11/2/2022 Special Board of Education Meeting

001foreign I'm calling the school board meeting to order as our third board trustee just got here so we'll give her a second to get seated and with that we'll start with the flag salute I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you [Music] it gives me great pleasure pleasure tonight to jump into announcements with both feet so we have a very special person that I want to recognize with the announcements and Tiffany sabraw would you come up please [Applause] now if you're like me and you've had your half-grown puppy stand in the middle of the street with traffic coming or your kid not listening in the parking lot this will resonate

002with you so we want to recognize with mno and transportation one of our bus drivers Tiffany Sabra who on October 26 at about three o'clock she dropped off her last student near DeGarmo Park and starting driving down the Esplanade and if you've been down that section of the road it can be a nightmare looking ahead she could see a small child alone on the sidewalk pushing a small kid's wagon and as she was approaching the child started to come onto the Esplanade with the wagon Tiffany stopped your bus in a position to block herself and the child from traffic got out of her best picked up the child got her on the bus and then went to a safe pull out so as not to impeach traffic Tiffany then called our dispatch to alert them

003that she found a two-year-old alone on the street they called Chico police and after a short investigation they found the mother of the child at which point Tiffany was able comfortable to release the child to PD and then she was back driving her route because of her actions that day she made a huge difference in that child's life and her families we just wanted everyone to know that her heroic actions did not go unnoticed we are proud of all of our drivers and the service they provide to Children and Families of Chico [Applause] laughs [Applause] all right so with that are there any other announcements all right it'd be really hard to match that yes okay so we moved to our consent calendar and is in or anyone who wants to would pull an item

004from the consent calendar um I would like to do a shout out to the Pleasant Valley High School core who has been invited to attend their Regional All-State Honor Choir performance in Stockton and then the high school band at PV to attend the Western international band Clinic honor band in Seattle so we are so pleased that our Fine Arts performances are getting this level of recognition so with that may I have a motion I move the consent calendar okay so move by Matt Tennyson seconded by Tom Lando and so we'll do a Voice vote on this unless there's any discussion Dolby eye Tennessee all right so it passes four to nothing um we have one board member who couldn't be here tonight um did help so okay with that we moved to our board Workshop

005topic the multi-tiered system of supports special ed programs and budgets welcome Diane oh there now is it on now it is there you go sorry about that so thank you for having us here tonight to talk to you about our District's multi-tiered system of supports and how special education programs fit into those supports for all students throughout the district our team I would like to introduce today and they'll come on up um I'm Diane Olson for anyone that might not know me I think everyone knows me I'm the director of special education we have Tina Keen that provided supports also and she's hiding right now she's the director of state and federal programs our lead on this board for especially education was Gina Payton our lead for the multi-tiered system supports piece of it was

006Christy bangsrun and then the rest of our coordinators from special education Jennifer Scala Dana Feingold and Joanna Ming and I remembered that wait no not Megan I remembered all their names that didn't happen very often very good so I just want to say that I also want to acknowledge and thank both Caitlin and Tom they met with us for lunch and went over the topics that they would like presented during this board meeting and then Gina sent the presentation to them in advance the draft for any feedback that they might have on Corrections or additions and changes within so thank you both to Caitlin and Tom for that with that I'm going to hand off to the rest of our team to start presenting on what we're doing have the Clippers I'm not convinced I

007know how to use the clicker but I'm going to give it a go okay well we have the absolute pleasure of getting to talk to all of you tonight about special education and how that fits within our multi-tiered systems of support that we provide for each and every student in our school district I would also like to thank Caitlin and Tom for that really long lunch we had and the great discussions around special education it's so fun for me to talk about special ed and the amazing stuff our department does every day and to hear from you guys as Educators and board members was just a really nice conversation that helped us build this presentation I wrote down my word so I don't get tangential like I did at our lunch to take two hours

008um as I mentioned we have multi-tiered systems of supports for all of our students within the school district and with each one of these tiers one two and three we support student growth under each of our three lcap goals we like to use backpacks to represent those goals as you'll see later on in our presentation that we focus equally on academics social emotional growth and behavior um look at me doing so good so as you notice in our picture here most students within our school district make adequate progress or the progress that we would anticipate them making within our tier one supports and all of those wonderful things we do to address all three backpacks and then tier two is some of our students within that large group are going to need additional supports to

009make that progress that we would expect of them and tier three is even within that small group some of those students even after tier two supports might need even further or additional targeted support for their more individualized needs and then when we get into special education um we oh just one other thing to mention as we do within each of these three tiers look at all three of those backpacks within each tier if that makes sense and then students move through these tiers fluidly based on the progress that they're making or the lack of progress that they're making and that happens fluidly throughout the school year based on the data that we're taking and concerned shared with the team and then special education is provided through an IEP or an individual education plan and that's

010our overlay of what you see on top of these multi-tiered systems of support and we'll talk further about how you can get into assessment land and get qualified for an IEP throughout this presentation so this plan an education plan is developed by a school team of professionals with parent and Outside Agency input and they do thorough Assessments in the areas of concern for the students assessments are reviewed and to determine strengths areas of need learning styles and preferences goals are developed and services are offered based on what we find out through those assessments that's me keeping it very simple for you a very complex plan and very simple words so as you'll see when we have special education it's we provide instruction and supports aligned to individual student need using ongoing targeted assessments and progress

011monitoring we collaborate in a team approach driven by detailed data in students least restrictive environment and we have fluid movement between these tiers within any individual students least restrictive environment so when I say least restrictive environment that's going to come up quite a bit in this presentation that means that we're teaching students in that lowest tier as often as possible to give them that maximum access to the general education curriculum and instruction hmm we um it's our job as lre to provide accommodations modifications and services within our mtss tiers before we pull a student into like a separate or segregated setting for their instruction in special education just because we don't want to limit that we don't we don't want to limit their access to the general education curriculum and rigor unless the benefit of

012pulling them out outweighs those potential harmful effects of removing them from their peers so next if there's am I supposed to ask for questions okay now so next Dana's going to come up and talk to you about our Continuum of special education services and how we meet all the diverse learning needs within our community section there you go okay so here's the slide that I have on my paper um so the Continuum of services we showed this slide last year at our board workshop and basically this just shows the variety of services programs and settings that meet the needs of our individual students and through the IEP that's the way that we determine the placement of our students and the IEP is driven by that educational disability eligibility and then through the IEP we look

013at their goals and objectives and their student needs during the IEP and at that time and every time we have an IEP it could change so that's also a fluid process when we come to the IEP mm-hmm good evening so my name is Christy bankson I'm the mtss coordinator for the school district and just to take a step back um through looking at our district in the multi-tiered system of supports for all students in K-12 our our system our framework has been developed and it matches and aligns with the the lcat plan so the academic behavioral and social emotional supports for each and every student every day and what that looks like for every student that walks onto our campus is going back to that first image that Gina showed with the tears so you

014think of tier one is a the supports that every student gets on campus that's through their Core Curriculum the positive behavior interventions and supports that are in place on school campus campuses um you know having our our school counselors that's all there for tier one supports and we know that some students need additional support because to be successful so every at school sites there's a a team who when they notice you know Based on data that a student needs extra support they might get additional support either academically behaviorally or socially emotionally and that's we call tier two and that's in addition to being a part of all of the tier one supports that are on a site that every student has access to and then if the team is looking at student data again and

015there's some students who even with those supports need extra supports that's when we move into tier three supports which are very highly structured explicit systematic instruction really focused on what that particular student is in need of at that time oops wait wait there's one more piece so just oh my girl she's way taller than me so one of the ways um students might qualify for an assessment to determine eligibility for special education is through this multi-tiered system of supports and this process so if students have moved through all of these tiers and they're still not making that progress that we would anticipate them being able to make then that point we might refer them to an assessment for special education um and the Joanna is going to come up and talk about the process that

016looks like that after they might start an assessment hi Joanna Meng so as Gina said when a student does not make expected progress in response to our interventions within tier one tier 2 and tier three the school-based intervention team which is tracking that student's progress can make a referral or a recommendation for an evaluation for special education eligibility um this multi-disciplinary evaluation is completed within 60 days from the time that we receive parent consent for the assessment and if that evaluation indicates that a student has a disability and needs special education services then an individual education plan is developed which includes services and supports for that student's educational needs again as Gina said before within that least restrictive environment once a student has an IEP we do continue to monitor progress we do review that

017plan at least annually and we do a re-evaluation to determine continued eligibility and to determine the student's ongoing educational needs at least every three years okay so some of the things that both Tom and Caitlin asked to us to present about are some of the things that we've done in the last year two years since covid and so first of all and I don't know how to do the links on here and open a link thank you um this I'm not going to go through this whole page but I went through our calendars we have agendas that we meet on the special ed administrators meet weekly and so I went through our agenda and added in here for you to look at on your own all the things that we've done in the last couple

018of years based on our agendas okay you can go back to the workshop okay um but some of the highlights out for this year is that last year we added two new mild moderate teachers based on growth a school psychologist and a speech and language pathologist that's all based on growth student growth the number of IEPs that we have in the district this year we added two new K3 classrooms for extensive needs those are both at CRV we added two TK inclusion classrooms last year at our board Workshop there was a lot of discussion about the inclusion programs that we have at the preschool and is there a plan to grow them so at Marigold we opened two inclusion programs in at this school the um and it has had Growing Pains I'm gonna be

019honest on that um we have teacher medical needs based on surgeries they had and so we're doing some subs and everything but it is actually working really well and we have a collaborative report approach that we are working with with those two teams we also added one extensive classroom needs classroom at the sixth through eighth grade at Chico Junior based on students graduating up that added some extensive behavioral needs that they needed um we also have our access programs for students with disabilities we transitioned two years ago those from the county and we run those completely ourselves and that means we have the clinicians the behaviors and the teachers all under our umbrella here in the district um the most exciting piece of news can I share it yeah okay it's on the slide so

020I hope I can we are having the startup of a district-wide behavior intervention team and this is something that Gina's been dreaming to do for a while to help all students in tier 3 general education and special education I'm going to let her talk about that a little bit oh okay I have been dreaming about this for a while um one of the challenges we Face we haven't even got to challenges yet but you'll see is um behavior in has kind of gotten more extreme I mean we've always had Behavior as a challenge to access curriculum and things but um post covet it feels more intense or maybe students um at a wider range or experiencing behavior and we're also hiring a lot of interns because of Staffing shortages that it's Nationwide Staffing shortages so

021creating a behavior team to help facilitate our ibby AIDS which are intensive behavior intervention AIDS they make a little bit more money than our paraprofessionals they work a little bit longer hours and a little bit more days per year they'll be itinerant working with our multi-disciplinary team and we can push them in to classrooms that have high needs behaviors or students that are having struggling with behavior to run a coaching model so we'll go in and do an assessment develop goals strategies and supports aligned with data collection and then we will push in an ibby aid under the supervision of a specialist and myself and they will Coach and model all of the interventions and strategies with kind of an I do we do you do model and then every six weeks we'll re-look at

022data and progress and either send them through another cycle or maybe fade them out as that team gains the Knowledge and Skills that they need to be able to address those real quick question about that so are these folks primarily focused at the elementary school level or is it kind of broad range you know just in having a feel for where the majority of our behaviors happen it will be largely elementary school but we do have pockets of behavior throughout Junior High and high school and the adult program as well so it'll be a referral basis thank you just to know what with access there's already about 12 to 14 Ibis Behavior AIDS in those positions we added another 10 in order to do this program the other thing that is accomplishment is that we've

023really refined over the last couple of years the professional development process and our district White staff development days and so just real quick I want Joanna to talk about that just because she spent so much time on kind of refine it and making sure teachers are getting what they need so of course professional development and training continues to be very important for our teachers and our staff so related to special education this year for our district-wide staff development days we've offered a range of different special education specific trainings for different groups of teachers and Specialists we're also offering a paraprofessional training days for our paraprofessional staff on our people free days so for elementary that's November 10th which is a staff work day but a student-free day and then for secondary December 22nd which is

024a staff work day but also a student free day so we're we've scheduled paraprofessional trainings for for our aides for both of those days as well we also have offered and will continue to offer site trainings based on individual School site needs if there's a need that arises at a particular School site will find someone to provide training for the staff at that school site and it might be special education specific staff or it might be staff might be all the teachers at like a staff meeting so we'll continue to to work to offer training and professional development one of the other things that I started to implement prior to covid and then covid put a kind of a halt to everything that we could do in person with special education parent meetings and so

025we finally are able now since we're reading in person we don't have all the coveted restrictions we had our first one on September 29th another slide we'll talk a little bit more about that we have another one on November 29th and then February 28th is the special ed lcap meeting with the focus on special ed um we also have had a lot of accomplishments within our preschool money because of some additional grants that have been funded there so I'm going to let Dana talk about very excited about our preschool program um Marigold Loma we have an extensive TK program so we brought over our Blended program over to the marigold side and we opened up a next sense of TK program with 12 students and then we went from one Blended TK program to the

026two that are here we also have moved one of our state preschools onto the Loma campus which is going to allow us to have more of that inclusion for our students when they're ready to move into that inclusion opportunity we still have Innovative which is on the Loma campus with they have the two classrooms for this year and then we have some new preschool funding that came through from the state that we have our early intervention behaviorists that we've contracted out for that is helping with some of those behaviors in the preschool to get them ready for kindergarten we ordered Frog Street curriculum which is a curriculum for our preschoolers our head starts in town and the state preschoolers also using the same curriculum we also have um hired a teacher to come on she's

027a retired teacher and she does part-time she's running SEL groups our commotee program that we have in the elementary they're doing the preschool version and then they're also doing some language groups and play groups for students our food future plans we're looking to hire an intervention OT there's a lot of research out there that if we can get that fine motor going that it helps students moving into the elementary to reduce sped referrals then we're looking at hiring a targeted case manager on a part-time basis and then also we're getting ready to get our our preschool grows as the school year moves on we're in a higher an inclusion preschool teacher and then next year we'll have them to also do more of that inclusion in more of our state preschools and Head Start so

028exciting stuff happening at preschool yes a little bit ancient history but it's coming back at my family again and that's 504s yes and um the first one who's now almost 30. her 504 when we had the meeting only one person showed up the others weren't quote unquote required to show up and um it mostly showed up in testing environments where you know her physical her stomach and stuff she couldn't be there that long but the difficulty I see with that is if they look like they're doing quote unquote fine okay and they're not excelling like they could then it doesn't seem like the 504 comes into play soon enough and then I I had another one who literally left high school because he's sick almost every day I mean you know so my special concern

029now is we have a one-year-old who has is going to have a 504 and it's just we've had great service in the home but then when they get to school and if it's medical it seems to be a lot less I don't know wrap your hands around it get a hold of it are there ifsp kind of what I'm thinking possibly instead of a 504 they're probably on an ifsp which is a pre-iep for our zero to three year olds and then when they hit that three-year-old we do a transition and sometimes students are transitioned out of their ifs ifsp because they've made the growth that they need other times they are assessed to see if they need the IEP at three and then they have other students who graduate between three and five and

030they don't need the IEP anymore so there really is this transition and fluidity even in that zero to five for students that have special needs so yes does that answer your question well it's just um I don't know what point a parent would be able to effectively say um I don't think my kid is doing what they could do that's where we partner with far Northern Regional Center especially for the young youngest ones and they help guide parents in those conversations and identifying those needs the other thing is that 504s don't exist until they hit Elementary School age so TK kindergarten and so there can be that period of time unfortunately where they don't qualify for services through the infant program IEP or through the preschool age IAP and so it really isn't incumbent unfortunately

031on parents to research out through far Northern and Raul and child disabilities rights Advocates to see what can happen that pre-three age once they're three though we grab them in the other thing that's not on this is that far Northern Regional we've partnered with them and they are presenting a 12-week program for families parents that are pre um IEP referral that might be looking towards that direction and they're going to support parents and collaborate with us in providing information on IEPs and this whole scary scary process as this parents that have been through it can tell you um of getting an IEP and understanding this whole process because it is I less left a IEP to come here and I was exhausted at the end I can't imagine what it was like for the parent

032because there's so much um top level thinking that has to go in on it and it's not always understandable does every parent who whose child has an IEP know what percent of the parents whose child has an IEP are aware that their child has an IEP 100 100 they have to meet every year however saying that they forget quickly after they have that IEP meeting okay we meet with every single parent at least one time a year most parents even more often that however I will say that when parents move into the district and I'm not following the previous districts and they fill out the paperwork says does your child have an IEP they'll leave it blank and they'll or they'll say no it happens all the time that's one thing like if you were

033to stop some some random parent in the street and say hey does your child have an IEP and you pulled them you know I mean what percent of the people would get it right that they really don't and what I'm trying to ascertain is how aware I'm just curious our parents are of these IEPs you know yeah are these are these an intense rigorous experience for the family or is it kind of like oh oh okay I mean or are we a legend in our own mind you know it depends it depends because things that have only only and they're really just working on articulation and everything else about their child is typically developing they may not be as aware of what this paperwork means to them so I could see that happening and um

034unfortunately as much as our psychologists our case managers try to help parents through the process some of them are less involved parents may not understand the importance of what they just went through is but our psychologists really do try especially in initials and especially in preschool to meet with the parents prior to the IEP talk about eligibility talk about disabilities and talk about what the IEP is happening but yes I agree with you some of them just don't know I was just genuinely curious I wasn't trying to you know demean anybody I was just curious no it's a good question good point just to add it is a good question and we do our goal is to involve parents along every step of the process we do need parent consent to even evaluate a student

035for special education so um you know so there's a lot of parent education involved with that process when a student is referred for an evaluation um you know we want parents to make informed decisions about what's happening with their child so we we have to get written parent permission um and then we after the evaluation is complete if a student has an IEP then we also again at that point need parent consent to approve of that IEP so we are there are multiple places multiple steps where we have to get parent consent I had a student who did see speech therapy this is not and I had to sign various you know paperwork for that that is not an IEP correct that is that is nice it is unless a student is receiving a short-term

036speech therapy and it was kind of informally I think it was a year you know okay but no one ever said to my recollection maybe it was written at the top of a forum but hey just FYI your your child was in an IEP now so it might have been just short-term school-based speech therapy but most of our students that receive speech therapy services are do receive that under an IEP and these occur in all three tiers of the multi-tiered system of support if a student has an IEP and they need any one of the tiers services in any one of those tiers they could access it now every student in tier one tier three doesn't have to have an IEP so they wouldn't know about the IEP process until they got referred and even

037that referral process with the what we call the school-based intervention team the s-bit um if they're referring they do let the parent know we need to do more we're referring to the IEP team and they have a psychologist come in and talk to the parent at that time also there's lots of lingo going in on in this and we try really hard not to use acronyms we fall back to Old Habits sometimes and so and I think Kathleen you've asked the same question before is how do the parents really know and it is something we've worked on but um it's it's such a hard part like the lady that I worked with this afternoon there were things that she was asking that she truly didn't know that were clearly written in the plan so we

038just had to go through step by step and slowly it's just parent by parent um you know it's complicated you need it's like buying a house when you sign off on the IEP there are a whole bunch of signatures and initials that we have to have them go through and explain to them when they sign so it is complicated and how much of your house when you bought it did you actually read all the paperwork every last word well thank you for the explanation um one of the other things that um Caitlyn and Tom asked about was the challenges and of course special education is a challenge all the way across the board raising a child with special needs is a challenge so one of the biggest challenges we've had this year is our impact

039of growth right now we have 2147 students eligible receiving Services that's from three years old to adult and it's speech IEPs to mild moderate needs to moderate severe needs okay could you repeat that statistic it's not written on the board yeah it's two thousand one hundred I just got them today so 2147 are eligible for special education services right now in the district that also includes students that go to a dhh program in Durham they're including the numbers or students that attend schools that we've referred to them out of the district such as basis or in a non-public school okay so those are included there we also have 160 students which we call pending pending students are students that have gone through the espet process or some other process to identify you have a disability

040number one and that disability is impacting your access to education so there's 160 pending assessments an assessment takes a minimum of 20 hours just to do the assessing so it's 160 and it involves anywhere from three to six or seven assessors then you have the report writing you have the IEP development and so parents they have the 60-day pair of time period to do these assessments and it takes just about all of that time to do it and so it's frustrating for parents because they know that there's needs but we have the 60-day timeline because we want to get it right so um I did want to talk about that a little bit our increased student needs also increase create some problems with facilities space and Staffing I needed two classrooms this year and I

041had to go to every single site and kind of move some other programs out of the place so I could have room for special ed services I do appreciate the facilities has done a good job as they're doing the remodeling and their modernizations Kelly has given a priority to making sure that every school has adequate special education spaces identified in all the modernization so we don't go into back corners it has to go through the modernization process before we get there though um this increased student needs also affects our caseload class sizes the number of students a a special education teacher scene and also the number of special education students in a general Edge education classroom that creates some growth in skills that we need to do within our staff the other area is recovering

042from covid and this isn't just special education across the board students returning from covid and that period of time where we had less instruction going on in a group setting it has impacted students ability to socialize understand the demands of being in school and it creates behaviors it creates lack a difference in educational growth over those periods of time so we are really focused on trying to um uh work to meet those deficit areas also covet caused a lot of trauma you know and we've had so many traumatic events in this District so that trauma has impacted special education and could be one of the reason for more referrals we're seeing a lot more social emotional referrals to special education and the biggest thing you've already alluded to this Matt is that the individual nature

043of the IEP if I go to any parent any student in an IEP no one of them looks the same no student gets the same services and so having to have our case managers have an understanding of all the services that are available on their campus and throughout the district it is a challenge okay staff professional development we're working on that as you heard but that is also an area that we are constantly maneuvering to meet the needs of Staff knowledge and if you could pull up the parent meeting parent concerns are a area of concern and it's really tiny you can pull it up on your computers this is the parent night that we had on 9 27. and this is a summary of the items that parents brought up and in blue are

044the items that we've addressed they're not fully addressed but these are the steps that we've taken already to address some of the things that they've presented at that parent meeting and then back to the board and then on to the next page okay so one of the things that out of those challenges increasing and improving parent relationships and so I'm going to have Jen Scala our new newest member to the team this year um present on that and yeah 504 questions so as you can imagine there are so many details in every single plan and we're dealing with Unique Individuals inside of their unique family system as well it can be kind of an opportunity for misunderstandings and disagreements to occur and one of the key things that is essential to ensure that when disagreements

045or misunderstandings occur we are able to come together still as a team and process through whatever those misunderstandings or challenges are is that relationship with parents and so the state actually was starting to see a significant increase in requests for due process or complaints from parents especially during that coveted time where we had students not able to access their services that they really needed so the response from the state at the state level was to create an alternative route to improve capacity of schools to bring staff together with families and basically do their words alternative dispute resolution but what that really means is training staff how to work in a mediation type of role with families where people feel understood and their perspectives respected and then you can move forward to agreement so what we

046have had the opportunity to do is have all of our coordinators and our directors trained in alternative dispute resolution it's a really intense training very very valuable it gives us the opportunity to create to be creative rather with problem solving and coming to understanding and keeping it at the local level within our district without parents feeling like they have to go you know to the state or go find somebody to support them in addition we have a lot of layers of support in our community Beyond just our staff that we can rely on that we can ask for support with that help us continue to build that relationship of trust and understanding one of those here locally is our special education local plan area here in Butte County that's run by the Butte County Office

047of Education we refer to it as selpa selpa has also trained their program Specialists and their director in alternative dispute resolution so if we're struggling at our level we can ask them to come in as a really neutral party to assist us we can also tap on Raul empowerments family Empowerment Center their offices are located out of reading but we're really fortunate I've been around the state working in in other areas and they have advocacy groups that can be really adversarial Raul is an advocacy group that really tries to walk alongside school districts and parents to make sure everybody understands and we're able to support each other and maintain relationships which has been very very beneficial we can ask them to attend IEPs with us we can refer parents so they have somebody who can

048answer questions that maybe we weren't able to explain in a way that they could understand so Rao has been incredibly supportive of our schools and our parents the IEP that Diane was referring to from this earlier this afternoon had Rowell Advocate with the parent and it was incredibly beneficial because we were able to really then work together to support the parent and moving the student forward far Northern oh yes I want you to imagine something I want you to imagine that there's a a group of butterflies in the room I want you to turn around and look at the top of that wall up there and tell me what color a butterfly you would notice I think I would say blue yeah because you wouldn't say yellow right because it wouldn't stand out right but

049it is a yellow butterfly and um I know that speech is our most common um special need but um in our family experience teachers got really excited by our kids progress and they would say oh I wouldn't even have thought that he ever had speech I mean just I can't see him as a context but then speech shows up in other ways down the road [Music] um in reading and things like that so it's not something that people did wrong it's just that it's not so dramatic anymore it's not doesn't stand out the same way and I think that happens you know a lot especially if they're not a behavior issue yeah I think that you're you're absolutely right and one of the things that that I um believe you're referring to is as Educators

050what we see is this experiential view of this student and we don't have all of the history we don't have all of the Blood Sweat and Tears that have gone into creating the little human that we have in front of us and we say this isn't this isn't something we can't work with this isn't something we can't address and sometimes as parents and family members it feels off-putting to have somebody say oh this is this is no problem because it's like you have no idea where we have been how hard this has been what I've had to fight for the tears every you know going through this grieving process you know so and and therein lies kind of that initial feeling of you don't get it you're not getting how hard this is you're not

051getting the tears on my child at the kitchen table working for two hours every night and and that is very very real and so um we have to as special Educators constantly remind ourselves we we're we're lucky enough to be a part of this young person's life for this chunk of time and how can we support parents and family with the entire story of where they've been and help keep them moving forward and some it's sometimes it's easy sometimes it's not thank you for that you're welcome um so on another note we also have far Northern Regional Center so far Northern Regional Center is a phenomenal agency they provide a wealth of services to our very very little people who come out with developmental disabilities and then far Northern takes that giant leap backwards and

052says okay school they're all yours from 3 to 22 and then they pick up services again some of the challenges and I was just kind of hashing this out with another parent the other day is we have this amazing set of resources and services for our individuals with developmental disabilities and yet we don't have this necessarily for our individuals who have mental health related disabilities who can be just as challenging um and tear-jerking as our children or our youth with developmental disabilities and so I think that that is um what I said is if I have a legislative brain in my head I would love to go after that but I don't because I like where I'm at um so we do have far Northern Regional Center that is really amazing for us to be

053able to work with and I think there's a lot of potential there another aspect or side arm so to speak of our Northern Regional Center is the office for clients rights and advocacy they have an office here in Chico they are phenomenal they are a lot like Rowell Family Center which is really empowering they will work with parents and help them understand and explain and do trainings they have a lawyer who is absolutely phenomenal and really takes the time to explain things to parents and so there are times where we have parents say call in my lawyer and we're like could it be this one because this one's really empowering and educating and reasonable versus sometimes other ones are not as easy so there are tons of resources that are out there for us as

054the special ed Community to be able to refer parents to for services and for us to be able to collaborate with to make sure that we're not missing something because sometimes you kind of get in your no this is what we need to do this is how I see the child and having somebody come from outside and say have you considered this is really powerful so I'm going to turn it back to Diane so she can talk about our newest Adventure yes so we're very excited that out of our parent meeting and some of the suggestions that you guys have had to be more inclusive of parents and and how can we improve relationships that how the parent meeting came our special education parent advisory and collaboration CPAC and so what I would like to

055do the first thing here is just the community engagement meetings for all groups so you have a link to that but what I would like to do next is introduce to you Julia rogoff Julia rogoff is a parent of a special needs student that is being very well taken care of at Marsh she comes to us from San Diego she's one of the parents I talked to about that move here called us many times before moving here to find out what we have and what we can do and what kind of setting would be there for her child and so if you can go ahead to the parent slides parent slaves went on there okay uh nope there you go and Julia we'll speak to you now thank you hello uh my name is Julia

056this is my child the greatest human that's ever lived Lillian she currently goes to Marsh and she is in your mod severe program she is autistic and she would be labeled severely autistic but I just label her amazing and awesome so when I moved here I moved here a year ago so I've been here for a year and I moved here because I needed to find a more affordable place for my child that was smaller San Diego is very populous a lot of people you know that's not really my girl's Vibe she doesn't need a lot of people all over the place so I had a really good friend who had moved here with a special needs child who was super happy and she said come check it out so we did and we really

057enjoyed it and I I must have called Diane 10 times wrote about a million emails I am and as I say overly involved mother I um ask a million questions I I haven't met a committee that I haven't loved so if there's a committee that has special education I'm on it okay or I'll start one if there isn't one so um I just really am involved and I like to know everything that's going on with my child and I want to make sure that she's getting every single thing possible but I don't only want to make sure that she's getting everything possible I want every child who has a disability to get everything possible right and I I had some things to say right first of all marching your high amazing Taryn blissman I cannot

058say like how amazing this woman is her staff is amazing the school is amazing I can't keep saying amazing but it's true one one thing that happened so I was there she had a little extracurricular activity and I was there and she was off I tried to give her her space she's in junior high and she doesn't really want me around all the time anymore for some reason and um she was you know pretty far but I had my eyes on her and I see these two women running just running from opposite sides of the campus towards her I'm like oh my God what's going on like something wrong uh no when I finally caught up to them they said she's never alone we've never seen her alone on this campus so we knew there

059was something wrong it's really touching because here are two people that don't work in special ed they don't know my child but they recognized that there was something wrong here she wasn't safe and they went for it so that is the amazing thing I am so emotional when I talk about my baby anyway that's how great your staff is at Marsh right and I really I hope that everybody is getting that that experience but I I know I know they're not right because I have spent the last 10 years educating myself on special education law on the how to enact a a proper IEP to make sure she's getting every service by law that she is that you know required to have but not every parent has that opportunity to learn right and to devote

060themselves to do that so that's an issue and and to your question I want to explain to you what it's like to be in an IEP from a parent perspective just so you understand when I walk into an IEP not me let's say somebody else who hasn't studied for as long when I walked into her preschool IEP okay when I didn't know a thing I walk into a room and there are 10 people with the district 10. who know everything about special ed everything that could possibly they are thrown around terms I have never heard of and the first thing they do they have a long list of all the things that are wrong with my child she can't talk she's not potty trained her behavior is off the charts right so I have to

061listen to about a half an hour of all the things that are wrong with my child I don't know what's going on it was bad okay right and I'm afraid I don't know anything they're talking about I don't understand what they're saying I have a a 10 page 15-page document in my hand that I have no idea what it says I have no idea what it means and they're like okay we're all done here sign it sign this binding contract that you have no idea what it means that's what an IEP is like for a parent it's not great right so I just I always try to remind people Educators and staff that you're not dealing with somebody who knows what they're talking about all the time you're dealing with a exhausted parent who doesn't

062you know my child didn't sleep literally for the first 10 years of her life and she screamed 24 7 for the first eight years right so how do you how do you um how do you give parents that empowerment to understand what's going on it's very difficult so that's a tangent so when we um when I entered the preschool with my daughter at three years old my district had this already up and running a CPAC right and what it is really is just a collaboration between parents and districts to build trust between the two to educate parents so that they don't feel like that when they go into their IEPs to educate parents so that they know and have access to the information that they need that the district already has so just already knows

063all these rules right but we have to take the time you're paid lots of money right um to understand these rules and these laws but we have to do it on our free time we have to learn how to do all these things on our free time so the CPAC is there for parents like me and other parents who have been privileged enough to um be able to learn and advocate for their child to do it for others and it's a group and it's not in us against them the idea is to work together to move special education forward we have an issue in this District that I could say it's meaningful inclusion and I know the word inclusion is talked about a lot and like we said Diane said in our meeting is kind

064of Glades over because you don't even know what to do with that but I'm not looking for my child just to be there that's inclusion I'm looking for my child to have the same experience that the other kids get she might get to join a sport but she's never going to play she might get to be in the choir never going to get a solo she might gonna be in theater but she's never gonna get on stage sorry I know right she's amazing but you see what I'm saying she's there but she's not included how do we include her and kids like her that's my question and I think that's what CPAC can help you address because we're the experts in our kids and we're the experts in how to make them have the same

065experiences as typical kids in our schools that's it I want to compliment you on your ability to you know convey this experience which is so intense for parents I know one of the most stunning things that a speech therapist ever said to me about my grandson and I have a PhD was language is hard work and I was like what but for a kid that has a speech issue it's like pulling rocks out of the mud right and then his little brother there are no rocks everything flies through the air it's just you know so it can be incredibly different in one family about how the kids handle that and I want to say like she's doing amazing she started non-verbal like all those things she's reading she's doing math she has friends like she's

066doing great so the system works and it does work when it's implemented correctly yeah I really want to talk Julia thank her because oh yeah this was a lot of her work to help come forward we're having another meeting I would like to invite all of you to that meeting in all four of them and five of them attend at the same time to a meeting like that too so I would like at least two of you to come on November 29th to our parent meeting we're going to have Raul there they're going to be talking about the IEP process and about their services and then Julia is going to be presenting on the CPAC and trying to recruit more parents for that we already have a executive committee which is five parents and then

067the coordinators and myself and so we're going to be making plans on how to present materials for exactly the questions you were asking about and the questions you were asked how do parents know these things and they don't know it unless we provide some of that training to them also but the one of the greatest things like he said heard Julia talk about how her daughters improved I have some adult students for you again because they are always ones that can talk about how it's been for them going through schools and they're going to talk about that they're also going to talk about some of the challenges they've had because that was one of the questions that Tom and Caitlin wanted us to focus on so I want to have cat bones she is our

068newest um adult program teacher and so she's going to introduce her students [Applause] hi guys my name is Kat bone and these are three of my amazing adult transition students and they've all worked very hard and prepared amazing speeches oh I'm really quiet too sorry um so these are three of the amazing students in my classroom this year and they've all worked really hard to prepare these great speeches and I'll introduce their names and I'll let you guys go so to my left is Addison and we have Sasha and miracle and Addison you wanted to go first right absolutely my name is Addison Joann I am 22 years old and I am an adult program at Loma Vista I have in Chicago for about 14 years I went to three different elementary schools Monster High

069and PV High School I always struggle with changes moving schools different staff and schedule changes are hard for me to deal with I had to move schools a lot and that was difficult for me there were lots of things I love doing my years at school the most helpful was social stories and we helped me Propel to move to different schools like going for a month's Junior High to Pleasant Valley High School and everything I really like was walking with working for rewards some we was like I like was playing basketball going to the Garden or On the walk that helped me to do my school walk thank you for my having me me here tonight [Applause] oh God [Music] hello my name is Sasha Williams I am 20 years old and I'm currently in

070the adult transition program at Loma Vista I have been at Chico Unified since I was 17. I've attended PV for a little bit but I've pretty much just attended the adult program One Challenge is when I lived in Texas for about four years before moving here I didn't attend school because to mine and my parents knowledge there weren't any programs like this one set up for people like me there I didn't have any friends my own age in Texas so as you can imagine my social interactions were quite Limited one thing that has helped me since I moved here has been all my friends it has helped improve my mental health considerably this district has provided busing advance for people in wheelchairs has helped me go to school and go on awesome field trips my

071teachers and service providers have helped connect me to cool programs like reading Pals and job training thank you for listening have a great day [Applause] hi um my name is Miracle trailer I am 21 I am currently an adult Transit transmission program this is hard hey you know what you're going to do this just fine you are if it helps I'm up here crying too I have I haven't been in a transition but first grade I have two cereal Elementary and went to um Bidwell Junior Pleasant Valley High School one of them right yes please right one challenge I had was when random kids would come up to me and ask what was wrong with me I had casts on my legs often it was just me and part of my disability it made me

072angry and affected my confidence and self-esteem it also affected my learning and made it difficult to learn one thing that helped me was being social and making new friends feeling included and valued by my friends made me feel like I had my confidence and self-esteem back it made it a lot easier to learn when I felt good about myself I also ran track in high school and I'm getting ready to run for the college team I'm glad I had Miracle is a pretty boss Runner so yeah oh thank you guys okay you don't get away that easy Miracle because I was the track coach at Chico State so are you going to run for Chico State I have no clue you have no clue okay okay well yeah what what do you run um the

073100 and I also did shot put okay you know what you didn't hesitate or cry one bit of that answer see what I said yeah all right you go do it thank you what I what I would like to add here and as I work with these young people um young adults on what they would talk about um I want to add that for Addison the one thing that he really pointed to is that these transitions between schools are challenging and he didn't feel like he got enough support to meet the people that he was going to the teachers he was going to work with and that that was one thing that we could work on for the district for um Sasha she disappeared for Sasha her challenge was this idea of inclusion and does

074she belong anywhere Texas really excludes their students and so coming back to California and being able to be included she took classes at PV high school as an adult we worked with PB and they made a lot of exceptions and they made accommodations and order for so I should be able to be included and as you can tell she's in a very intelligent young lady and did well in those classes and for miracle the struggle that she's come through the physical struggles the teasing the bullying and still she has stayed with schools that whole time through and bullying is one of the hardest things through special education for us to support because it's an innocuous thing that you can't really identify and label in a very easy way so we really I think what Miracle

075would like to remind everyone everyone is at UC bullying are you see picking on which isn't bullying but it's still very hurtful and so if we can be the strong person to address that and call it out when it happens it's very helpful to their self-esteem and their growth thank you all three of you I appreciate it [Applause] yeah I have some questions not for them but for staff generally related to them um I want to talk a little bit about the transitions that he that he brought up from going from one school to another uh within the district um and even coming here as well and I was asking some questions about it and getting some very good answers from you and Kelly and Jay Marchand um is now an appropriate time to ask

076about that okay um how would you characterize it maybe a warm handoff you know maybe maybe the idea of a warm handoff of I guess you know IEP is a broad category even broader than I thought um but are there other things that are in this category too basically anything in the in the category of special education um you know and for that matter you know just extreme behavior problems that a child might exhibit I mean would those typically fall under a category of an IEP or just a so behavior is not an eligibility area you have to have a disability okay and just having a disability is not an eligibility area you happen to have a disability that's impacting your ability to progress educationally okay with respect to special education because that's what we're

077talking about are we making the warm handoff effectively do do people at the school where a child is moving on to or transferring over to is that that file so to speak is it effectively traveling from one school to another that's a great question and the reason I asked Joanna is because she is a receiver of transition when she was psyched she was at a junior high so she did the handoffs from fifth grade then received them in sixth grade and she also did the handoff from eighth grade to ninth grade so I don't think you really want to know the whole process of that handoff but I want to talk a little bit about that and also about the challenges she saw within it because she's trying to revamp that system right now so

078I want you to talk a little bit about that so I'm going to tie in mtss here as well because for everything not all of our special education students have similar needs and so um you know in terms of that transition from elementary school to Junior High and that transition from Junior High to high school we do have supports at all three tiers we have tier one which is available for all of our students you know when our elementary students visit our Junior highs or our high school our eighth graders visit our high school campuses and so there's opportunities there um their parent information nights that are available not just for special education but for everyone for those big transitions then for our students with special education services of course there's an extra layer of

079careful communication that takes place there's you talked you know talking about the file um and that you know that the paperwork previous evaluation reports that students current IEP the team recommendations for the services and supports needed at that next level does transition that that's the easy part um because that file which is connected to our online special education information system sace so all of that information is kind of immediately readily available to the receiving program and the receiving site the part that's a little trickier and takes a lot more time and collaboration is that communication part from communicating to the parent what supports and services we're recommending for that student at the next level and the communication between the student's current service providers and their receiving service providers so all of that communication there's a

080lot of that communication that happens within the IEP process and then there's communication that happens behind the scenes in terms of okay this these are you know this the students preferences the students needs um and again it's very very individual for each one of our students and so it takes a lot of time and collaboration and again it happens kind of on multiple levels with whole group supports with the information transfer of information and then that collaboration and planning that a lot of that happens um just on that that teacher to teacher and again we we want parents to be involved at every step of the way um in making that transition for the teacher to teacher that's never happening from Chico Jr down to down to Citrus or something like that um sure like

081the the that fifth grade Citrus team um the um the special education case manager and the special education service providers at Citrus for that fifth grader are going to communicate with the receiving Chico Junior service providers and so if a student has speech therapy at Citrus as a fifth grader that um the receiving speech therapist at Chico Jr is going to receive all of that information that's included in the file but also that sending speech therapist is going to communicate with the receiving speech therapist about their particular recommendations for that student foreign I'd just like to add that I I feel like our processes are pretty good as far as team to team I feel like where we need to improve and one of the things that Joanne is working on is where does the

082student fit into that and where does the family I think that's the question you're asking where did the student fit into the what into the transition how does that student you know we can pass paper we can pass a paper student all the time and honestly we're pretty good at reading papers and figuring out what the student is but that doesn't mean you've met them and built a relationship with them priv covid there were a lot of transition barbecues transition meetings transition visits coming out of covid we're slow to get those going again um and so we do need to work with um John Shepard and with Jay on how is that transition going to be reinstated and at what point is that going to be reinstated um we do have a lot of parents

083that ask for one-on visits so I take a lot of parents to schools to visit individually and so do the coordinators but it is I mean like I said I have 2147 eligible students so it's coordinating those transitions I can see that parents may feel left out of that transition at times if they're especially if they're that parent like if Julia was referring to doesn't have the time to be this all happens during the school day many of them work so how do you build that time in that that is a challenge um how parents feel more included and their student thank you I can tell you um being in a lot of those transition meetings with um Joanna getting students coming in from LCC or Sierra View or feeder schools at the elementary level

084and then having our students passed off from Marsh to PV or chico High School some of them were very short um if they were quick you know then the transition was going to be easier ones some of them would take a couple hours two to three hours and um making sure that the family was comfortable in the transition and when they became junior high students we actually had students become more of their own advocates in the IEP meetings especially in the transition what they were looking for so we would have those transition meetings would be over days at the end of the school year trying to get subs and everybody into those classrooms and to meet the IPS for the parents to get them in um but it was it was very good meetings where

085Chico high PBS counselors and case carriers that were going to be taking over the children really try to make the family and the student comfortable we wanted the student because at that point we it was more about the student being comfortable transitioning into the high schools and how they felt and what their kind of support as you can tell those students talking tonight I had one of those students and those transitions coming in from elementary and going into high school and spent a lot of time with one of them that time he was able to leave he was wanting to talk about things that he wanted when he was moving on to Pleasant Valley uh again they could be any time limit of a meeting some some we would ask the parents to come back

086if they didn't fail that the schedule that they were looking at was going to meet their child's needs and more that we have inclusion um those meetings are very coming very extensive but um they they're I believe as you call a soft handoff some of them are very soft some of them are it's very scary to pass them on to the next level that's quite often it's quite often that we'll have a meeting at the end of the school year and they're still not comfortable and they want to meet that teacher more and so we'll have another meeting before school starts and so we'll have call teachers back and say hey can you come back a day early or two days earliest we have this meeting because this family is a little bit more concerned

087about the transition well sorry Caitlyn I don't want to lose what I have in my head um so I I want to just add or um kind of feels more brainstormy-ish to me um the concept of it being student centered in that especially coming from the elementary school level they're coming from how many different schools they don't know their peers and so is are there opportunities for those students to be in a small group setting with some of their incoming peers that they don't necessarily know yet so it's not just all the things that are all new all on the first day of school but they kind of get slowly introduced you know and I'm sure it's IEP is a case-by-case basis so just depending on their needs and the parents you know involvement and

088what what the parents also are encouraging um to you know do do the paper push do the initial like these are your teachers next year but then you know maybe over the summer there's one or two group meetings or parents you know put plug the parents together and let them kind of do some some some interactions and and so that the students on the first day of school they're in this home new setting but at least they've seen some familiar faces you know building into that what we do is um I'm sorry kitten is that we have what going into junior high it's called Web where everyone belongs and as Diana and I are very average student as a student at Chico Unified so they're involved in every one of those programs so they get

089to meet the eighth graders and they have a team lead leader in that eighth group you probably have seen a Mars where they'll have an advocate as an eighth grader when they come on as a sixth grader then they have link crew at the high schools that they can go over the only thing what you're talking about that is getting more of and hopefully with the next steps and we just talked about with the the parent group talking about how parents can get gathered on those transitions what you're talking about it's something we could probably talk about at one of those parent meetings I also want to add that we did listen to some of our teachers too and on these transitions so this next year it'll be the first time where we're offering um

090we've um with Jim and and Kevin Moretti's memo mou approval is we'll be adding four days at the beginning of the school year before school year starts so our special ed teachers and our aides can meet with the students and talk about students and what the the transition is going to look like and we're also adding a day at the end of the year for those transitions so we're giving them five extra School paid days for those type of transitions so when that student comes in the aid understands the teacher understands what the needs of those Childs are going to be that's one of the things that the teachers asked us for and we were able and our coordinators and we were able to give that I'd like to just one thing I would like

091to say and you can respond to it or not but um I know how it feels to be the engaged parent you know who's like mindful of the problems that your child is having and you're contacting the school and and I sense that this bad Community there's justifiably a lot a lot of that but I just want to throw out that there's probably a number of students in our midst who for whatever reason they don't necessarily have that strong advocate even though the needs are all still there just as Vivid in their life and so I know that you guys are cognizant of this but yeah you have my full support to keep an eye out for those little ones and um and try to be that champion for them thank you I appreciate that

092the last thing that Caitlyn and Tom asked us to talk about is our next steps and goals and the the biggest challenge I see for the Special Education team moving into next year as I retire is this higher in retained quality staff we hired a lot of people this year and next year will be the same thing special education teachers have a lot of work to do their day a teacher that really meets all students needs runs you know for significant amount of hours beyond the school day and so it burns them out so we're coming up with trainings PD additional days in order to try to retrain retain staff um coaching and modeling and skill development for both General and special ed as we talk about more inclusion as Julia mentioned not just including

093them being there but including and having an active role that takes coaching and modeling and so we need to do more professional development in that area working around the lcap goals and how do students fit into every layer of that we need to work more closely with Christy and with our team on how do all the services impact every student including the special ed uh this again is for the future Universal PK preschool and Universal TK that's common it's a reality where are we going to put those students and how we're going to serve them um it's going to be a lot of work in the upcoming years and then continuing this work with parents and the special education parent meetings the CPAC and really building this relationship and collaboration between the district and parents

094those are next steps and goals of the program but I know that Marsh had a program where quote unquote ordinary students were working with the special ed students um and uh it was called social group and then Karen blitzman actually the teacher got a golden Bell for the state for yeah we got recognized for that um so I had a granddaughter who was a outstanding athlete who was participating in that as an activity and I'll never forget when she was playing a major game soccer here at PV they let the class out and they all flooded you know because they felt like she was theirs they knew her and it was just tremendous to see them participating just like all the other students you know cheering on their their favorite player so I wish Julia

095was still here because she presented at our first meeting a collaboration that addresses Junior High Athletics how we've started it and we no one's cut so everyone can play but you still have those students that don't feel comfortable with or without disabilities play this was Jade likened it to Challengers baseball where you have a an abled student and a student that needs support and they partner and they do these intramural on-site games and so that's something we're going to look into a little bit too see how can we provide these opportunities on the campuses within some of the other things that we're already doing and we added those programs in our High School PE classes because I think that's one of the hardest things when when the special needs student feels like nobody looks like

096them or acts like them or sees them I just want to add to that I know that we're up here saying how many different things we're doing and how many things are working but um we listened we added three more parent special ed meetings this year Community meetings we're adding a um an app a parent group meetings and we're having our new Behavior specialist program to help support classes in need but we're always learning we're always changing we're always trying to get better because I I don't want to have it sit up here and saying everything's perfect and our world is special ed or even in General Ed we're constantly improving we're constantly sitting in um in rooms trying to figure out what is best we are reaching out more to parents and asking through

097their lens what we need do we need to do more we always need to do more we always need to be better so I don't want us to think coming out of this that oh we have this perfect plan and everybody should model ours in every District I'm just saying what we're trying to do is continue to grow throughout we continue to add programs we continue to add supports for our for all of our kids and every student right every day any addition any additional questions thank you for allowing us to present tonight hey thank you and all of you um do we have anybody that wanted to make a public comment we had no speaker cards submitted for this board meeting Elaine does thank you we have one public comment apparently Elaine Mercado Warden

098yeah yeah come on good information shared um to your question that you had about parents involvement so yes parents know that their child has an IEP but it's a question of how much do they know like Julia mentioned as well also you have to think about a parent's previous experience that they've had with their child's IEP and with a team because I feel if a parent has not had a positive experience there tends to be carryover into the next meeting to the next level to the next level so that's a huge impact as well and as the district Works towards building Trust um because I met with some individuals and that was something I emphasized with them is like I feel the district has a lot of trust that needs to be rebuilt for some

099parents because a parent can have a bad experience and they can be like that's never going to happen again I'm diving in and I'm learning because I'm going to know my rights and I'm going to know what I can ask for and I'm going to Stand My Ground but then there are other parents that maybe aren't as confident in their capabilities to learn what they need to know as a parent that has a child with an IEP and they tend to be a little more timid and because they're more timid let's be honest and real like sometimes parents get taken advantage of that's that happens it's a reality um and so a parent's experience in the process really has an effect um as well as how much they are involved in the process and I

100think that needs to be acknowledged too because if a parent does have a bad experience that kind of puts them on the path of whatever I do it's never going to work out and everything's against my child or it's I'm not going to let that happen to me I'm going to take a stand and I'm going to learn what I need to learn to be able to better support my child so they get what they deserve going through this educational process so parents know their child has an IEP it's just a matter of how much they know about their child's IEP that's it all right thank you okay we're moving on to the discussion action Challenger calendar oh my God calendar and we start with business services and I I saw Maria here all right

101and thank all of you for coming in putting your time and effort in okay good evening this agenda item is for the turf replacement at PV High School in the summer of 2016 the track was refer resurfaced and the field was converted into the Synthetic Turf now out of the safety and concerns for trips and falls results resulting from tears the turf at PV High School needs replacement it has been it has become clear and significant that significant use has created where and cannot be repaired any longer our maintenance department has performed over 600 individual Turf repairs in recent months along with regularly scheduled grooming and cleaning over the years the PV High School field is a jewel for the chico community and has a great demand for use the field was heavily utilized while

102the chico High School field was constructed the use luckily likely excuse me contributed to its current condition the fields both at PV and Chico high are inspected and repaired annually all indications are that the chico High School field is in great condition and will not require replacement for a couple years the turf utilized at Chico high school has held up to use with much less wear we plan to utilize Sprint Turf the same manufacturer that was utilized at Chico High School for the PV project this project has been reviewed by the facilities committee and or consulted with the facilities committee the total cost for this project 945 dollars it is proposed that it's funded with State reimbursable Monies we respectfully request that the board approved the cmass purchase agreement for the completion of the PV

103field replacement project all right does anyone have any questions yeah yeah all right um just so we have kind of an idea moving forward what's the average lifespan for uh this kind of turf you said so it's approximately 10 years and this Turf that we're installing does have a manufacturer's warranty within uh the quote that I believe you guys received and it's listed for eight years any other questions any questions from the audience I will note that discussions at the professional level about not just the physical maintenance of turf but even the different quality kinds of turf have been going on quite a bit because of the number of injuries so um I really think this is a very timely and critical need how long is it likely to take Maria for the field to

104be redone so one of the advantages of using the CMS purchase agreement is that we're able to jump schedule in these contractors schedules phone calls have made contractors that specialize in this type of installation are booked for a couple years versus Summer so because we're saving saving time and procurring through the cmass it'll give us the opportunity to jump in and take advantage of our spring break and finish throughout the month so um you know construction times vary but we're assuming month month and a half all right well so hopefully by graduation that is the goal okay that is the goal is graduation and not to affect any type of training that occurs over Summers and fall all right any other questions okay do I have a motion sure I'll move acceptance of the agreement

105I'll second okay move by Tom Lando and second by Caitlin Dolby all right so um we were unanimous last time so we can just do a Voice vote all those in favor of the purchase agreement for the replacement of the Synthetic Turf at PV High School indicate by saying aye aye all right thank you thank you so much okay so now we're moving on to the hearing and discussion in action of the revised updated board policy uh number 0440.1 internet acceptable use policy Dr Kaiser we're going to ask to postpone that when uh Mr Vincent cannot be here tonight he had a family emergency so we're going to wait until he's here he is our expert so we'd like to pull that item okay thank you for all right so that brings us to the

106discussion action approval of revised updated new board policies does anyone have uh one and they want to raise an issue with her okay I have a really important uh contribution to make to this discussion if I can find my note on it uh so I just found a typo um and it is in guys I'm sorry oh here it is um it is in 6158 policy six one five eight okay which what was the number again okay six one five eight and three study toward the bottom okay toward the bottom um this requirement only applies to students participating no that's not it I'm kind of I lost my note on it but um give me a second here and I'll I'll show you where it is yeah yeah 15 school days of more yeah there

107you go should be 15 school days or more thank you Ms dalby with that Amendment without it I'm voting no on all these um I'd like to move adoption of uh of the the proposed policy changes with that one tweak did you ask for a motion about a president I did okay I'll second that all right so we have um a change in six one five eight and we've had a motion for all of the board policies correct all right and it's been moved and seconded uh so any further discussion all right any comments or discussion from the audience all right seeing none um we can again have a Voice vote all those uh in favor please signify by saying aye aye all right past us unanimously so with that is there a board member

108who wants to agendize an item okay um all right so um I would like to place an item on the agenda for the November 16th meeting um to give board members opportunity to express interest in being nominated for officer position and state their case in no more than three minutes okay so to uh for board members who will be at that point in time participating in the internal election of officers to express their intent is that what you um I mean that's in fewer words than what I said but what I said is what I would like to okay can you say it again then so yes I would like board members to have an opportunity to express interest in being nominated for a board officer position and state their case in no more than

109three minutes mm-hmm all right okay so we have a motion uh do we get a second sure I'll second that all right so second by Lando Erica did you get all of that Jesus says yes okay thank you I can't see her um and so for context I added that in no more than three minutes so that we we can't invite we'll have at least one new board member so we can invite any future board members that will be at the organizing meeting in December um to come and and as a public comment you know can also State their case if they would like to be considered for a officer position in those three minutes okay all right neither I don't know any any further discussion any comments from the audience all right so uh

110we can have a Voice vote again all those in favor of uh including this um sorry can I say one more thing I'm sorry what I wanted to say one more thing I just just for reasoning um I I in my experience when I joined the board after being newly elected I didn't feel like there was enough opportunity to to um to learn about each individual person who was interested in a an officer position president vice president or um clerk clerk and also how the The Matrix for board president sort of fits into all of that um so and I would encourage anybody who would be interested in the president position to State their case in and you know ideally hit those points in the in the Matrix that is part of our board handbook

111but anyway I I just wanted to kind of give more context about why um why I even brought it up is I feel like it would be a good opportunity to sort of State the reasons qualifications so that all of us have the opportunity to think on it until the next organizing meeting and then even new board members coming on have have had the opportunity to hear that before we all are on stage together all right okay so I'd like to comment first yeah um I'm not hostile to this idea but I'm going to abstain from from voting on it let's make a decision we we we we got comments from at the time of the vote um you know when we were choosing presidents I remember hearing hearing comments from from people you know

112stating their their qualifications and interests and things like that so I don't know that it's necessary but again I'm not hostile to it and I'm I'm prepared to hear you know arguments you know for enacting this policy if it comes before me I'm confused about the last thing you said if your motion tonight is successful when it comes before me I'm looking forward to making an objective decision at that time just decision in the November meeting it's just a space in the meeting to do presentations if anybody wants to speak I think it's a decision whether to to to formally put that in place right no this is just for the next meeting so this is an agenda item where people interested in in being the president can make a statement as to why they

113want to do that okay any other discussion all right so with that we have a motion and a second to agendize this item at the next board meeting all those in favor signify by saying aye aye abstain you abstain okay so it's three to zero or you know okay all right with that we will go to closed session and thank you for staying