the right yeah my bad I'm not talking about layoffs um okay good evening board tonight Jaclyn shes and I are going to present to you second interim budget um so the major themes tonight um funded average daily attendance utilizing um current year data concentration dollars via local control funding formula federal and state grant funding um and a multi year projection including a decrease in Cola all right so this slide shows our actual versus

127funded average daily attendance using the averaging methodology um you guys are really familiar with this slide at this point oh gosh it's a little funky um so can you see it on your your screens better yeah okay so anyway um I one thing I wanted to point out is at first interim our estimates for 2324 were um 12276 enrollment and 11515 Ada uh using the actual P1 data we ended up a little better than that at uh 2316 enrollment and 11577 Ada and that puts our attendance percentage at 94% which is up from our estimate of 93.8 um so that's good news and we'll talk about financial implications of that later in the presentation okay unduplicated pupil percentage um this is the percentage of students who are either free reduced meal eligible Foster homeless or

128English Learners um this is how the district receives concentration dollars so the district needs to hit um 55% in a three-year average in order to be eligible for these dollars if you look at the fiscal year history under threeyear average you can see we didn't hit this until 2223 um and if you look to the column on the left of that you can see we hit the peak percentage in 2122 but we've continued to decline so if we continue at um to be below 55% we will no longer receive concentration dollars um and we'll talk about fiscal implications of that as well later okay this slide is just a snapshot of funding from our major grants right now um some years ago most categorical programs got eliminated in favor of local control funding formula so

129now we're trying we're seeing more and more grants creep back in which is good news for the district um about halfway down you see the covid relief funding that is expiring September 30th of this year so a lot of these other grants were using to um keep the supports in place that we had after covid okay major assumptions um lcff revenues based on the cola of 8.22% um 8.22% is a really high Cola we do not expect to see that in future years um funded Ada again based on current year actual data of 11576 75 and then the unduplicated three-year average is 56.8 7% so 1.87% over that 55% cut off um and salaries and benefits reflect pos position control as of February 1st right I'll turn it over to Sharice uh question the uh

130average daily attendance that's our current year is 11,576 yes what is that number that is a dollar amount or that is the number quantity so students quantity that's the number of students it is the number of students who attend every single day on average so our enrollment is 12,000 plus but not every student attends every single day so this is roughly 94% of that value it's kind of who's there on a given Dayo yeah yeah yeah is it just it's confusing because of the comma yeah okay okay so this is a comparison of the budget that we brought to you in December otherwise known as first interim and the budget we're presenting tonight um this is our UND or our unrestricted general fund comparison um and this is a summary of all the different categories

131so I'm going to go into the details of what the differences are between when we spoke with you guys last time okay so this is all of our revenues from the unrestricted general fund side um you can see that there was a change as Marie mentioned um our average daily attendance went up uh since the last time we presented uh that was the biggest swing so that gave us about $400,000 more which is fantastic um and then State revenues increased due to unrestricted Lottery at a higher Ada because of that ADA change as well and then we actually got a lot more interest um a little over a million dollars more than um or or we're anticipating getting a little more than a million dollars more than what we presented to you at first interim

132um as everyone's seen interest rates are increasing so that's helping us a lot right now and then we also received a one-time eate um payment from um from reimbursements that it uh files for okay so this is a chart yeah sorry guys all of our formats are a little funky tonight um but this is the basic information so uh as you can see on the unrestricted side our local control funding formula that orange part of the pie came at at about 94% um so that average daily attendance our unduplicated count that's what drives that and that is as you can see the majority of our unrestricted general fund dollars okay so this is a compar some of the expenditures that we brought to you at first interim and where we're anticipating Landing now um so

133the the big differences um were on the certificated Side Lower sick time uh the last few years we've seen an increase in sick time um due to covid and you know just people taking better precautions and staying home more when they're sick um but that seems to be changing this year so it actually dropped from when we did our last budget um as well as unfilled vacancies so we are trying to we're working very closely with ad Services um to just discuss what positions we're going to refill so that we can make sure that we're getting our budgets as tight as possible um and then we also had a little bit of an increase on the books and supplies part um and that was due to Warehouse vehicle uh we had had to replace one

134um and then as well as it equipment okay and then this is just a pie chart that breaks down the um unrestricted expenditures as well as our special ed contribution so all of the green pie slices add up to about 88% of our general fund unrestricted Budget on the expenditure side and then this one discusses our transfers in from other funds um so we get Redevelopment agency funds that help to fund our um routine restricted maintenance or otherwise known as our maintenance and operations Department um we're an ating that being about 3.7 million this year and then the developer fee admin support that's 3% of the total fee or the total revenue we um collect as a part of our developer fees and then the contributions to restricted programs our special ed contribution went down

135from the first time or from when we presented to you guys in December uh that's due to a couple different changes we received more revenue from the state and federal um dollars due to our Ada increase so that's fantastic helps to fund our special program a little bit more um and then same thing as I was discussing on the filling vacancies in the other slide so we're working very closely with our special Le Department as well um just so that we have the best information possible for you in the budget all righty and I'm going to pass it over to jacine so this time of the year while it's important to look at the current year budget to make sure we're on track it's really really important to start looking out looking out it next

136year and even the year after that so so that's why we bring forward to you our multi-year projection so I'm just going to hit a couple of the key assumptions here um our enrollment when we look at the cohorts matriculating through um it looks relatively flat on 12,000 couple increase next year and and the following or couple decrease increase next year and a couple decreases the following year um the big piece here that I want to point out is right now the Department of Finance has the Coler projection at 76% for next year um which is significantly lower than when we here in December um around 2 or 3% uh right now the following year in 2526 it's it's slated to be 2.73 um I don't think it's going to be that much honestly um

137given the economic um situation with our state and the greater economy so um we'll play that by year and we'll get those calculations from the Department of Finance as we move on um we'll plan accordingly um to know that if we get full funding at 2.73 what one budget looks like and then if it is a lesser amount we can certainly adjust yes thank you will the May Revis um give us any indication as to whether or not that 2.73 is even remotely possible probably not in may they use eight data points in order to determine Cola um so it's usually four from the current year and four from the prior year so we won't have that data quite yet for 25 26 um we are still implementing our transitional kindergarten program prr so we

138are um looking at one additional class for next year um so we have that in there um as we've talked about with the concentration dollars um last year received a little bit this year received a significant amount of concentration dollars um so we use some of those dollars for professional development um knowing that we're not going to be in a position to receive concentration dollars next year um those dollars related to professional development have been backed out one other major change our retirements typically we estimate about 20 certificated retirements every year um that's been really consistent for many many years um unfortunately this year we are not seeing that um at this point in time so from a budgetary perspective um I reduced that um in our projections so these are the numbers behind that

139multi-year projection so um we have the current year we have a projected for 2425 as well as the projection for 2526 so I understand there's a lot of numbers on the slide but if the most important is if you look at line four it says net increase or decrease if it's in parentheses um in fund balance um you'll notice that all three of those values are in red and they are have parentheses around them so we are spending more money then we are bringing in um so we have reserves reserves are like a savings account you can dip into them once but you can't dip into them ongoing so when we fast forward to next year and we're looking at about a $2.7 million deficit um Now is really the time to start those conversations

140and we have been having conversations with ed services um and certainly HR about what can we do to tighten our belt to make sure that we're living within our means and so um that's looking at all aspects of the budget um both people and materials and supplies and services um you'll see it just compact pounds as we go out further into that third year so for every dollar we can save now that's $2 the following year and $3 um the third year so just really important um aspects there so one thing that we are seeing um are the stirs and purs increases or should I say purs increases so at this point in time stirs has not increased the employer contribution so what this means is for every dollar that a stirs member earns the

141district kicks in 19.1 cents if you will into their pension and for Pur for every dollar um that a Pur employee earns in the current year um would' be 26.68% the ability to um as they look at their actual areial reports of their Investments increase or potentially decrease that percentage so as Sharice alluded to earlier we are seeing higher interest rates at the County Treasury um because of our large cash balance and I will say I am not afraid to have a large cash balance um cash is King cash is what pays our bills so while we may have a reserve that's high we don't always have cash um so it's important to keep cash in the bank um one of the mechanisms that the state legislature um and the governor have um in their

142back pocket is to do what's called Cash deferrals um which is essentially um checks in the mail so they'll take the money that they owe us for example in May and June and pay us in August and September um we still have staff to pay we still have bills to pay so it's important that we have cash in the bank to be able to do that and essentially float the money until we get our money from the state so it's a mechanism the states used in the past and I would not be surprised if they use that in the future um as a mechanism for um budget reductions so we have to self-certify you guys hear this three times a year have to self-certify positive we'll meet our obligations qualitative we might not qual qualified

143we may not meet our obligations and negative we will not so I am very happy to say with myself and my team that we um are here presenting a positive budget um for second interm we can make all of our obligations in the current year as well as the two future years so where does that lead us so next steps um we are actively reviewing our enrollment for next year because we're looking at Staffing um to really dial in how many teachers we need how many support staff we need um to really tighten that budget tighten that belt a little bit as we move forward um we're continuing to participate in meetings with head Services related to as we alluded to earlier feedback um from our elcat meetings to figure out what those priorities are

144um moving forward into 2425 um and I think from from my perspective um waiting for the Governor's budget will be very interesting to see how budget negotiations occur at the state level over the next couple months to see um what is being proposed as as funding or not um going into next year and then we'll be back in June um in collaboration and correlation with the lcap um to provide a budget for the next school year that's all we have for you unless you have additional questions this evening all right seeing no questions um we also have no public comment signed up for this item so we will roll right into uh a motion um I move that we accept this financial report second all right we have a motion by Mr tennis and a

145second by Mr Lando to accept the second interim budget um we'll do a roll call vote uh we'll start with Mr Lando Lando I Robinson I tennis I Conan I Dolby I thank you for that update um we'll move on to Human Resources 9.3.1 is a discussion action item for resolution number 163 44-24 the elimination of classified staff due to lack of work or lack of funds thank you madam president I'm actually going to introduce uh invite to the podium executive director of classified Human Resources Mike Allen to introduce this uh item good evening board so unfortunately we here in this budget time of you know um tight budgets and um normally we bring our resolutions or our our items and these positions are usually not filled with people but unfortunately this time we have

146um 12 12 U positions and six of them are filled with people um I've met with these folks very fine folks very nice employees they've done nothing wrong but unfortunately um just in the situation we're in we're looking at at reductions and so um I'm bringing forth this resolution um to eliminate classified staff do do the lack of worker funds we've worked with um you know the union worked with the district we really try to do this um through attrition and um with with not filling positions but at this point we're at a point um where um we're bringing six positions to you that are filled with people um so did you want to did you have something to say have a technical question um what's the um FTE um total for the positions being

147eliminated oh that is a great question um I did not do the math on that I do believe it I'd have to do some quick math here um I just didn't have the the total with me yeah right around seven two three yeah about seven and a half eight I do believe FTE and next question um are uh you said six positions were vacant and six were not made are the behavior Specialists positions both vacant they are not vacant the instructional PA professional position that is vacant that is vacant so the others are part of the IIA computers that is correct thank you I will say um so the process that goes with this is that um they have rights and they have what we call Tucker rights and with those rights they um go

148on what we call a re-employment list and that Reemployment list lasts for 39 months if they were to take a uh voluntary demotion or take another uh another position which um we will offer them when they're on the list they will be offered um positions that they are qualified and Order and they are they get preferential um treatment for the before the people from outside and so um with that um they will be offered other employment um with the district and that would increase their time on the re re-employment list to 64 um months yeah 64 months and with that if a job comes open if uh IA computers or behavior specialist position comes open they are the first ones to um receive that that position back um again fine people nice um it's just

149very unfortunate um Mr alen thank you on on uh the case of a an employee who has not previously served in a lower position yeah um they would have the opportunity to file for unemployment while they're absolutely and actually we will give them a letter to um the Ed office stating that they held this position for so much time and that they um were you know let go due to LS due to lack of funds or lack of work um we'll give them that letter we'll also give them a letter um to Future employees saying that you know explaining the the the layoff process and that they have they were in good standing at at the point um when they were employed with us um so we'll give those that to them and um help

150them in any way that we can um move forward with future employment I had my mic on for a second for too long and then I forgot I turned it off um with the behavior Specialists are there are there other Behavior interventionalist positions in the district or are those are are those are there more there's only two in the district um so um this is a whole classification that is is being eliminated MH but are there other there other other positions or other staff that are providing behavior um support yes so we do we we have um we have what we call intensive behavior interventionist it's what we call IES and they do um provide Behavior Support okay and uh are those how are there like is there one on each site or there is

151one on each site um that is the goal there one on each site and they would go inside the classrooms and and support um teachers and students um in terms of collecting data helping them um helping them manage some behaviors in the classroom and giving them the support they need and also helping the um instructional pair of professionals actually helping them gain skills okay how are those positions different from the behavior Specialists position that are on this list that's a that's a great question um well I I know Dr SCH could probably explain this a little bit better than I can um so the behavior Specialists they um they go into the classroom and they do do kind of the same thing they they can um they can collect data they help um teachers with

152you know behaviors um finding the the cause of the behavior an aedans things like that but then um the behavior Specialists um they can also write Behavior plans um technically I I don't think ours can right now because they're they're not quite certified um so they can't um write Behavior plans but that would be a function of the behavior specialist set that iby would not be able to do and so sorry um so there but there are other staff like certificated teachers that can also write Behavior plans um our school psychologists can can write behavior and so they would work together with and they do they they currently do also and these are our only two Behavior specialists in the whole District that's correct is there um can you just give a like a brief

153maybe explanation this might be more for M Scala but um about how it came to be that it was determined that those those those positions we could kind of dissolve and rely more on our behav our the behavior interent the other Andes it's kind of confusing and so for just for people out there I this is something that I learned better today I kind of had to grasp this myself so I'm just kind of asking this so that anybody who's listening in or has this concern we can kind of better explain these two positions versus what is still going to be happening in our on our School site all right so um my my understanding and Miss SC could um jump in anytime yeah she can totally is that it's just it's kind of a

154redundancy so um the behaviorist the behavior Specialists are itinerate and they go everywhere within our new system with IES out at every site um it becomes kind of a a redundancy of that that yeah ex exactly what Mr Allen was saying so um when districts bring in behavioral specialists or bcbas that's the the licensure that they fall under what we're hoping is to alleviate some of the pressure from school psychologists in doing functional behavioral assessments so all of our psychologists are trained in doing those and that is the precursor assessment piece that's required when we're writing behavior intervention plans for really intense difficult behaviors that we're having a hard time um changing over time so the school Psych in order to assist the school psychologist there are behavioral specialists that can come in and work

155alongside that team to conduct the FBA or the functional behavioral assessment get that piece going support the team and in in putting a behavior intervention in place a behavior intervention plan in place and then moving forward so given that they have kind of that specialty their assistance in coming in helps that process flow fast because that's all that they do and psychologists kind of have multiple responsibilities off campuses so it is a little bit of a redundant piece in that nature so I guess could could we expect this the an impact to be seen for from this or are our psychologists and other staff going to be able to just kind of maintain Uh current practices and and hopefully we won't see any hiccups in in developing those Behavior plans I don't anticipate that we'll

156see any additional hiccups currently our our psychologists do functional behavioral assessments um we had kind of sized up with adding these positions when we were creating our behavior intervention and coaching team and so you know just trying to figure out and creating that big team and what that was going to look like districtwide now trying to determine um what's in need and the functional behavioral assessments or a requirement that psychologists are already doing so identifying this work as redundant is kind of where we're at thank you thank you y any further questions doesn't look like it thanks for being here Mike thank you we do have public comment on this item fantastic all right so then I will invite up public comment I don't have a a name list in front of me um while

157you're walking up here I'll give you the little Spiel yeah you get three minutes to speak um you'll see a timer on the board um you'll hear a sound when there's 30 seconds left of your time um you're here to address the board Bo it's nice to know your name and you know what who or what you represent not required but um yeah please feel free to to address the board my name is Cassie kajes and I am here to talk about the behavioral specialist I'm going to try and take emotions out of it because they have saved my sons School future so sorry the behavioral specialists are so different from anybody else that works within our classrooms my son is in a mod severe program he's non-verbal and aggressive um can be aggressive I

158should say um earlier this year they had talked about sending him to point Quest because of his behaviors which I'm not sure if you guys know okay we're spending a ton of money sending kids to point Quest um there's been multiple kids in his classroom that were talked about being sent the behavioral specialists came and stepped in they made behavioral plans for these kids they trained the staff they trained the teacher and our my son is doing amazing he's having no issues and it's all due to the behavioral specialist and there's many cases out there where this is happening um they again are training the IES the IES don't replace the behavioral specialists we have a iby in our classroom and the behavioral specialists train the iby he did not come up with any of

159the behavioral plan which by the way is also written into his ie his behavioral plan and his behavioral specialist hours are written into his IEP so what would happen you you're just going to go against the IEPs and take out all the behavioral um our school pyes do not do behavioral plans I have been with Chico Unified my son is in sixth grade and the behavioral specialist is the first one to ever build a behavioral plan and they just we need them there's so important um I just can't stress this enough they've actually saved you guys so much money from not sending kids out to point Quest because of the work they've done so when you're thinking about your budget think about the money they're saving we have two of them they are amazing they

160are working so hard in all these different classrooms um the classroom my son's in right now hasn't had a teacher all year he is in a mod severe classroom that has had Subs up until about 3 months ago and they stepped in and just totally took over trained staff they're just so important so needed and I just urge you guys to think about that and think about the kids that they've saved from being sent to pain Point Quest building these behavioral plans so sorry for my emotions but this is so important you took a kid from loping off campus every day and having self-injury every day to thriving because of them so please just please thank hello she's going to make me cry um my name is Julia rogov I also have a mild a

161mod severe student here in this District who has benefited from behavioral specialists and I want you to completely understand that a behavioral specialist and the licensing a um that they hold bcba IES that's a high school diploma do you honestly is a district honestly telling me that a high school diploma can do what a bcba is doing that has spent four six years in College learning school psychologists when you talk about them they don't have the first they know very little about creating Behavior plans they have a large um information about a lot of different topics but when we're talking about Behavior bcbas are the experts like she said if you want to talk about what these people do bcbas have taken my child from banging her head on the floor making herself bleed getting

162concussions to now thriving in school this is not a high school diploma position this is not something you can just switch out for somebody who doesn't know what they're doing these are vital positions that are saving students lives it's not just we're going to save money which which we will by not sending students off campus cuz you don't have the support you don't have the people in place here in this District to support violent behaviors and that's what you have let's not mince words our students can be violent they can be violent with themselves they can be violent with other students and other teachers and who saves us behavioral specialists it's not high school graduate IES who don't know what they're doing it's not school psychologists who sit behind a desk it's the people in

163the trenches who are with our students and know what they're doing and know how to mitigate behavior and know how to help our students who are trained in autism who are trained in non-verbal communication that's what you need and once again you're taking the two that support your most severe students the only two that you have out of all the people in this District that you could lay off you take hours what does that say how many other positions are there that there are hundreds of that there's 20 that there's 30 but you take our two that supports students with the most severe behaviors I I I cannot understand how you possibly came up with this list it's not redundant IES cannot do what Behavior Specialists do and neither can school psychologists and if you

164took a moment to see their licensing you see the training that they needed to go through you see what they had to learn to graduate with these degrees you could not compare that to what na does for my student for every mode student here in this District we need to keep those thank you I have a question for staff um could you kind of explain the relationship between um these uh Behavior Specialists and people going offsite or to another location uh is there something unique in them making that decision to send somebody away Would we not be able to do that is that resource not there and then my second question is are they actually in uh to use your words in the trenches are the they they uh consistently you know day after day

165with the student um or are they I I got the impression they were kind of in a decision-making role relative to the and a Consulting role but not necessarily right there day in and day out go ahead so I'm going to ask JY as scholet to come up and address that and I'm also going to ask JY to talk about uh the requirements to be a behaviorist as well as how long we've had these positions in place so these positions are new to the district um we've had them for um one for not even a year yet we're just this this school year is the first year for that position the second one we brought in about this time last year so relatively new positions for our district and so when we talk about um

166I'm sorry can you ask me your question again first on was what's the the relationship between the behavioral specialists and and a student going to another treatment option like um Point uh the name of the school yes okay so we had a really challenging situation in the fall we lost a teacher right away with a a special or sorry an extensive support needs class with our students who have our most intensive needs and so we scrambled and rather than looking at sending students outside of the district to um non-public agency schools um we pulled together our our finest team that we could so I had a project specialist Morgan dar who I pulled her out of that work and she was assigned to that classroom so she was in there all day every day we

167had um instructional pair of professionals we had both behaviorists in the classroom working with that student under Morgan's Direction ensuring that all of the plans and supports were being provided to meet the needs of those students still in November we were having staff being hurt so the decision was made at that point we had more than given it a lot of time and effort and support to keep students on campus in our communities the decision was made that we needed to move forward with a couple of students who needed more intensive care and see if that made a difference in keeping kids safe and healthy in the classroom so that decision was made um for one student and it has essentially calmed down the rest of the so in that one scenario um that decision

168could have been made without Behavior Specialists also to send the student away correct um and so for a a certain period of time prior to that decision being made which which in that in that case sounds like it was a it was a solution that people were happy with uh you said for a number of weeks you had both Behavior specialists in that one situation correct and we had them there for sorry to interrupt Matt we had them there for the entire semester so one semester both Behavior Specialists were in with the one student correct and then there were other staff with that one student also so we had four students and we had six to seven staff at all time in order to ensure that that students were safe and supported and that when

169students needed additional help there was a backup staff MH to ensure that breaks could be taken that if if a student needed to go somewhere that two adults were doing that um just given the level of need of those students which semester was this fall semester this year but the solution that made more people happy was going off site ultimately oh it's not about making anybody happy it's about making decisions about are we starting to see progress in goals are we seeing student Improvement in behavior in safety um and those things were not happening by happy I meant were uh achieving our goals it was more effective in achieving our goals I would say it was more effective in meeting the needs of the child because we were not even though we had put together

170the best that we could possibly put together on a on a comprehensive campus like that we were not able to keep the to keep that one particular student safe on a regular basis and it was causing difficulty for the other three so I guess it doesn't seem to me like there was a unique role that the behavior Specialists played um ultimately they are highly skilled and they do have additional training and they were using those skills to support this classroom um that there is no doubt about that but using their behaviorist position no they were not thank you you're welcome there was um a lot of comments about um the high School degree and things what additional um training do the I'm going to say it wrong Ipsy Abes get in addition to their high

171school diploma so in addition to meeting um I'm going to call it wrong because my brain wants to go NB and I know that's not true what is the requirement the minimum requirement competency okay in order to meet they have to meet the compe exam so it is more than just a high school diploma in order to progress to an iby role um there is experience that's required years of experience working with students with disabilities and part of the program is that Gina Peyton meets with our iby staff every single week and they do two hours of training with them every week and so it is a much more intensive role they're learning all of the concepts of supporting Behavior they're learning how to collect data for data management of behavior plans they're learning how

172to consult and collaborate with other team members so that's what's occurring for our iby staff the the behaviors training does have a college degree and so um school districts don't have a credential for a behavioralist and most frequently um districts hire behavioralists through outside contracts as non-public agencies most often and it's because they have a license called a board certified Behavioral Analyst or bcba license in order to practice fully under that license you have to have all of the college credits completed you have to have the hours of supervision and all of those pieces completed so our folks didn't didn't have all of that completed so that's how they were hired um as District employees this I'm an jump in here and ask a question because I don't know um it might be a question

173for Mike but do we have a mechanism in place on our classified side that would allow behaviors to get a special ed credential to go back to school we do um so um we have a few programs that one goes to Chico State I think there's four programs that allow um um classified staff to go back and become specialized teachers or teachers so yes we do it's on our website so I just want to clarify um do the people currently in these positions have the full bcba certification no they don't and so we actually contract out with a bcba who supports them yearly um they meet regularly with her and she supports them through any of the aspects that they're still working through and do we have a mechanism in place Mr Allen ory for

174them to uh to help them get that certification should they desire to do so I'm not sure on that exact uh certification um I know we have it to teaching but I'm not sure about the bcba yeah because bcba doesn't have a credential in the state of California there's not a specific credential for them for that so that's why there's that outside license but if we had someone in house who had that license we would not need to contract out for that we don't have anybody in house who has a bcba finished license I hear that why yes oh I had a question are the um Behavior Specialists currently the ones who are um providing the training for the IES are they the ones who are leading the workshops what you said two hours every

175week week okay are they the ones who are providing that role no they they don't so they May um step in and help from time to time but the training comes from Gina pton and so Gina creates um some weeks there are online modules that she monitors that they've completed the online work that's required other times it's direct instruction with her um sorry can you clarify for everybody who who Gina pyton is sorry Gina bton is one of our special education coordinators who um coordinates all of the behavior and intervention coaching model um there was a very important question that was raised by one of our speakers um will um removing these positions uh put us in danger of violating IEPs no because this the way that we have our IEPs written we don't have

176them specified that a bcba is the person providing that service and the way it's written we can have any member on the IEP team providing that support service so it does it wouldn't violate an IEP to change a provider in this case can you clarify just a little bit better for me the timeline again of these two positions the the first be behavioral specialist That's not a true bcba correct um was hired about this time last year so they've been with us for about a year about a year and then the second one was hired after that at the beginning of the school year towards the end of last school year I mean less than a year ago but yes so they were hired during the summer started um at the start of this school

177year so start of 23 24 and then so March April May June so the first one was in the classroom or was in and out of classrooms doing their role for those first two and a half months of their their position yes um I'm not going to account for summertime but I'd imagine that they were doing something in the summertime um and then in the fall they both were in one classroom doing very important work I'm not going to disc that whatsoever okay that's that's helping me in my timeline now if we didn't have those two people um in those positions in the last year and less than year um where there was a need for that skill set would we just be contracting out with a bcba um through uh through a third party

178uh or other organization kind of like what you mentioned it depends um part of hiring them was part of an initiative to really expand behavioral intervention and coaching and so it was part of that big team that Gina put get Gina pton put together for us and explained the intention of this is for teams to come together and support teachers coach alongside teachers and support staff on how to effectively support behavior that occurs in the classroom and so that was the original intention of that the or the first behavioral that was hired was brought in kind of at that ground level of creating what would this support system look like for the district and so she and Gina were working very closely in creating that process in the spring of 2023 and then we started

179this school year with all of the intention to run that process and that program as Gina had defined it and unfortunately found oursel in a situation where we had a classroom with our our students with the most amount of need and that was what we did to try to support behavior and make change that was necessary to keep those students safe and on a comprehensive campus um I don't know this question is a little uncomfortable to ask for me but um because it's March 13th right and March 15th is the deadline that we are legally allowed to do layoffs and M that you can't do that type of thing um so should the board move forward with adopting this resolution as is and and doing away with those two positions laying off those those two

180people but then then this is not going to happen but in some idealistic world where the governor comes back and says never mind the budget's flush we're good to go our budget's better than what we are anticipating by a long shot we could hypothetic Ally reinstate those positions and those two people would be in line to be offered those positions first absolutely okay right okay if we if we could we could put off this decision if it wasn't for that March 15th that is correct deadline that is a a law okay yeah have ahead sorry I um would a motion be in order I I have not called for one yet because we still have been asking questions questions okay yeah um I'll wait until you're ready okay yeah I thought that we did have

181more public comment though I do want to keep asking CH questions as well um I'll I'll accept public comment we will um so my son as well is someone that benefited from the work of a bcba Behavior specialist um when we transitioned to Parkview it was really a big struggle and I saw behaviors in him that one we had never seen before and I had never expected to happen with him um and it was it was kind of a dangerous situation um I feel when my kids come to me and they want something that's outside of our budget I never tell them no I tell them let's come up with a plan of how we can be able to afford this how can we make it work I understand there's deadlines that we have to

182meet and this is probably I don't know who knows how long we've been able to discuss it and look at the budget but I feel a lot of times that's the approach we need to take that I don't necessarily feel happens maybe it's behind the scenes stuff that we as a public don't get to have access access to but I feel that's a really important question to ask yourself how can we make it work is it possible for us to make it work it's never to me I'm I'm of the perspective it's never a flat 100% no there's always wiggle room and there's room for flexibility these Behavior Specialists do play an important role in our schools and it's extremely unfortunate that they are going to be taken away yes there is the opportunity like

183you mentioned for them to come back and to step into those roles if the budget looks great but what if it doesn't how can we ask ourselves how can we make it work is it possible or are we just going to flat out tell ourselves no I again I feel that's a really important question to ask ourselves because it does benefit so many students across our campuses and the way they Implement my personal experience with our uh Behavior specialist that we worked with was amazing she they even asked me questions that I had never thought of or like even put in any real thought of my son's behaviors and how things were impacting him um so I mean sorry just very SP the moment but that's it is how we can ask ourselves how can

184we make this work thank you uh Justin kajes my wife spoke earlier about our son Mason um so just to add a little color to the classroom that we were talking about that kind of extreme behaviors um so transitioning from elementary school to middle school is hard for any kid right you can imagine for a non-verbal autistic child another challenge right new environment bigger kids you're learning um the reason those behavioral specialists were in that class the whole semester is because they didn't have a teacher they didn't have AIDS you've got IEPs with one to ones and you have to have people so it it wasn't a design thing I I believe to say okay let's take a specialist and have him here or her here all day every day that was a necessity when

185you don't have AIDS and you don't have teachers it's it's next person up right um and I I heard a lot about redundancies and uh I struggle with that one a little bit because it's not a redundancy so to to clear up what all of these positions are um you know these behavioral specialists are like your teachers so your teacher is teaching a student when that student learns a criteria learns a skill you don't tell the student to teach the other students and on the same side you don't tell the principal to teach every class so the behavioral specialists right now contrary to what we heard they are the ones teaching the Abes they're in the classroom they're seeing the behaviors every child is unique my son's issues are different than her son's issues or

186someone else's daughter's issues and so you have to see that in real time understand what it looks like understand what that plan needs to be formulated to make it work you know you don't call a mechanic and just randomly say I think this is what I got going on and my car did this here that time and that and can you can you write me up the plan and I'll fix myself right so if if the plan is to have the school psychologist who probably didn't go in the classroom or Gina is just going to write up a plan and we're all going to execute it that's like saying hey I'm going to read a Google Document and go fix a diesel tomorrow it's not going to happen so I I think we really need

187to understand the the the specialized role that these two positions play um to to really understand what we're talking about the other piece I I this is more of a question I don't know the systems and processes but do you is there a way to break out the the the computer support and that layoff apart from the two Specialists or they all have to be combined together I guess that's one question um the other one I have is just you brought up a a comment about a dollar becomes $2 becomes $3 are we going to invest in these behavioral specialists to teach AIDS teachers staff and let that compound or after one semester and another two semesters we're just going to say it's out so thank you for the time good evening I actually wasn't

188going to talk today but I'm actually one of the behavior specialists in the district currently and we worked hand inand with school psychologists with the teachers the teachers are coming to us with behavior questions Behavior concerns we are the ones running the intervention we are coming up with the plans we do contract with the bcba we require a master's degree we're both Master's students we one just finished her degree in December I will be finishing this December and then we set for the board exam in the spring or summer we are in the trenches with these kids we are itinerant we go around to all the schools we work with the parents the psychologist the speech pathologist the OTS we are in it with them if we're serving our students the correct way this is

189something that the district is dealing with in a serious issue is behavior there has to be somewhere else to make an impact behavior is a huge impact for this District right now we are specialized in this this is what we go to school for we are we can write be the FB we can take the data we can do all these things and do assessments so when it comes to time for for us to sit for the bcba exam yes we will not need to be contracted anymore with a supervisor that oversees our work but for right now oh that's where we're at thank you um I just kind of want to Echo what the speakers before me have said these positions are very important um you can tell from Cassie who is a friend

190of ours um and we know her personal struggles that she's helped her son overcome this year as a result of these two positions being in place when those positions aren't filled the classrooms can become very um not just disorganized but they can become very um unsafe and it's important that we step back and realize these positions are supporting our most vulnerable population in our school district these are kids that have extensive needs that that need these interventions to be able to remain in the school District by eliminating these positions even for hypothetically a temporary period of time until the funding comes in to rehire them that's still a gap these kids um my son included don't do well with transitions transitions are a huge trigger I know that our kids from the parents that have

191spoken even just moving from the library to back to their classroom can be disregulated imagine having finally just like Cassie and her husband said finally having the support that their son needs and then pulling the rug out from underneath that imagine the impact that it's going to have on those kids in that classroom even for a temporary period of time can be extremely disregulated and I just urge you to keep that in mind as you make your decision tonight there any other questions from board members I guess I would just um Echo the gentleman who spoke is there options to separate out these as he mentioned like the computers versus the behavior specialist is that even an option yeah okay do you have a question no I'm waiting for you to run the flag up

192the flag pole okay all right seeing no other questions or public comment I'll call for a motion thank you thank you um Madame President I move that we strike the behavior Specialists positions 41434 and 41435 from the resolution 16 34-24 I'll second that um with the with the assumption that you mean to pass the resolution without those ORD yes that is exactly my intent okay so the motion is to um pass this resolution uh minus the two Behavior specialist positions listed on there um that's what's on the floor now for discussion oh I I'll speak to the motion you know I have been on the board a while and one of the um most um significant issues that we have dealt with over the past number of years is keeping our students and our staff

193safe while we attempt to um move them along and and and broaden their their skill sets so that they can you know be independent in their school contacts I heard for the first time that we have two positions that are making great Headway toward making that that happen that don't involve sending our students out of district and expand tremendous amounts of dollars to put them in private non-public um circumstances so that's why my motion is coming we have something that's working I want to find a different way of funding it and not lay those positions off in two days all right thank you um first I want to acknowledge the work that staff does there a question about how do we make these decisions um it is never easy to even have to make these

194lists about about where we might make cuts and we're only even considering this because as we saw in the budget presentation um we need to tighten up everything around our core services and I hear that um that said um I want to Echo what Miss Robinson said in that we hear every year um about both safety in our special education classrooms and about the difficulty of retaining special education teachers and I'm uh concerned about removing more supports from those and having even more of our teachers choose not to come back uh in the special education classification that's hard we already can't fill those positions and I know people already looking I know especially teachers who are looking elsewhere because they feel like we don't support them enough um I also know that when you guys

195look places to make cuts the mant the Mantra is always make Cuts as far away from students as possible um and I just think I think we missed the mark on that one this time I don't I don't know where else we make cuts to make up the money and the fact that we do need to make cuts and everyone needs to be aware of that like speaking just to the public General we are entering a time when CH unite is going to have to pull back on a lot of things to stay solvent and avoid much worse Cuts in the future so we are going to be making some hard decisions up here um that said I I can't see um a way to to pull these two positions away from the work that

196they're doing um I would Echo much of what you said I think with um the fact that we have quite a few people who are are leaving um and not wanting to be a part of um or we're having a difficult time uh retaining some of our special ed staff and we have two qualified people who want to be there and are excited about what they do um I did hear the mention of the redundancy so um I wonder if there's like a way that we could and I'm sure they would already they already believe they're maximized um and pushed to their limits but maybe redefining or um considering ways to make it less redundant and maybe have their role be maximized a little bit more and it sounds like maybe with the opportunity with

197them graduating um we'll have that um within the next year if we end up deciding to keep but anyway just maybe addressing that um redundancy and and expanding their role to make sure we were utilizing them to their fullest potential I'm going to um tail off that because I was thinking similarly um that it may not be when the program is re reaching more of its fully fledged status that this that it it is redundant it may just be that this program hasn't even been in place for a full school year and we haven't been able to even see the potential that that just having two Behavior specialists in District you know building rapport with staffs and students will pay off I think more than what we've even been able to see just what we've

198heard from tonight um and really just to keep it short it goes back to the concept of our district standing for every student every day and if we get rid of these positions that have made a significant impact even just on one student and it's been more than one but even if it was just one then what are we what are we standing for if we're not if we're not standing for our own our own slogan well the all you know you could be standing for the all not just the one is that a throwback to two years ago um may I speak yeah please so uh I'm going to take a a dissenting view I have spoken to staff and I know that that they're not indifferent to the needs of that student that

199we're talking about or any of the kids that we're talking about these guys are not like cold calculating uh mathematicians who just sit around you know looking for uh the juiciest piece of uh you know loow hanging fruit that they can snip off of some Branch somewhere um I mean I don't know their whole life story but but uh they're not that you know they've committed their lives to education and the way that you know we all have on some small level and that we pick a a vocation because we we like it and we want to do that um and um I want to thank the staff I want to thank you guys for the difficult decisions that you make day in and day out you know um we are facing tough Economic Times

200and we're at the like tip of the iceberg of it so U be happy that this vote is going to go your way uh because it sounds to me like a Time's coming when uh when votes are maybe going to not go people's way because we'll been in a more necessary position but I want to ask a bizarre question I heard that uh if if school boards can't figure out how to cut the budget that the state or somebody just sends somebody here and that person just sits there with you and they just cut the budget for you yep so really that's kind of um pretty lame I think and cowardly system because it enables us to just sit up here and say you know oh you're so valuable in that situation it's all so

201valuable and every single person as staff tries to like send up you know proposed cuts to a budget that's got to get cut we could always have the comfort you know to just sit up here and say well I just can't I can't possibly cut that incredibly valuable thing you know and we can look good and feel good and then we can complain three years from now if some auditor type person is sitting up here with us saying well you got to do this this this and this because uh otherwise your books aren't going to balance and we can just say that's just just you know a totally terrible Injustice that they're that they're making us do that you know and then I I guess somebody could go to sleep at night feeling like they

202had always stood up for people who deserved you know that service and it wasn't their fault that it got cut you know that's that that seems to be the world that we're living in and I think that exact thing has happened here and that's why Kevin Bola your predecessor actually came to work for Chico Unified School District because he was that person who was here you know making those difficult decisions because nobody else you know had the guts basically to do it you know so why should I stick my neck out now for staff who've just kind of identified what they thought was a a responsible decision to to make that would bring our books into balance over the next few years so or it could be that no one's being a coward and instead

203we have a principal disagreement um for instance a lot of people have spoken about up the fact that when special ed goes arai it costs us a lot of money shipping students to nps's uh loss suits and uh uh hearings regarding broken IEPs but haven't they thought of that haven't they thought through those sure they have scenarios I'm sure they have yeah yeah I won't belor the point yeah I hear you and I do worry a lot about the expenses we already incur um on the special side and I think that again maybe we are if there's possibility that we're missing the mark in terms of of the overall expense in cutting these down the line as well I think it's a I think it's a premature decision um before we can see how it

204it it really is run fully fledged I would like to see it for at least another year and then I won't won't be up here anymore but you know if Cuts come harsher and faster then you know we might be right back here and like that's that sucks and that's the reality but I think that at least for me philosophically in an equity stance versus an equality stance I think that you know the handful of students that are going to benefit the most from this are are are worth the struggle that our staff are if this board decides to to um approve this motion um staff's going to have to go back to the drawing board and it's going to be tough and they're going to be a little bit upset about having to rework

205numbers and everybody is worried about cuts in other places that also are going to impact students but um there has to be Solutions somewhere in my opinion and that's what we're up here for and I'm just going to jump in here for a moment um this is you know obviously not about two individuals or really even um about saying that we don't value or need these positions This truly is we are looking for ways uh to get our budget imbalance but that said absolutely I mean I think everybody we have in this district has value and I need to address something that was said earlier that really bothers me and I just I I need to uh set the record straight here we had some very disparaging comments made about our uh IES and our

206school psychologist and I just want everyone to know we have outstanding School psychologists we have outstanding individuals that serve in our I positions and um you know I'll stand those up against anybody anywhere and I'm sure we can do exactly the same thing like you said it is a new program so we don't you know we don't know yet how well that is going to work out but I'm I I know these are wonderful people as well we've never heard anything bad about the individuals it is just um is there redundancy that we can eliminate we've heard no from some people we've heard yes I agree that it is you know there's just may be a difference of opinion but I don't want anybody to leave thinking that we don't have fabulous support staff in

207our IES and our school psychologists they work very very hard every single day with really difficult students thanks for thanks for saying that as I had the same feelings um with that let's move on to the vote um let's start with uh Miss Robinson since it was your motion Robinson I tennis nay Conan I Doby I Lando I okay so the resolution passes uh with the behavior specialist Struck from um the layoff list thank you and thank you everybody for uh being here and speaking tonight including staff um with all these difficult conversations um we have a few items left I could use a break but also could try to power through is there anybody that's like really really needing to take bre and I think we should use our desire for a break as

208a motivator to move more quickly and ask fewer questions and make fewer comments okay just making sure that nobody's hurting um okay so we are moving along to 9.3 two discussion action resolution number 16 37-24 non- reelection of probationary certificated employees thank you madam president so before you is a resolution it's it's an annual resolution as most of you know by March 15th we need to notify our and and uh any non- reelected probationary staff and as you can see here we have three staff on our non- reelection list who have not submitted resignations hence the the three uh student or uh staff ID numbers um um president uh SN U Charlie Snider isn't still here but I wanted to thank him for the the uh participation the conversations we've been having with staff as

209we've been making these very difficult decisions um before you as I said um California Education Code 449 29. 21b provides that um they need to be notified prior to March 15 so these are our either probe one or probe two non reels who um did not uh resign you did approve some others uh who were going to be non- reelected however they chose to resign and you approved them on your consent calendar all right any further questions for clarification seeing none public comment hearing none uh I'll ask for a motion I move this resolution I'll second that motion okay we have a motion by Mr tennis and a second by Miss Robinson uh for the uh passage of resolution number 1637 d24 uh any further discussion all right um we'll do a a roll call

210vote again um we'll start with you Mr tennis tennis ey Conan I Dolby ey Lando I Robinson I it passes unanimously thank you thank you madam president just want to make sure Charlie knew that we thanked him he's back yes you were thanked while you were absent and you were waiting for it all night yeah yep hear you um moving on to 9.4.1 this is under board it's an informational first reading of revised and updated and new board policies so you do have in front of you um board policies that are being revised and updated and this is the first reading on those so uh if there are questions we're happy to answer those but typically the board will take action on these at our next meeting I have a question about some of the

211language that's in a lot of these and it's a kind of similar language threw out a lot of them and it says like uh oh gosh I should have put a screen of it up here um so I could read it but it was like no books shall ever be removed from the library that describe you someone's contributions or something like that you know obviously it's very specifically drafted by somebody who wants to put a certain kind of book in libraries and make sure it stays there where did that come from legislation there's legislation that actually says it should do this okay okay thanks yeah just for further clarification these board policies were updated this is like a csba standard update that most districts are are getting because of new legislation that has been passed

212in the well sometimes it's new legislation other times it's like case law somewhere but but you know I deserve to be able to ask I'm not I'm not I'm not you're like all putting me down I have to use the bathroom and I really don't appreciate you making this last any longer okay fantastic um it is a first reading um obviously we've perused it a bit we have another few weeks to look over it further before I have to um and then uh it'll come back next meeting for us to approve next next meeting Adam president yes I would just encourage everybody to read all of the because there is a lot in what's being submitted yes I um it's a lot a lot to read and so my my method is to look for

213the red changes read those and if I'm if it pequs my interest I'll read more context around it and move right along thank you um okay next is items from the floor and that's another opportunity just to address the board if there's anything else that anybody wants to say that's not on the agenda no NOP I think everybody here has been able to say their piece tonight fantastic um next is 11.1 this is under board member request to agendize item um discussion action board member requests to agendize a discussion regarding limitations on cell phones at school uh so um I floated this out um on the the um interwebs about a week and a half ago um yeah there's one uh parents web page that's really the gold standard of what do parents want to

214need in Chico Unified uh and I floated it there and uh there was now there were some uh like you know the social media equivalent of raised eyebrows like oh are you sure you think you can take this on etc etc and some some some good questions but not a single thumb down on any from anyone and there were many many many many many thumb UPS uh all the feedback that I've had on this has been basically neutral or extremely positive you know there's a few neutrals there are many many extremely positive uh parents I haven't had any any letters from any students thanking me for bringing this forward and and at this time but um would there be challenges associated with such a policy absolutely um but you've already had we don't normally get

215email uh in favor of something at this stage when it's just being put on the agenda so I think that this at this stage of the game anyway kind of sells itself that we should have a discussion about this uh for action in the future not in the not distant future because it will take some time to implement yes Eileen Robinson um thank you Mr tennis I'm looking again at where exactly are we on this process because I have had in put from students we are we are in the process deciding deciding if we're going to put it on the agenda on the agenda okay then I'll be quiet so I move that we put this uh on the agenda a future agenda I second oh oh I was going to Second as a discussion

216action item to clarify absolutely I I I I'm I also project for you all that I'm going to take a pretty hard line on this I actually think we need to get cell phones out of classrooms in in in a pretty big way right so we have a motion and a second a motion by Mr tennis and a second by Miss conin and um let's do a roll call vote starting with Mr tennis tennis ey Conan I Doby I Ando i Robinson I fantastic all right we will get to it out yeah all you guys thank you thank you yeah uh yeah I think special meeting next week please um is the is is the regular meeting for April would that be an acceptable time frame a month a month away the regular meeting uh

217it really depends on how much staff time that needs to go into this and I and I really don't have a feel for that at all in terms of what kind of research that you want to come back to yeah I mean I think that part of this would be um just you could jump into but fiscal implications for some kind of implementation if there are any associated with with um cell phone policies and what to what degree we could potentially Implement that let me tell you something it's been I've been informed that Mr Gunderson at Chico Jr has a lot of firsthand knowledge of one uh intervention let's just say method and he's actually from what I understand he has actually some experience dealing with this uh so you might consult with him I

218would ask that you would consult with him on it um I think there's a couple of uh really valuable uh media articles one that was in um uh I'm going to pull them up and I'm going to share them I'm not going to inform you on how to do this but I'm going to give you just some resources that I've been made aware of yeah yes I want say San mato I think do you feel like there's enough direction from the board at this time Mr tennis were you because you said classrooms or do you mean schools I'm open to schools okay I think that's unusual I think that's more unusual but uh but I'm open to it okay I just want to know yeah and I think that that will be a good part

219of the discussion for us to have is is what does it look like at the site level or if it was going to be District wider that's part of that discussion um a motion to adour what this regards what to direct staff to do adjust FYI this was one of the topics that the students brought to us at the lcap meetings they are interested in seeing the same thing so I would suggest we asked the students for some suggestions on how to accomplish this they've got ideas thanks e motion to adjourn still Mo thank you your