001this is dr kathleen kaiser calling the chico unified school board meeting to order we will go into closed session and at six o'clock we will reopen thank you ready i'm sorry okay i'll do it again i'm calling the chico unified board meeting to order we have been in close session there is nothing to report from closed session and with that if you'll join me in the salute to the flag 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 all right so the superintendent's report yes thank you well another year is school years coming to a close and after the oroville dam incident in 2017 the campfire in 2018 two years of
002covid in 19 and 20 it was really good this past year to have a school year that while not normal by any stretch of the imagination we had our kids back in school full time in person and i'm really proud to report that we had 907 high school graduates that graduated this past june and we had 808 8th graders promote to go into high school next year so we're looking to the future and just wanted to say congratulations to everyone who had students that have made it through or made it to that next milestone so i will keep it short and that concludes the report all right thank you very much so does anyone have announcements i'll just add from my own i did five promotions and graduations and the atmosphere was extremely positive at
003all of them a bunch of very cheerful students so now it was a very positive thing anybody else okay so items from the floor i just want to review this you have three minutes if someone else has already commented and made in effect the same statement i would encourage you to forego because we have an extremely long agenda we could be here very late so with that the first person i have is michelle items from the floor also there'll be a 30-second warning bell and then the 30 and at the end of your time you'll hear the bell a second time okay i have pride that this district has an immersion program since before i was school age i grew up in a small town outside of chica with a strong population of spanish-only speakers
004i would notice as a student these classmates being pulled from the classroom to focus on language development i noticed the struggle as a kid i wanted to make friends with all and struggled to communicate with non-english speakers as the only language i knew was english dual immersion schools have four pillars bilingualism and biliteracy high school academic achievement social cultural competence and lastly critical consciousness dual immersion rosedale was built intentionally to establish equity in the chico community my daughter just completed her kindergarten year so this was my first exposure as a parent at rosedale i don't know what rosa was like pre-pandemic and recognized the last two years have been the hardest years for educators it is hard for me to determine and speak to what equity is lacking at roosevelt today what i know is
005events like this the dismissal of the roselle vice principal and equity leader incites fear and concerns the fourth pillar of dual immersion school is critical consciousness this pillar is important to roosevelt and i would argue all schools critical consciousness focuses on achieving in-depth understanding of the world allowing for the perception and exposure of social and political contradictions critical consciousness helps to grow students and society with tools and awareness to take actions against the impressive elements in one's life as a woman i have used critical consciousness as awareness that i can do more and progress up the corporate ladder i have moved from companies that did not support me as a woman or as a mom for others that do without critical consciousness it would be easy to say that this is just the way of
006life and to continue the toxic trend equity is meant to build to build and support each individual to give them equal opportunities if we help build each other and each student up we would become better at society i hope to leave everyone today to think and recognize biases that we may have we all have them the key is to be aware so that we do not act on them homeless people in chico are just humans that may that may be luck has not been on their side students from the lbgdq community are students going through difficult self-awareness that doesn't fit into society in today's society easily especially with changes in so many state laws statements that name a virus after a country results in poor treatment of people who may look to be from that
007country let's be aware of our biases recognize we are all human and show empathy to others i hope we can teach this awareness to our kids so we can all become better as a society thank you all right my next speaker is dr christine lesner am i ready okay um greetings school board i'm a mother and also a professor in public health at chico state i have a phd in health education and i want to say that i appreciate your statements about valuing equity in the school district here is the definition of health equity from the american public health association ap the apha mission is to improve health of the public and achieve equity and health status for all americans to achieve health equity obstacles to health must be removed such as poverty discrimination and
008their consequences including powerlessness and a lack of access to quality education inequities are created when barriers prevent individuals and communities from accessing these conditions and reaching their full potential inequities differ from health disparities which are differences in health status between people related to their social or demographic factors such as race gender sexual orientation income etc health disparities are one way we can measure our progress towards achieving equity as you can see we measure our progress towards achieving equity through data and looking at differences between groups and the outcomes i would like to read some data from the california healthy kids survey from 2020 2021. when we look at breakdowns of students at chico unified that have considered suicide in seventh and ninth grade asian hispanic and black students range from 15 to 30 percent asian
009students average at 25 percent white students range from 15 to 16 percent during this time so this is a clear disparity what about the gender breakdown girls range from 20 to 24 percent that have considered suicide while boys range from 7 to 11 percent this is a clear disparity in race and gender students report reports of harassment at school in the past 12 months due to race ethnicity religion gender sexual orientation or disability range from 17 to 23 depending on the grade this number should be zero disparities also existed from these reports from the 2017-18 pre-pandemic so this is not because of the pandemic i would also like to bring your attention to the data from the california school staff survey for chico unified this is mostly teachers all school staff sixty percent believe that
010racial ethnic conflict among students is a problem eighty-five percent believe that harassment and bullying between students is a problem forty-two percent report needing additional professional development support to work with diverse racial ethnic or cultural groups 35 percent do not believe that school staff examine their own cultural bias through professional development 22 percent do not believe that schools consider closing the racial ethnic achievement gap as a high priority so what what has been done since this report came out is by far not enough and some of it is damaging in some cases so in in fact multiple equity leads have been treated poorly for trying to implement changes with the goal of increasing equity in our district in order to achieve equity at chico unified we need to be data driven but we also need higher
011administration to get substantial training so that we don't continue to do harm that's actually being done right now thank you okay danielle penne our penie feel free to correct my pronunciation of your last name penny liked the pasta all right yeah madam president board and staff i'd like to address the post that was posted by caitlin dalby it shows someone coloring in the thin blue line flag with the caption next time you see someone who hasn't filled out their diy pride flag help them out by coloring it for them it's nice to be nice when the public became aware of and complained about it caitlyn you chose to defend yourself and attack those who complained about it saying and i quote you all there are people out there outraged at the silly pride flag meme
012i reposted they think i'm out there coloring on other people's stickers and they're spreading my private post around if in my is if i'm the original creator people in my community have actually been led to believe that i have created this caitlyn when you look at your original post it's exactly what it does it makes us lead to believe that you did post this even you even added it's nice to be nice you continued in your repost after people complained about it that this was not your original post so you showed the reddit post from two years ago um you continued in your repost that um you've where you got this post and then you also said it demonstrates that some people just can't laugh about a silly dumb joke caitlyn instead of apologizing for
013the misunderstanding of your post that your post caused you shamed those that complained about it you are entitled to your opinion however as a public servant who represents the community you are held to a higher standard i wonder if our school resource officers and the families of police officers who work for chico unified or who have children you represent as a school board member see your post as a dumb and silly joke when i spoke to one police officer's wife who's also an employee of chico unified she asked me to ask you this do you think that those families who this flag represents go to bed at night not knowing if their loved ones will make it home do you think they think that this post was silly and dumb i can only guess what
014would happen if a board member a staff an employee posted something similar but instead it was the pride flag and the comments were to erase the pride colors and add red white and blue would it still be a dumb silly joke as a public survey you are held to a higher standard you are entitled to your opinions but when you cross the line and post on social media you need to take responsibility and not shame i am asking for a public apology to the officers and the families who protect and defend our employees families and schools in our community thank you [Applause] julie treat hi everyone julie threet member of this community um for me it kind of comes down to this wonderful presentation that um diane olson gave in march of this year it's
015the special education the development plan and the money and the programs that she's trying to put in place for next year you've got over 1600 kids in this district on special needs plans you've got kids in every single one of your schools all colors all stripes all sizes and shapes and you look at this trend line i mean it's 29.6 million dollars that's needed for the program but look at the trend line this is 2003. you had more than 12 000 kids here 11 000 kids here you're you're up to almost 15 percent that's a trend line obvious there's a problem here there's a problem in the school district somewhere it's not just vaccines i was kind of honed down on that because i'm vaccine injured but that's a problem 20 years i don't know
016why you're all not having workshops on this problem here there's something underlying here i don't know what it is i don't know if it's stuff in the fluorescent lights like larue sonoff said if there's junk in the walls or under the floors i don't know if it's emf and all these 5g towers are putting around these schools you guys have been here for 20 years i know at least well your families are all grown up here you're all raised here i moved here seven years ago and i'm i'm like what's going on in this community what is happening in this community that we can't address the 1600 kids here they're on special needs of all shapes and shades sizes and shapes come on you guys are smart i don't know if there's a problem with
017administration i don't know if there's a problem with the facilities i don't know if there's a problem with city hall i don't know what it is if it's do net york in public health she keeps coming in here with issues two years you're fighting the virus an invisible virus you're fighting an invisible virus with masks on and big plexiglass and you've got 20 years of something else happening here and you're not addressing it at all i think we all can take a step back for a second and stand up we are we are i hope we hope we are adults and and and women and men of christ and we can have come together with ideas and forget everything that happened in the past i don't know take a step back this is what you
018need to address and the rest will all kind of fall into place but we keep blaming equity and blaming all these other things and it's something to do with the children you've got somebody locked up in jail last year i heard for some sexual crimes and now they're suing the school district for that this is insane there's some kind of cancer in here of a lot of different variations i'm thinking so i think we just need to get real and diane olsen did a fantastic job she's got it down to the school she's got it down to who's an itinerant she's got it down to the high schools the junior highs you gotta get real with this okay [Music] benito arbor sanchez benito i'm not here okay slaughtering the word gina backs good evening thank
019you for having me here tonight i was born and raised in a country where i was exposed to the devastating consequences of very controversial political regimes and ideologies that left some of my family in misery as per as i were as i was my parents were always sure i was exposed to an education where the basics of academics were paramount once i moved to this country 22 years ago i continued pursuing my education as my parents always encouraged me to do and graduated from florida international university in 2009 i spent most of my summers in my country volunteer as an english teacher as an english teacher at some of the most vulnerable schools in my city because i believe dual immersion programs are essential education continues to continue to be the most important part in
020my life once i became a mother but as an immigrant i was facing challenges of raising my kids in a different country so i wanted my five children to go to a school where my kids not only were getting the best of academics but were exposed to my language my culture and my heritage rosell is that place for the past 11 years my whole family has enjoyed the cultural enrichment rosell has offered unfortunately past events in the name of equity has have caused division and hate at a rate i have never seen in my school fortunately bad situations come with new opportunities to identify the root of the problem in this case the negative impact social media bias information and the politicizing of our classrooms can have in our community as a parent and private
021citizens i am entitled to use social media to give my opinions on different subjects especially when they involve my own kids but as a public servant or educator you shouldn't be posting promoting supporting or creating awareness on controversial issues and behaviors that are divisive and can be confusing especially in our hispanic community if we cannot avoid applying equity on everything how about we start by looking for ways to identify the challenges minorities face when learning a different language inform and educate parents about the benefits of dual immersion programs promote academic multicultural activities develop strong partnerships between the school and families to encourage children to maximize their academic potential help immigrants to understand to understand that placing our children in bilingual classrooms will not limit our children's english development in their access to quality education let's
022focus on helping our schools to obtain the funds needed to expand and improve its dual language immersion programs provide our bilingual teachers with the tools to connect with non-english speaking families within our school in a positive healthy and learning environment equity cannot be confused with political activism it is our job right and responsibility as parents to create awareness at home on issues we believe are important and fit our own families and our school's priorities should be creating a positive and engagement environment where all our children can achieve their academic potential regardless of color identity and backgrounds thank you gina aguilar aguilar oh yeah that was me i was trying to translate this in spanish but i guess i'm not allowed to do it so it's okay you um okay that's my last speaker on items
023from the floor so we will move to the consent calendar does anyone wish to pull an item from the consent calendar i would sorry i wasn't prepared excuse me there's an item on this agenda pertaining to uh yes so this this public comment session was for items from the floor which is not specific to anything on the agenda so if you submitted a speaker request for an item on the agenda that comes later when the item comes up no you're good no it's all good thank you did you okay yes thank you um so this is resolution number 1583-22 i'm not sure on the agenda item number 7.1.6 um okay i am in a receipt of some amendments non what i understand to be very non-controversial amendments but this resolution had some confusion in it
024and it it deals with um the fact that there will be an election in november where there will be some trustee areas um that will be up for real life an explanation of your suggested changes we just need to know which one you want to pull oh yeah thank you for that um yes that's the one i want to pull thank you dr kaiser okay is there any other item that somebody wishes to pull from the consent calendar all right with the exception and when you give that number again that would got kind of confusing 87.1.6 7.1.6 okay i don't have seven oh i'm sorry i got it okay all right so with the exception of the item to be pulled do i have a motion on the consent calendar sure i'll move the acceptance
025of the consent calendar with the excuse me just one second we do have um a public comment on the consent calendar so we do oh you're right okay there were actually two treat there was one that was submitted um today at 11 42 a.m but did not give a name oh and that was actually and then julie treat was the other so i think i put my name in and then i didn't put my name in but yeah it's all wrapped into it probably 7.3 and four five and six and it's all about the election so the forms were confusing i didn't know if they i didn't know what i couldn't figure out where they were addressing the trustee in the districts and the new mapping that we did in the new green map and
026you know when um decisions were to be made the whole process and i put in the email with you know can we can we know what the process is and when when do we file for to run for school board and i've got people calling me and so and when do decisions get made the whole process is just new it's new for all of us right because we just had the new map so i'd like to have that clarified so thank you mr tennis all right so may i have a motion i have a motion on the consent calendar do you have a section mr lando's motion all right i just want to make sure because we did have another person requests to speak under the consent agenda but didn't give a name so i
027just want to make sure everybody that wanted to speak on consent had the opportunity yeah brad you're listed under eight one two you're there yeah okay oh damn excuse me okay okay so i have a motion and a second on the consent calendar we'll do a by name so robinson i land away kaiserai dalby i tennis eye all right so that passes the consent calendar five to nothing and so now we go back to seven 6 the resolution 1583-22 the order of the election mr tennis fellow board members you were in receipt of some proposed amendments that i think are non-controversial on what was already a pretty non-controversial item um it relates to the fact that we have an election in november where there are going to be three seats newly created i should say
028trustee areas that will be on that ballot for for the election of people to fill those seats that are being vacated by uh three of you and so these amendments simply clarify that that process that that we are um that the current seats are at large but the seats that will exist in the future that will be on the november election are going to be for various trustee areas one four and five i would move passage of these amendments on this agenda item and then i would move the agenda item so i would move the agenda item as amended all right so the suggested amendment is to simply identify the new trustee areas where the election will be impacted areas one four and five correct that sounds accurate all right i'll second mr tennis's motion
029okay so i have a motion in a second any discussion all right we'll do a nate roll call vote again robinson aye landauer kaiser rai dalby aye tennis eye all right so that passes as amended okay so now we move to the discussion calendar and i don't have a person on the discussion calendar i have a person on the next topic is the mtss okay so uh informational the chico unified multi-tier system of support update john shepard and tina king and as they're coming up i'm just going to remind the board that the board asked at the last board meeting that we bring forward and share with the board the efforts that have been made across the district to provide equitable access for all of our students and i'm sorry to say that we do
030have our assistant superintendent of education services is out ill so he will not be here to lead that but we are in very capable hands with our ed services team led by ms tina king and mr john shepard okay good evening everybody we have a presentation for you tonight that is quite lengthy and quite encompassing of lots of things to learn about that are going on in chico unified we have guests here to speak about some things that we have going on so sit back relax and here we go this first slide talks about the board adopted definitions of equity for chico unified school district last spring two school board members ms dalby and miss robinson joined kelly staley and myself in a four-part series of presentations webinars learning that was given by the california
031school board association the topic was equity and it was given throughout the state of california and lots of different people from rural and urban areas were on those four sessions they were like i said quite lengthy three hours a piece lots of learning lots of dialogue lots of research and articles and lots of next steps were talked about shortly after that which would have been last may we had a group of folks including board members and and some other folks that really wrestled with what does it look like in chico unified what what does equity look like for a pre-k through 12th grade institution and the bottom line the bottom bullet is really what hits it uh providing every student every day with the opportunities supports and resources needed for each of them to achieve
032their unique potential you'll see a lot we talk about every student every day because that's who we're in charge of um doesn't matter which student we're talking about and we do know that all of our students have needs that come up at different times and that's also been included in the uh cusd board governance handbook i didn't but we did embed a short video in here it's it's about five minutes i encourage people to watch it in in regard to time and the folks that we have here to speak with us i encourage you to watch it at your own leisure because again i know we've got a lot going on here tonight but it is really about inclusive practices and inclusion oops how do i move it forward there it is thinking about how
033to serve every student every day led us to mtss or multi-tiered system of supports this is a framework it's not a program or something that we buy it's a framework in which we do our work and it really does stand for those system of supports that we put in place for each and every student you've seen this before a lot of our meetings and el cap nights have have had this graphic but it really does talk about the whole child the academic needs that kids may need and that does include enrichment may i add and it also includes the social emotional needs and behavioral needs that might come up for students with that mtss framework kind of guiding how we can serve our students and find out what's what our students need in the best
034way which does include data we were able to align our lcap goals with those three pieces of mtss we'll talk about the lcap later on it's the it's the agenda item after this but the lcap is a quick reminder is our strategic plan on how we do business every district has to have an l cap and ours aligned with mtss in a very clear way to show goals actions and then very transparently showing the money that we have in our lcap funding to go to these needs so first one is to provide academic instruction and tiered interventions to ensure student learning and high achievement for each and every student the second one is to provide social emotional learning supports and interventions to promote healthier student attitudes about themselves and others and the third is to
035provide behavioral instruction and supports as a proactive approach to creating a safe positive climate and school culture we do have several lcap meetings throughout the spring i call that the lcap season they it starts at about march and comes through the end of june as we are here tonight and into next week we have targeted group meetings so we can be sure to hear from students who are in the targeted student groups on our dashboard and in our data that we really need to get input from we not only have two community meetings which are inclusive of everybody and by the way everybody's invited to any meeting at any time but we also have our bipark which is our black indigenous people of color students with disabilities foster youth and homeless and our english learner
036parent meetings additionally we have student meetings those are really wonderful to attend we have elementary student meetings junior high and high school and they do represent a variety of our students across the district i look at tim because i see some of the the screening and the scores here coming up kind of moving down from the elk cap each school has a plan that is similar to an lcap i call it a mini lcap what's called a school plan for student achievement or a sipsa as you can tell i work a lot in plans the schools have the same goals a lot of the same funding that is district uh funding for all schools and additionally they the schools have budgets of their own for lcap title one title two different pieces like that that
037they also make goals or they also have actions with their funding that attach to those three goals this year these these sipsas all have aligned with the lcap as well so as you can see our goal is to have a a pretty consistent system between all of our schools as we know kids move to different schools not only in natural matriculation from elementary to junior high to high school but also we have students that move within the district to different schools and we want to make sure that supports are available and the same in terms of the offerings of supports that we have knowing that all kids and every student may have different needs at different times we do look at assessment i kind of look at tim karis because he's a big part of
038our assessment piece here as our as our data guy we have things called kelvin pulses which connect to our social emotional goals those are quick pulses really and that's a real accurate word for it quick snapshots that of surveys that kids can take at different times during the year that will help indicate if there's something that might be needed for a student that an adult on campus can help with we have universal screeners for behavior and also for social emotional needs of course the s back scores which are our state testing that has returned this year and the california state dashboard which will be returning this year also after the casps tests have been taken all right at this time i'm going to introduce john to come up and take it from here great thank
039you tina so just to reinforce this concept of a structure and we even broke it down a little bit smaller to backpacks we realize that with any backpack depending on the size of the backpack you try to fit everything into it at times though you can't sometimes you don't even know what needs to go in the backpack so we completely understand that some of the things that we're presenting tonight aren't going to meet the needs of all our students but our goal for tonight is to provide information to the board and to the community to be transparent about what we're doing with the invitation that if when we need to do more if there are things that people specifically think we need to address we need to know about those this is a welcome open
040invitation to our community and to our board to further this conversation and as i said with the structure it's important to consider it just that we're trying to attach as many things as we can to the structure so before we go into the individual backpacks when we're brainstorming the things that are going on in our district as you can see on the slide many of the things that we're doing affect students in all three areas and so it's very difficult to grab one of those and shove it into a specific backpack so we just want to highlight many of the many of our interests right now as we're moving forward that affect every student every day and i'm not going to read every word to you but i do want to highlight everything we have
041on these slides because the nature of these of these ideas are affecting students right now we think it's really important so as you can see on the slide in front of you one of the one of the areas we've been trying to address is training we heard it earlier tonight to be sure that our staff both classified and certificated are prepared to meet their students each and every day so we have very tr we have varied trainings on this on this slide ranging from implicit bias awareness and again i want to reinforce that we're not just talking certificated we're talking about the custodians the bus drivers the front office staff who are meeting those students and engaging with them to ensure that they're successful you can see on this slide an even deeper dive into
042microaggression training so starting with implicit bias and then diving deeper into the microaggressions that that could be demonstrated and what's really interesting about these trainings that we've uh we've been involved in is they've started to make their way into our student population for example we helped we hosted a cte training in in the middle beginning of the spring at one of our local high schools and the presenters who had conversations with us about implicit bias and microaggressions also worked with our students in our in the medical professional cte pathway the students asked for it they wanted to know when they walked into a medical profession how they were perceiving their patients so it's pretty powerful to hear that hear that conversation taking place you know we talk about how we're affecting kids and if you
043look at the bottom of this slide at the bottom of maslow's hierarchy right we need to feed kids we need to make sure they're prepared to go to school and just as a pragmatic example of supporting students over 30 000 lunches were served last year to think about the staff engaging with students during that time and eighteen thousand breakfasts just thinking of from a logistical perspective supporting kids so when they go into the classroom they're prepared so again i'm gonna group some of these things together you can see and we're going to hear later from some of our homeless foster support systems but as you can see we have 142 foster students currently in chico unified homeless it's not a small number so when we talk about the different targeted student groups that we're trying
044trying to to support these numbers start to grow as you can see here supporting those students we had 82 they used chico unified buses 62 of them were offered b-line passes so 62 homeless and foster that doesn't even include all the other families that may may need those passes and then you know right now this is a really important one that 47 those 47 are offered gas cards right how important is that as you can see there are other examples of supports for kids like summer programs ensuring that they're they're comfortable at their school site kinder boot camp the the junior high where everyone belongs program where the students show up a little bit early just so they can connect you know those those 11 and 12 year olds looking around the school sometimes 10
045year olds and they're seeing the 13 the 12 and 13 year olds those eighth graders and then we have our link crew same concept just trying to be sure we connect our incoming ninth graders with their school and as always on every school site having conversations about school supplies clothings shoes hygiene products anything we can do to support our kids so we're going to change gears here a little bit i can't even explain how excited i am to introduce a couple of folks are going to come up and talk with us about a boots on the ground program that is working for kids right now i'd like to introduce raquel lee program coordinator for the cross-cultural leadership center she's going to introduce mark hill hardman who is a league of stars graduate i'm not going
046to dive too far into the program i'd like to let them present i do want to shout out to malcolm j mclemore he's a little under the weather tonight he is the founder of this of this program his wife marta is here as well and raquel and markell come on up hello and thank you for having me this evening my name is raquel lee and i am a program coordinator at the cross-cultural leadership center at chico state and in the summer of 2020 john shepard brought a number of invested stakeholders together to talk about how to address equity gaps with the onset of covid and distance learning a number of us were concerned that these gaps would grow and or not be adequately adequately addressed is from this initial conversation that a group of caring
047and considerate volunteers helped to develop a program focused on connecting historically marginalized and statistically at risk college and high school students to professionals in our community we call this program the league of stars and it focuses on creating mentorship teams comprised of high school students college student mentors and professional team captains the program ran its first online pilot over zoom during the 2020-2021 academic year with about a total of 30 participants unfortunately many of us succumbed to zoom fatigue and we ended the academic year with lackluster engagement but we gained a wealth of knowledge from our students about their needs this academic year we were able to create meaningful connections for approximately 150 participants from chico high fairview pv butte college csu chico and butte county office of education team captains and mentors met with
048high school students during the lunch periods four to five times each semester additionally all the teams came to csu chico three to four times per semester each meeting focused on a different topic spawned from the student's suggestions mental health mentorship healthy relationships dealing with stress transitions to college goal-setting goal setting etc the year culminated in a trip to the state capitol and a recognition ceremony which resulted in many of you seeing the burgundy and teal stoles on our graduating seniors a number of students regard the program as a driving force for them changing their minds about school life and college in closing the league of stars is a specific example of how equity works if diversity is math inclusion is philosophy then equity is science as such it takes us it takes a scientific method
049method and is our hope to monitor and just to grow the program some more so we could benefit from it [Applause] all right hello for those you don't all right there we go uh hello for those who don't know me my name is marcel hartman i graduate from fairview high school during my during my time with madachico i was given the opportunity to learn and reflect on many things especially as a senior who was ready to graduate i was able to take time some time and to reflect and evaluate my character i was able to look at my values and how they were assisting me achieving my goals of graduating high school and moving on to college i was also able to take a look at my habits and re-evaluate which ones were helped me
050or not helped me achieve my goals i was witness to the stories and experiences of other people of color that were part of the group this may seem minor to some people but as a person of color i noticed the lack of representation around me in chico before my experiences with manuchiko i had not seen myself reflecting in many adults around me and has been really inspirational for me especially as a soon to be college student i've got to say the greatest thing i learned from this experience is a potential career path spending time with our amazing group leader kamani hearing his story in some of the stuff he does really impacted this this experience with manuchika to the point that it makes me want to do the same thing for other students of color
051in the future what i'm most proud of is is showing up for myself and my future self i'm proud of myself that even joined the group not fully knowing what i was getting myself into i'm also proud of every single student that took time out of their lives to join and participate in this amazing program doing this speech in itself is something i'm proud of because i'm up here confidently speaking in front of many people i know and don't know one thing i realized throughout my experience in this program was my commitment to manchego and myself is something as i'm also proud of it has helped me show what i'm capable of and now i have bigger expectations of myself the last thing i wanted to speak on are my hopes for this program in
052the future my main hope is for other students and people of color to fill up those empty seats i witnessed during our ceremony and decided to take take the chance that participants participate in this program so that they themselves can feel the same i can feel the same inspiration i felt during my time in this program i hope this program will be a platform for students and adults to learn about the oppressive factors that that many people of color that affect people of color my overall dream is that students of color don't walk these streets feeling like there isn't a place where they can where they aren't heard and see themselves and people around them because men in chico is built for them i would like to thank all those who participated in the program
053those who coordinated it and amazing group leaders who guided us through the whole experience really good markham good marcel okay what's going to be your major um i'm still undecided as uh currently i'm just doing general ed general okay well good start very good start thanks markell don't go away yet i have my bed dr kaiser yes i was at your graduation and listened to your address to the students the graduates and the attendees it was it was wonderfully done i was so proud of you and uh appreciate the fact that you're willing to put yourself out there and spread the word good job thank you markell you're making me relax right now so thank you for that i needed you and uh i hope your communications then become a teacher man because we we
054definitely need we definitely need you i do want to go back to ms lee's comments and going back to 2022 in this program and uh well i wasn't reflected in her comments the the the catalyst for these conversations started with assistant superintendent jay marchant in a conversation with a parent that we needed to better serve our students specifically our students of color so assistant superintendent marchand took it upon himself to identify as many resources as he could bring as many people to the table he didn't care where they came from what what their socioeconomic status was he brought them to the table to drive this conversation home and i want to thank him for that he's not here tonight but i think it's really important to highlight that so thank you mr marchand yeah and
055the last thing i'll say about that program is uh as markel doesn't know this yet and this is where i'm going to try to recruit him we are planning to cascade this program down to our middle school we're going to start with the 8th grade knowing that we have some high school kids as you can probably figure out from people like markell who would do wonders for our 13 and 14 year olds so that's the next phase of this the mclemore's support both marta anne and her her husband malcolm are driving this forward so i want to thank them all right so before i go any further i'm going to invite mr karis to come up and talk a little bit about some professional development and school-based intervention team planning good evening i'm just going
056to talk to you and give a deeper explanation about the first two bullet points on this slide first of all the school-based intervention team process it has been refined over the last year with the help of our mtss leads from each site as well as our district mtss coordinator christy benson and that work will will continue on but just a little bit about that process that process first of all has been going on in chico unified at least since i've been here since the 11 12 school year however it was done differently at every site so what we're trying to do is make the process more uniform and so when we when we talk about the s bit process what we're really talking about is a group of professionals at each site an espa team
057analyzing student data and assigning supports for students as needed in the area that it's needed so this is really where the data that ms keane mentioned earlier where that rubber meets the road in using the data to provide the services that students need when they need it that is the the work of the espat team and the s bit process so as part of the s bit process we're pulling in data from all three of the backpacks we have attendance data coming in we have discipline data coming in we have academic data coming in we have a robust chico unified local assessment system in addition to our state test data that we receive every year and so these espa teams are able to get a full picture of the student if there's an identified academic
058need they can look at attendance behavior you know what what is what are the barriers for this student to achieve academically and they can assign interventions and monitor those interventions to ensure that we are making the progress that we expect so this is really where like i said data comes into play and we're looking at a wide variety of data sources as i mentioned before all three backpacks are in play right there so this has been a huge effort in chico unified to make our interventions intervention tracking and make it more consistent across the district so if the student leaves from mcmanus to to chapman chapman doesn't have to scramble to give a bunch of new assessments meet the family meet the kid they can drop right in chapman can pick off where the prior
059school left off because that has been an issue in the past so this is a a huge part of mtss the espit teams part of that work of the espa team as i mentioned earlier is is assigning interventions okay those interventions can be in the classroom they can be delivered by a title one teacher in the academic phase part of things they can be delivered by counseling staff any and all staff that are available for interventions may be assigned an intervention based on the s bit process so just to maybe add some clarity to the process a team can look at a list of kids that are struggling academically and or socially social emotionally and or behaviorally and assign the appropriate intervention okay so this is a it's too small bullet points but it is
060a huge huge part of the mtss system great tim just to highlight the language that education uses can be so confusing and to try to minimize that confusion by having the same language being used for students when they're in elementary school and for their parents mainly and then have that same language be used when they're in middle school and if necessary by the time they're in high school is a critical step that we're working towards the the professional development that we're we are connected with for next year should result by 2023-24 with pilot espe teams on every campus so we are putting our money where our mouth is and paying for training to get those teams together so we're excited about those conversations and as tim said we're not just talking you know in the
061classroom conversations and interventions and acceleration but also the escalation of those of those interventions as you can see on the slide we're not just talking about special ed students we're not just talking about a specific student group we're also talking about our general education students who would be mentoring some of our students with disabilities through social interaction one of the things we're excited about you'll see this near the end of the presentation is a conversation between our facilities division and our school site staff to improve concepts on school sites that make things more accessible to students and so it's shifted from just being in the classroom or just being on a slide show or in a in a packet to what does the school look like how is the school perceived is it perceived as
062is having equitable access for all students and those conversations have started so pretty excited about about those shifts as you can see we've already embedded a block schedule at chico high school which allows access to all of our students to all kind you know we had a presentation about this earlier in the school year but there are so many different dilemmas that students face in a typical six period day by adding a couple of periods they have access to so many programs accelerated coursework and interventions if necessary that can't be fit within a sixth period day so pleasant valley high school will be shifting to that schedule this upcoming year so we'll have both schools both comprehensive high schools on that calendar and we're also adding classes within the school day that are becoming more
063inclusive we're going to have general general ed students working in classroom settings with our with our students with disabilities as you can see some of the activities that we've we're we're supporting such as we not me and the mini special olympics a lot of these things they show up in newsletters but they're not at the staff behind them aren't as aren't as highlighted and lastly on this slide you can see over the past couple of years we've supported 364 hot spots and sponsorships for our students again we're going to stick with this conversation about supporting the student academically social emotionally and behaviorally just because there are so many things happening i want to go back to my opening statements though we know this is not an exhaustive all-inclusive list we don't we know we're going
064to need to continue to do more so as you're listening to this presentation please be thinking about that because we all we all believe we need to get better as you can see here we are having conversations with our tribal council supported by the by the chico state president we've invited officers from the tribal relations to come over and meet with our with our staff they've presented in classrooms we have student groups working with other with our alt-ed students the goal there is to have some partnerships so when the school year starts those students feel connected to their school site some we have students attending various conferences at chico state and again just to throw some numbers at you 815 students right now 815 students attending after school programs obviously not right now right now
065and again with this theme of of celebrating and connecting with as many targeted student groups as we can these are just some examples of recent when i say recent i say within the last school year developments on our school campuses we have a black student union we have the safe club students advocating for equity the lgbtq plus and their allies which i think is a really important consideration and then as you can see here multiple cultural celebrations and many of these have been going on for a while but i wanted to recognize the staff and students involved with them and we're going to shift gears again i have a couple of folks coming up to talk about our all-star parent program and i'm going to invite nancy rodriguez medina targeted case manager at fairview and
066isabel amonetto a parent graduate to talk with us about the all-star parent program thank you guys for having us um you might hear all-star parent program you might hear parent university all-star parent university you might hear any number of those it's all the same thing so we're getting it together and figuring out a real name for it and once we figure it out we'll let you know too hola buenas noches my name is [Applause] i will be translating what she just said hello good evening my name is isabel and i'm one of the participants in the all-star parent program that took place this school year i'm here before you guys to tell you a little bit about my experience with the parenting workshops i learned that each home each human being each family is a
067different world and that as parents we must work as a team today many women feel saturated and even suffocated with running a home and it shouldn't be like that we should learn to organize and relax because there is support by sharing these types of workshops they help many to express themselves and learn from each other the program for parents is a direct means of how we can grow in the expectation of being better educators with our children taking into account the different angles and circumstances of life and at the same time respecting the experience of each one and learning from them we were introduced to the 40 developmental assets in our workshops i learned that parents need to leave their past behind and learn from it we must continue to cultivate the best our parents
068teachings while learning new techniques we have to encourage our children in different areas to be a more supportive and communicative being while helping them discover their skills abilities and always encourage them to be better thank you i got to go to the graduation of the parents and that was very cool cool all right i think markell's just wondering why he didn't they didn't get any questions well she's like hey so just to keep focusing on on this idea of the whole student and trying to support the student every way we can now we're going to start diving into the specific backpacks things that may not seem and these are their their primary placements understanding though that most of what we're going to talk about throughout the rest of this presentation still relates to the other
069backpacks but we see these as a primary focus form so including tier one instructional practices we're having conversations starting with our staff on august 9th in our in our new teacher orientation and on august 10th and 11th uh having conversations with them about best practices ranging from the science of reading through speaking reading writing and listening across the curriculum to best practices in a block schedule really focusing on what goes on in the classroom and as we've said before we can't we are driven by our data and ensuring that our achievement data analysis includes looking at gap analysis and then goal setting i'd like to invite tim karis to come up and talk about the third bullet on this slide just because he's he's definitely more involved in the data process than i am in
070a presentation process um at the end there'll be a time to ask questions and also the just so you know the whole presentation is online all right regarding the honors selection process i'm going to talk about english honor selection in particular about five years ago english dlc began examining the process for kids to be recommended into ninth grade honors and that process at that time prior to that time had arranged anything from a test given at a single school in the district that students had to drive across town for or be driven across town for to take a test and test into honors it we also relied on teacher recommendation as one of the primary drivers and the english dlc uh looked at looked at those processes and immediately identified it was a new group
071on dlc that year immediately immediately identified the inequities present in our existing processes if the student didn't have somebody to drive them across town that would exclude them from higher level english courses in high school if they didn't see themselves as somebody that could perform academically at that level for whatever reason they would exclude themselves teachers as great as our teachers are we needed more objective measures and so the teacher recommendation piece with the new honors selection process was still a part of it but didn't take the as much as the importance as objective measures and the objective measures that i'm talking about are assessments that the kids already took as a normal as part of their normal school year so writing assessments smarter balance assessments reading assessments we looked at all that data and
072the way the process is right now we look at that data and we make the recommendations that the english dlc makes the recommendations based on objective data taking out the you know the student that couldn't drive across town or they didn't see themselves as a as a somebody that could perform at that level and so as a result of this process being in place for the past four or five years we've seen the the demographics shift a bit most uh dramatically in the socioeconomically disadvantaged participation in the higher level honors courses so this model while it started at eighth grade is now sixth through ninth grade english honors and we'll see what our district leadership council wants to do but we do have there has been discussions about placement into science and social studies at
073the junior highs via a similar process um i promise not to ask a question later during the official time but specific right to your point how do i know how can i be sure that you guys the administration of this school are not i mean that what you said sounds great i mean the child not being able to have transportation across town to take the honors entrance test that that sounds perfect i mean it seems like you've made the perfect calculation to get rid of that you know inequity but how do i know that you guys are not dumbing down these classes to make them bigger to just bring more people in basically you know pushing down taller people so to speak to just make them fit in this smaller newer honors class that's not
074as good as the old one how do i know that curriculums haven't changed nothing nothing's been dumbed down honors has stayed honors as when we look up into the higher level courses later in high school for english ap courses literally cannot be dumbed down they're dictated by the college board their kids are taking taking a standardized test at the end of the course we cannot dumb those courses down and then like i said before at the lower non-ap levels curriculum hasn't changed just one last point on that our course proposals and our textbook adoptions come in front of you so you'll see those and if you have questions specifically about those you'll see them you'll see those those come in front of you so it might be me dumbing it down all right so just
075a couple of more focus areas here for academics i'm gonna invite mr sullivan to come up here as you can see uh we're having conversations with more staff about our process for adopting novels as novels come across our teachers desks and they're curious if it's something they're going to they're going to adopt we have a broader adoption process involving more people in the conversation we think that's important so it's not such a myopic view of what should be read in our in our classrooms and furthering this idea of more classes being available having electives that support students who are below and below reading based on their star score were able to do that with additional funding and before i turn over to mr sullivan as most of you are aware by 2930 we need to
076have an ethnic studies course as mandated as a graduation requirement by the state of california we need to have our graduates have met that requirement which results in us embedding that course in the 24-25 school year so we're having those conversations as well what that course could look like i'm going to turn things over to mr sullivan to talk more about our universal screening for our gate students thank you mr thank you mr shepard kind of following up on the ap information that mr karis was sharing we had a similar kind of experience with looking at our gate program in in in requirements who gets admitted to our gate program so we started looking a few years back and we noticed that there was a pretty heavy preponderance of students coming from a few schools
077in chico unified and during that time it was who got assessed was referred by teacher referred by parent and so we just we saw some real inequities happening there with it so we took a different route and we said we're going to assess all of our third graders and give a universal screener and kind of look and see how they are doing with those things so once we started doing that we really started seeing who is eligible for that gate class spread out so i think as as i'm speaking it's on the slide up there now we actually have students representing every school in chicago unified in the gate class so we also use some of our local indicators but we doing that universal screening really gave us a good view of who might be
078benefiting from that program and kind of offering it out to a lot more students as well we've been really happy to see that happening can i just ask a really quick clarification question on that since you brought it up i'm sorry um when students go from fifth to sixth grade and enter into sixth grade i know that there's not i mean we were talking about the ninth grade students from eighth grade in english but um there was kind of this shift from gate to honors a long time ago at this point and then that transition and so is there any particular translation in that going from gate to honors at the middle school level do we even have sixth grade honors anymore you know that kind of thing let mr karis or mr shepard address
079that more but it's really it's just kind of a different disconnect there not disconnect but just doesn't happen quite like that yeah moving from uh fifth to sixth grade there is honors uh english and social studies and science in sixth grade the incoming sixth graders go through the exact same process i just i just outlined for you thanks all right thank you mr sullivan mr karis so again just sticking with this theme of our academic support we have over 800 students attending elementary summer sessions as you can see here we're constantly addressing the k5 cut points for reading intervention it was important for us to highlight the number of kids affected by that that 423 students are receiving support along those lines specific to reading and the reason we're highlighting reading is if you can't
080read in our district you can't do the math right you can't do the science you can't do the social science once in a while you can get away with pe so we're just really reinforcing this uh this need to read as you can see here we're focusing on students through elementary tutoring and when we talk about k-k-12 environment we're also talking about acceleration and we're really excited to deepen conversations with specific universities in our region and develop or excuse me strengthen our dual enrollment opportunities what that means is some kids who leave our schools could have as much as a full year of college accumulated transcript credit towards their ba or bs and we have that with southern oregon so we're working on yeah that's what we're working on we have a model in front
081of us durham has been very successful at a much smaller scope we have staff who can support that concept so we're excited about moving it forward and as you can see in some districts not ours in some districts we have eld sections that are all shoved together and our goal now is to divide those classes out to be sure those students specific needs are supported so a 0.2 just for reference for everyone in the audience a 0.2 is one-fifth of a teacher's workload so full-time would be 1.0 mr shepherd when we're concentrating on reading and reading interventions do we have a process for making sure that kids get tested for dyslexia which is you know one of the major reasons for reading delay yes i think i think you answered your question about invite diane
082olsen to come up and be specifically um concrete about the process i don't wanna i don't wanna be chastised later for speaking then thank you because dyslexia is a complicated conversation because there is medical diagnosis versus educational diagnosis so any student as they go through the espit team and the recommendation is that their reading interventions is needed they might need more supports than general ed can provide in the tier one two or three then we do our psychologists can assess for processing disorders that point to a possibility of dyslexia and educational setting and i think that we do some other screeners to that point to um dyslexia might be a cause not dyslexia specific but in elementary as we go through we have actually we call it a reading continuum so at each grade level
083there's certain really specific kind of phonics phonemic awareness skills that kids should know and we actually assess those kids every trimester on those core skills those were developed by teachers kind of saying here's what we should be focusing on and that's where like mr cares was talking about tier two and tier three intervention start coming in place for those students if they have that need level also and we keep coming back and reassessing to make sure they've got it okay just continue to work our way down the list at the bottom of this last of this slide it's not the last one as you can see we have 750 students currently enrolled in at least one ap class so 750 students when you think about we have 2 000 students at each high school right
084so 4 000 kids but that number doesn't tell the whole story because we know that most ap kids don't take just one ap class and so uh shout out to kate ory and mr karas ran some additional numbers and on average our ap students take five ap classes over the course of four years and they can't take them their freshman year so really and i think there are only three offered their sophomore year right so these kids are taking an average of five ap classes the reason they can do that is we continue and you'll see it in your board packet soon we continue to add ap course offerings to our course catalog in different and different departments oh it's catching up all right again just focusing on interventions we have math lab electives we
085have academic support classes that really focus on that everyday work completion in our special ed environments we have our moderate severe classes and inclusion specialist students they're ensuring that they're included in general education classrooms we heard a number earlier about the number of students with an iep in our district it's actually right now 2067. so when you think about let's put that in context that's a whole high school in our district it's a whole high school worth of students with an iep and to support those students we are continuing to add low-tech and high-tech communication tools to ensure those kids can participate in general ed classes including alternative augmented communication so as we usually see acc devices and as mr carris should be proud the results of so much of a focus on supporting students
086outside the core has resulted in in our number of students being eligible for the sealed by literacy has risen from 87 in 2014 to 153 in 2022 so it's almost double i also got to go to that graduation or recognition ceremony at chico high and it was quite impressive the students are they're amazing and then you think going back to some of these numbers these kids um they're also in ap classes right they're also studying for their for their exams for for college entrance all right so we're going to shift backpacks we have three more three or four more slides left so hang in there with me we really feel it's important to identify the staff that are supporting our students now if you look at this bold number i know it pops out at
087you 34 087 contacts what's most important to us is who they're contacting when you look at the staff that are supporting these kids these contacts are wellness counselors there are other types of counselors we have on campus we've added elementary counselors to to our elementary schools and we're excited about these continued conversations we go all the way back to three slides ago and talk about an s bit team student student based intervention team it doesn't matter if we don't have counselors right that team won't exist without counseling support now this next the third bullet oftentimes goes overlooked because it's not a bullet that very many districts in our area can say they support we have targeted case managers we call them our tcms and one of them you heard from tonight who have direct sometimes
088every day sometimes in person on their home site contact with our kids we're not talking about people who sit in an office and wait for kids to come see them our tcm's may have and i say may carefully may have the most direct impactful initial uh influence on some of our students lives as you can see here we have thousand eight hundred ninety one contacts that have been documented who knows how many haven't been how many of those took place at thursday night market how many of those took place on a saturday morning walk and that's how invested these tcms are in their students lives we added counseling assistance to be sure that our social emotional counseling was available um just a real quick story mr marchant tells it better than i do as he
089does with most stories but we were having conversations with kids specifically mr marchant and ms daly and one of the students was talking about having access to some to some counseling and he's a seventh grader and in seventh grade 12 year old boy words he said you know i don't want to have to go sit in an office have everyone stare at me have four people ask me why i'm there before i got in was able to sit down they made me sign a clipboard and i just need some help and we're like well what would you need i just want a button put a button on the chromebook you gave me i can press the button it's going to tell somebody i need some help and i wasn't in the room but allegedly some
090hands hit their foreheads and they're like huh that might be something we want to do so we have that implemented across our district and we're pretty excited about that at fairview they have a qr code posted in the rooms marsh has a qr code and so kids with phones can access that they can access it with other cameras as well and last bullet here as you can see we're continuing to develop wellness centers on our campuses we talked about celebrating cultures and sometimes that can be a really nebulous vague reference so if anybody's interested check out the marsh website you'll see an opportunity for students that they can learn about all various different cultures and participate in cultural activities from their chromebook we have counseling pages linked to virtual counseling offices so students can meet
091with people virtually if they're in a crisis situation we've talked a little bit about the sel curriculum we're going to talk about suicide prevention in a second and having partnerships with our community organizations is critical to our success we often hear the phrase you know organizations need to stay in their lane well lane lines have changed lane lines have we need to continue to have conversations about engaging with our community partners such as stonewall alliance we wanted to throw this little one in here across the district kids who can't afford a yearbook we make sure they get a yearbook whatever needs to happen we make sure that happens inner explorer was referenced simply because it's an opportunity for staff to engage with students some sometimes proactively actually most of the time proactively to ensure that
092have conversations about self-awareness and self-regulation and i think we can all agree we look at this last main bullet that has three underneath it that the the data we continue to receive uh makes it crystal clear across the nation that suicide rates amongst youth have risen and we've been affected by that locally so we felt it was important that that the community and the board and anyone listening to this understands that we do have opportunities care solace is a fantastic design for referrals to our mental health service partners in the district or excuse me in the community um ensuring that we have sel social emotional learning opportunities for not just our our counseling staff but also for our whole staff all right in the last backpack now you'll notice that we went from five slides
093to three slides now to one slide knowing that the other eight slides and the other eight backpacks have a direct effect on behavior direct effect if kids don't feel they're supported in their classes if they don't feel like they can read they're gonna behave behave sometimes inappropriately but we did want to specifically reference some of the behavioral supports for our students and we have contracts with certified behavior analysts it's not something that's done in every district we're really excited about continuing the conversation of a positive behavior intervention system so we're not just talking about suspending and expelling or even even detention or even classroom recess detention suspension expelling we're talking about offering other supports to be sure kids are staying in school we do want to keep in every slide or at least almost every
094slide refer back to the data if we don't disaggregate our data specifically by student group we're not going to be able to take any action and so we need to continue to do that we're excited about our middle school athletic program this year we in previous years i don't even know how far back this is gone we really only had a cross-country element to being being supported by chico unified as a specific sport we really did not have a middle school sport program however the decision was made to support cross-country coaches in a cross-country fall season we had some support from from the school district for our winter basketball season and really excitedly the numbers are just unbelievably remarkable the number of kids that played soccer for us this year amazingly we had many more
095kids playing soccer not just because of the size of the team but the ratio of kids and the demographics represented by the kids in our soccer program so we're really focused on continuing that i bragged on malcolm j mclemore earlier but he has other hats and he was willing to spend some time with one of our school site staff having conversations about elements in our community direct elements in our community that may or may not support students so he was able to specifically identify some behaviors for adults and a focus next year of our professional development is on restorative practices uh specifically to support behavior and we talk about restorative practice we're talking about the the what happened the day before to that student what happened before that student came to school what happened while
096that student was in the hallway that led to the behavior and what do we need to do to work with that student to ensure that whatever has happened we take into account we don't disregard we start to restore that student because we know we know that student can succeed so we feel as a team that if we were sitting up there or watching on camera you would want to know what we're going to do next so we're going to walk you through some ideas that we have you'll see later in the agenda a conversation about a board policy educational excellence for every student that that policy was developed with input from our district leadership council members which represents our math english counseling and science teachers in our district we had and excuse me and elementary
097thank you we had multi-tiered system of support leads so every campus had a lead so we had input from them and these are different people in some cases actually in most cases and also from our equity leads so we had many eyes on this board policy you'll have a conversation about that later now in addition to that i'm going to ask ms keane to come up and talk a little about the next step related to that educational excellence for every student board policy sure after a board policy comes an administrative regulation and while a board policy tells us the what of of what we're looking at the the administrative regulation describes the how so we work at a grant-funded team called the norcal elc i think it's educational leadership consortium thank you and we actually
098just finished our second year with that with a group that i've been working with and then starting our third year cohort which i'll be leading with a group of variety a variety of our folks across the district to work on the how as they as they fit with the pieces of the board policy coming your way so it's an exciting opportunity to work with a lot of people from a lot of diverse backgrounds and looking forward to it a couple of these we've already referred to such as having a conversation a deeper conversation with our counseling staff about exactly what that espit team is going to look like and what the process will look like we understand that we need to deepen the conversation about our tier two and three and again talking education ease
099right tier one is in the classroom the simplest way to explain it tier two and three could be in the classroom could be outside the classroom support for students so deepening that conversation i'm not doing it complete justice but just for simplicity for tonight i would like our tech guru to click on the equity alliance folder this is a recently publicized gathering of information to help us and if you could wouldn't mind scrolling down i'm just going to need to coach you from here um we've had this conversation in this district and at the board level when we talk about equality versus equity so i'm not going to get deeply into that as you can scroll down a little bit further you'll see when we talk about our equity alliance conversations keep going down please
100down to right there so we have conversations at the district level that are specific to data disaggregated data coming out to help us inform our lcap if you scroll down a little bit further to the site level going back to one of the bullet points that we had earlier the sites have conversations about what can influence their single plan for student achievement the sipsa and it's an important distinction between the two plans ms keem the two plans that guide what goes on in our school sites so if you think about the district el cap which we're going to talk more about later tonight and the sipsa ensuring that our multi system of support is in place well then it becomes well what really happens on the school sites if i were listening to this tonight
101i'd want to know so if you could scroll down a little bit further and every school site that would be really small font there you go every school site is represented here every school site has identified the staff on their campus who are involved in this equity alliance they've identified specific to the school sites what they want to do some school sites have taken steps some school sites are still gathering data to take steps and we think that autonomy school site autonomy is important for the for the leadership group the teacher-led leadership group on those campuses so if you wouldn't mind clicking on let's start with mcmanus i didn't say this earlier um the process for these documents was initiated uh over 18 months ago so you can quickly scroll it scroll through this for
102me just not too quickly i don't want to get sick but we've got a list of members starting with the lead and if you just keep scrolling down you can go through all the different representation it's really important that we have representation on these teams this particular school was able to form a a different acronym for their team they call it the school equity accountability team the power in that acronym is everyone has a seat at the table so i thought that was pretty cool and then you can see how they are initiating some of their action so again these documents are public for people to peruse if you could back back out and go to chico junior just one more example so you i really want to demonstrate to all of you that they're
103not all the same actually i'm sorry go to bidwell and then we'll go to chico junior the the reason we highlighted these uh specifically bidwell is they even the structure of this page is a little bit different so for if you could stay there for bidwell they placed their statement of purpose at the top they didn't have it below the leads and then they go into their goals if you can scroll down a little bit yeah keep going keep going and then we get to the list of members what's nice about this one as well is you've got contact information for any of these members if you're interested in contacting them if you could just keep going down yeah yeah and then specifically they not only identified their goals but they also built in some
104steps they've taken and some steps they need to take all right let's go back out actually we're not i'm not going to go over chica junior it's it's pretty similar so go back out to the main slide we wanted to be sure people were aware of this as we have conversations about our multi-tiered system of support in the district so john could somebody access this on the on the district website or do they need to go to the school website both both actually they can yeah they can access it tonight on the agenda and then the school sites have them and we'll work on the district link okay and then lastly we think it's important that we continue to reach out to our community partners and as we hear often one of the largest community
105partners is right here in our backyard conversations with chico state specifically about curriculum and instruction and staff recruitment and continuing to keep those those those doors open we have multiple staff who work on for both organizations um and ensuring that the conversations continue um as incredibly difficult as it is for all of us to embrace all the different ideas going on in this community regardless of of what goes on we need to be sure we communicate so chico state is there for us and that's our presentation great thank you so the gentleman that did you also want to make a comment you are on the list oh from under lcap okay all right i just wasn't sure yeah okay so under the mtss i do have julie treat and again please listen to the bell
106when you're at 30 seconds and then when you're done thank you so much yeah so i agree the presentations are hard to print out their color and you can't print them out it's hard to look online so um i would be grateful if we could get copies of it i'll give you my credit card or i told eric i'll give you my credit card so you know that um there's so many things in this presentation i stand corrected over 2000 students on iep's is insane that was like three months ago so um you know mental health i think i'm hoping that that's built in here everywhere um i mean you had gray stoney commit suicide in in december of november of and her mom had to you know come to you guys at the school
107board meeting and kind of beg for help and because nobody's acknowledging it nobody's talking to her nobody's talking about it that's a year ago so i'm hoping that's been resolved but um you know that you know you just made a comment about you know the the lanes you know everybody wants to stand their lines originally organizations want to stay in their lanes and now the lanes and i was like yeah yeah these lanes are getting blurred completely blurred i did not hear one comment about parents i'm like there's one lane that's completely solid parents and their kids parents the parents lanes are solid and you guys keep crossing into their lane in so many different ways and it's it's disrupting the whole process of parenting the kids and i'll give you an example so um
108you know the button that somebody mentioned about on the on the laptops on the chromebooks i love that because you know again it's when you i know going in to get some mental health effort you've got all the places you got to call and try to get help and there's nobody there you're on the phone calling for help and on hold so i like the button idea but do parents get information on how on if their child's pushing the button and i mean i know the assumptions probably well it's probably the parents fault that led them to some mental health breakdown but no i mean are they getting information on when children are pushing buttons are you guys getting reports on how many times children are pushing buttons by school or by teacher or i
109mean there's got to be information on that pushing the buttons um you know i've got a parent i mean their kid feels very uncomfortable when social emotional counselors walk in on a tuesday every tuesday she starts having an anxiety attack because they're forcing conversations about behavior well how did you react well how did you behave what about this what about that she that's her she has those conversations with her parents she doesn't have it at school so i know that we i feel like we're over correcting constantly we're over correcting over this way and i mean it's just creating 2 000 kids on these in behavior problems so i mean scott canelli runs a big good you know behavioral health department i i'm just struggling here equity alliance i mean in stonewall lines those aren't
110organizations i don't necessarily want to align with my kids in this school district so i think we just need to be careful when what we're throwing out here thank you perfect timing all right is there a question or comment from the school board i have a question is there any change taking place in the equity alliance structure from last year versus going forward yes so we have now moved to the multi-tiered systems of support and so that is the umbrella of which the supports will fall under that so instead of having uh site-specific equity leads at every single school site that will be under the mtss umbrella so that's the structure for those conversations to take place so there will not be an equity lead at every school site there will be an mtss lead
111at every school site and part of those conversations for the mtss lead will be equity thank you um i have a related question um and so in the presentation there was a bullet um i should have wrote down which slide it was on but it listed um those mtss teams and how there was mtss leads and equity leads and i what the third part was but my question was about the mtss leads in the last year when we had equity leads they were sometimes the same person and sometimes different people okay and then mtss leads can you remind me if that we had implemented that just this last year if that had been something that we'd implemented earlier sorry i'm trying to get just the time timeline on those two separate things right i implemented
112a lot this past year yes when we received quite a bit of sr funding we were able to bring those on to the sites yes and then so speaking of the funding that was the second half of this question the funding for mtss leads and the funding for equity leads weren't necessarily the same and there was i think a limitation to some of the funding and that's why there's a change in in that structure correct the equity alliance was a stipend for two thousand dollars per person where the mtss lead was a 0.2 fte so for secondary that was a one-class period and for elementary it was a day okay so the equity leads were really focused on that equity part whereas mtss is like all three backpacks correct in your terms and they do
113work together because the worlds do collide yes gotcha okay thank you you're welcome anybody else on the board just just an appreciation for the um the way the report was organized and and how it it followed through with enabling me at least to understand where we are where we're headed and and how we're going to measure when we get there and i just want to wrap this up by saying we shared a lot of a lot of information tonight and undoubtedly we left things out um not intentionally but that's you know when you have 21 different school sites there are things going on that you don't focus on but by no means is this the end we're in education and education is about learning and growing and so we have to keep learning and growing
114and we need to keep things will change and there'll be things that we find out that maybe we did well this year but next year something happens in the community as we've already seen happen and you know we need to address that it is a continual progress of learning and taking action and growth and reassessing it's a big circle and it and it doesn't stop so i don't want anybody to think oh that's what they're doing end of story no we welcome input and we want to continue to get better all right i saw a hand raised but i have to remind you we are only on the first item literally the first item under discussion action and it's already a quarter to eight and we still have three more to go in business services
115and human resources and then board agenda items so if you didn't get your name on the question thing which was supposed to be submitted by noon and that's to make it fair to everyone i really encourage you to reach out to either mr shepherd or miss keane with your question you can reach them by their email you may even approach them but at this point i'm going to suggest a what ten minute or five minute break i'm good with five minutes so that was that was my question okay five minutes stand up and stretch yeah a five minute break so we'll be back here at uh 8 5 7 50 excuse me we're ready to resume thank you our next topic is item 8-2 the draft 2022-23 local control accountability plan the lcap thank you
116all righty we are going to start with the local control and accountability plan tonight is the public hearing according to california statute we have two meetings in which local control and accountability plan is heard one is a public hearing and then next week on the 29th we'll follow up with board action as a reminder the local control and accountability plan or what we call the lcap is our strategic plan describing how district funds will be utilized from california's local control funding formula another acronym the lcff to improve outcomes for all students the lcap ours and every school districts is based on the california state priorities there are eight of them these priorities and the priority meaning nothing that is put in order of importance priority here means things that have to be included in the
117lcap that's that's a common question i get but there there is not one that is above another in the in their mind or eyes but they are the identified things priorities that guide the goals actions and services that each district's lcap plan has to have so included in our documents tonight is the budget overview for parents the supplement to the 21 22 el cap and that actually came to the board in march early spring to uh for not not for board action but the california state said you have to bring kind of an update to your board but it will be included for approval with the lcap in june so that is included and then we have the actual lcap and i say we write in here it's the 2021 to 2024 el cap again
118that is a state design that the lcap is written and looked at as a three-year document as a reminder and we talked a little bit about this before the goal number one rests in at the mtss framework and that is to provide academic instruction and tiered interventions to ensure student learning and high achievement for each and every student you can see in there the priorities that that meets goal number two is to provide social emotional learning supports and interventions to promote healthier student attitudes about themselves and others and goal number three is to provide behavioral instruction and supports as a proactive approach to creating a safe positive climate and school culture this is a snapshot of budget pieces the lcap has goals it is easy to remember in three parts the goals the actions and
119the money associated with those actions so we work very closely with our fiscal department throughout these last few months to make sure that we have estimates that are in play for next year and then we also look back at our actuals what was spent on on the past year this document is big and cumbersome you know i've been with you for a couple of years here looking at these l caps and they are not by design of chico unified i can assure you of that the state of california designs the template that we are required to follow and if you can see this one is actually a mere 108 pages in the past they have gone up to the 130 ish pages or even higher than that so we know that it's very difficult to
120read we know it's a lot we know that even for people who are in education every day it's a lot to look at so what we've done is we have created at a glance our lcap and i don't know can you can you click on that please this is a two-sided very condensed version of the lcap from again designed for at a glance it does live on our website i encourage people to look at it it encompasses everything if you can if you can scroll down there for me you can just see the everything that's in the lcap has a snapshot there on this uh this condensed version we do also have it in spanish on the website and upon approval of this year's all cap we will make any refinements that need to be
121placed on this and update it for folks because it's just a lot easier to read i'm sorry can you um which is this slide in our presentations that has the link to the lcap at a glance it should be if you go back uh to right there to click on that was it was it on there oh yeah oh you just did it yes no but i i'm not finding it if i'm unless i'm just really bad on the slides oh it's i'm slide nine we're okay i was just a little bit i'm sorry okay okay i'm sorry okay good good again it will be uh updated yearly to reflect the most current l-cap all right tim going to hand it to you okay as as you're well aware the lcap is a long and
122cumbersome document 108 pages this year which is we see as a move in the right direction towards a little shorter document but the the next part of the presentation is a summary of what is in the lcap what the lcap calls for i want to make sure that everybody understands that not everything chico unified does is in the lcap as we have other funding sources particularly grants including title 1 title ii the federal title grants that fund services outside of the lcap so this is not all-inclusive but goal one i'm just going to take you through fairly quickly goal one is about academics so that includes reviewing teaching credentials purchasing materials including textbooks and educational software purchasing devices for transitional kindergarten as we have built out that program over the last few years it includes
123facilities maintenance and also the district leadership council and that that is the teacher leadership group that is crucial for us for advising on assessment decisions and for advising on professional development and the last bullet there is regarding response to intervention and that that is yet another uh education ease term that simply means the academic bucket of mtss goal one also includes aids to support bilingual students and families tech aides all day kindergarten aids it also allows the lcap also allows for after-school homework support at both elementary and secondary sites uh it calls for staff development including the august teacher training day which we have coming up here in a couple months as well as professional development throughout the year again district leadership council members are are paid for via lcap funds as well as teachers
124on special assignment supporting various areas including english language development data analysis and ed tech support and also included here are art music and pe activities at the elementary level so this is this is the funding that we use to to pay our teachers in those areas to come into elementary classrooms and deliver those services also included in goal one are our librarians and library library media assistants secondary counselors implementing college and career plans are included in the lcap what's not included in the lcap is the significant amount of new counselors funded out of esser funds that you're very well aware of that we've added over the last couple years we also offer medically necessary and off-campus instruction for those students that are unable to attend school is that primarily our quarantine kids okay i'm not
125sure primarily it's students that um have have medical needs that might be short-term or long-term um yeah all right thank you and then of course we offer our online options at oak bridge academy and the panther and viking academies at our two comprehensive high schools um getting into the funding here i'm not going to read each each action again about where this money goes for but everything that i just mentioned uh previous is uh is documented here with the current estimate for the 2223 cost and as we go through goal one you'll see it is by far the meatiest of all three goals this is the academic side of what we do and that so that makes sense for us that's our that's our end goal we need to support kids social emotional well-being and
126their behavior to ensure they're able to access academics and achieve to their fullest any questions or comments on goal one i have a question is the facilities maintenance that five million is that our three percent mandated yes the the document that tina showed that this gentleman held up we we thought it would be jumping the it will change and it will be updated yes yes yeah just to clarify that the targeted student groups are identified by the state so it's state driven any further questions on goal one okay goal two this is social emotional learning uh providing uh professional development opportunities and trauma-informed practices social emotional learning and mindfulness and just a sidebar as we go through these you'll notice a lot of similarities to the last presentation and so this is the plan of
127how we're going to implement a lot of the stuff we just talked about other social emotional counseling support services include elementary guidance aides counselors elementary counselors rns lvns health aides etc etc we have again supplemented this side of things greatly with esser with ester funding and the tcms were going back to our first el cap ever one of the first uh social emotional kind of actions that chico unified took and they remain an important part of our district and our lcap so you can see the funding here for our our both rns and lvn our and health aides and our counseling staff and our targeted case managers any questions yes um how long have we had the targeted case managers since before i came into the district in 11 12. yeah i'm going to say
128they've been here well over 20 years however they have been expanded to be at all school sites now okay so it's at every level yes okay and then um as far as the funding goes are all of them i and i feel like we've already talked about this tonight are all of them cap funded or are there some that are also funded from other sources or is it a combination each site gets a gets a lcap funded one and some sites i think it's maybe two or three or four uh supplement the hours the district pays for to have the targeted case manager on campus longer are they oh so they're not all full-time right okay correct thank you one more um the professional development we talked about in a common form practices social emotional
129learning for the staff do we have any method in place for tracking or i mean even measuring in any way whether those are then used whether classroom instruction changes or whether those are effective at all the the measures that we that we have in place are listed listed in the lcap and those would include student social emotional surveys discipline data around suspension and expulsion attendance data social emotional well-being touches everything thank you okay goal three and just like mr shepherd mentioned as we get down to goal three behavior the list gets shorter everything above this meaning academic and social emotional services affects student behavior so this is just a very very specific services that we provide including district alternative ed options and coaching for our athletic programs to promote a positive school culture we make
130great strides in our middle school athletics in particular over the past year and then of course our campus supervisors on sites to monitor what's going on and provide a safe climate and the funds used to pay for these services are given here i've had feedback about the greater need for campus supervisors do we do we have them evenly dispersed or are they more at the secondary level elementary hires their own and i'm going to let mr shepard touch on that for for secondary thank you and just uh in reference to funding supports while the specific lcap funding uh definitely supports campus supervisors school sites also have other funds to support additional staff and so while this is specific to lcap they've got other allocations that they can utilize to if they need if they need
131additional hours and uh we do share campus supervisors so a couple of principals can get together and decide you know what we want to increase supervision and we'll share someone from site to site okay i can add one more thing this last year in particular coming back full day in person with all students staff was able to hire from some covered money some of the esser money additional supervision uh just to ensure as everybody was coming back and getting back into the routine of things that there were lots of folks around thank you okay any further questions on goal three um just a quick clarification you mentioned continued support for alternative ed programs um and i know we do a lot at alternate but can you be a little more specific about or can someone
132about what exactly we're doing to support those programs without el capitan so that money primarily goes to our opportunity class at the elementary level which is a classroom really built on restorative practice for as an alternative to suspension and as well as some of the counseling that comes through to fairview and the alternative education sites there thanks okay before i go go on the next steps i just want to send out a few thank yous to folks that aren't here this is a massive project every year um it's a we get started really in in january and we don't end until till next next wednesday um and a lot goes into it so i wanted to thank um physical services sharice bromley and jacqueline krueger for their for their part in the financial piece of
133this of course tina of course and and my data team jen mccall kate orry and carol sylvester you'll see as you read the document the document is very data rich and it really does drive the data really does drive what we're doing so it's important we have timely data and accurate data so that's the team that primarily supports the data and they do a great job so also we're going so next steps the draft of the lcap will be posted on the chico unified web page i think it is it already is and so the public comment period for the lcap is today until next wednesday and we'll answer any public comments or questions uh in a timely manner that anybody submits there um and then the final adoption will be next week so tonight
134this is an information only item and then it will come back next week for action i have uh one speaker brad brashears you might want to just go ahead and open the public hearing on this i'm sorry all right open it for public uh questions or comments are you brad we finally know what your name is okay apologize for all the interruptions i'm new to this all right so brad remember that he'll be timing you and giving you an alert okay well give me a couple minutes to warm up there i'm just kidding um so thank you very much thank you folks appreciate what you do and thanks for putting your time in and been up there um anyhow i did have it one direction i was going to go and it did kind of
135change based on mr shepard's comments and i appreciate that i'm stealing your idea um i'm here based on that pretty printout from the website um because if you go up the list from the bottom students with disabilities homeless free and reduced meals foster youth english learners and then you have african-american so you have a you have a group there that's based on race so anyway i'm gonna tell story now based on mr shepherds about backpacks okay i wasn't gonna bring up the veteran thing i only do it at lowe's and home depot or get a 10 discount but um when i was going through the the army special forces uh qualification course okay we have been out for a couple days in the everything snakes mud everything north carolina probably a couple guys been there
136um it was cold it was december and we thought we were done and i had a cadre became my favorite cadre and we have these big heavy rucksacks hundred pounds and he said get your rucksack off and then he said get your kid off and then next thing you know we were down to our drawers and we're out there and it's it's like 10 degrees and his point was you live out of your your backpack you fight out of your kit and you survive out of your pockets well without your pockets what do you have next year well i had guys of all kinds of different races all kinds of different skin color and that brought us down to that level that that doesn't matter we're all just who we are and so i hear
137a lot about where you know this student and helping this student we want to help this student and this student that's the way it should be they're all just students and that's the reason i'm here is a concerned citizen concerned father born and raised in chico a little time out of chico but that's the reason i'm here i don't understand i get the idea overall i guess to help different groups but is that really what we're trying to teach our students my boys never even knew that there was a difference really in skin color until one of them had an english teacher that brought it up when georgia voted for their voting rights bill and that's my point i just this probably falls on deaf ears to the majority of people here and the folks
138watching but i just had to tell the story and just point out that hey this slippery slope i appreciate what you brought up mr tennis and that's why i voted for you by the way sort of my wife um that where do we go from here are we going to lower standards we do oregon did where there's not even a base or a bottom line to graduate high school are we going to do what they are doing in the bay area where you know now math is is racist i mean how far do we go with this we're losing sight of that we're all just americans and we're all just people and i thought we were doing a really good job of that for a long time i grew up here in the 90s and
139never knew the difference and so thank you thank you good timing i can tell a joke thank you very much for what you do i appreciate it thanks for hearing me out i just had to make it you folks what i understand is i understand the state is pushing this on you folks and i get that you're getting orders from higher level and you got to do what you got to do you got to make your death by power points you got to you know do what you can do but what i understand too is that the local school districts get to make their own decisions about how that money is dispersed and if we're just person based on skin color are we really is that what we want to do is that who we
140want to be thank you the context of the state categories are that those groups are identified as needing support that's the context based on skin color based on all those categories if i understand it man but one of them's based on skin color ethnicity yes there's a lot of ethnicities in skin colors in the united states of america and if students from one ethnicity repeatedly have lower scores on average or struggling more specific area we want to support those students okay so we're identifying which students need support that's all okay so by that so does that mean that what does that mean exactly tell me so i see all this strategic planning that you put on these powerpoints i don't see any real tactical stuff are you going into the homes of these certain folks
141and helping them to do their homework at night and i mean are we just is this just in the school classroom you understand what i'm saying there's more to this than just what you can do in school you can throw a bunch of money at schools or a group is that really going to do anything and my point is again how how do you how do you explain that to the other students we teach our all of our children to be colorblind but then you're basically it's it's do what i say not what i do you may not see it that way i can see by the expression of my face that's why i'm standing up here today i've i can put myself out here and bring it up no one else will bring up
142this right no one else here has brought this up am i the only person that's going to bring up the fact that we're putting people into groups based on their their ethnicity i think maybe i can add some clarity here so the groups where we have to track the data that those groups are given to us by the state absolutely but our approach is is that we provide supports to every student and the support that they need so that may be a student of color that needs language support there may be a another student that is a caucasian student that needs social emotional support it's it's not based on the color of the student necessarily it is based on what the student needs we have students of all races color sizes shapes that are extremely
143successful um and they may not need additional supports but we have other students that do need that support and we just want to make sure that regardless of who that student is they get the support that they need to be successful and that's awesome but when you have two percent of a budget going to one student group of a certain ethnicity doesn't that take money out of the pot for any other student of any other ethnicity group that could potentially need that help and that much something since he's taken way too like a lot of time can i say sometimes excuse me i don't know what's your mask i'm not sure actually i would like to make a point of order that we are in a public comment session where it's three minutes limitation and
144this is not personal yeah i agree i i rambled but i just i just somebody has to say it i mean how far are we going to go and there is a lot more context to it and and i know several people in this room would be happy to give that context when we have the right platform for that and and having a conversation after the meeting would be great or a few folks out here i'm sure would like to and it doesn't mean that what's the goal wouldn't necessarily be to change your mind but just understand what the context is about what you're asking because i mean those are important questions and it's good for our folks to know we have three minutes for the next speaker that's going to be you the deal
145we have disparities in this country right disparities academically health-wise for african-american people and hispanic people compared to white people and so we need more resources and we need a structure where there isn't racism happening at the structural level so my my point like i think we need to be doing more so trans kids they commit like 40 suicide rate right that's way higher than than kids who are cisgender right and and so they need addition we need additional support we need not only just support for the individual student but we need to make sure that their environment is safe for them that they're not being harassed right that by other kids or teachers or community members we need to be protect them and so i think we need to go even further which is to
146more training more more whatever we need to do so that we don't have people saying that i don't see color and and that you know trans kids don't deserve extra resources because they do they're at risk they're at risk of suicide right and the same with african-american students and and girls etc right so i think that um we need to do more because we can have counseling counseling is great i love counseling it's wonderful and at the end of the day if that kid is being harassed at school they can go to counseling and talk about it and then they come back out and they're being harassed right so we need to have an environment where all the teachers understand how to deal with these situations we need to have an environment where those students
147aren't being harassed because of their skin color or their sexual orientation or their gender or whatever it is or the fact that they speak spanish as their first light native language right and so this isn't about i mean ideally yes like we wouldn't see color because of course every person's a human being but that's not the reality of the systems that our students are existing in the systems that our students are existing in are racist right our sexist are heterosexist and so with our students need to have further support beyond the individual level like i think it's great we're starting there but we need bigger system change we need we need more training so that they're swimming in an environment where they are not only safe but appreciated validated and respected and that is not
148what is happening right now so yeah that's all i wanted to say all right thank you okay all right all right but this is not a town hall please thank you we have another speaker ready to go all right so a speaker again three minutes i i agree with what you said about that not mattering it shouldn't matter skin color you know and i think it we're all a product of our environment we all grew up in different places and unfortunately hispanics or blacks they grew up a little bit different and if you can see that in their academic scores and that certain demographics are scoring lower maybe because of their environment right not access to internet you know we saw a bunch of things like that that maybe certain amount of dollars should be
149allocated to addressing that but but but i get like that this isn't a debate right no i'm just but i do agree with what you said you know you you serve this country and thank you for that you know and and um it shouldn't matter right because we're all here we're all citizens of the united states and this is a great country you know so with that um i wanted to thank you all for do itemizing the equity agenda at the last meeting you know i in my gratitude for doing something like that i wanted to thank the three members who voted for it but especially tom in in a sign of appreciation for doing something like that just to have a simple discussion and give it a little bit more time you know i
150came across an item that i acquire to give to you especially to you i figured i need to go back to where who it belongs to here's a field meet trophy from 1907 for chico high school wow i came across it and i thought of e3 especially utah and i acquired it to give it back to its rightful owners so i will leave this here and i want to say thank you thank you for your kind words thank you very nice [Applause] i kind of want to know the story about where that came from well okay so is there anyone else in the audience that wanted to make a comment on the lcap again there's no action today the action is next week but you can put comments in so they will be part of
151the record all right all right let's do that would it be an appropriate time for me to make a brief comment relative to our speakers okay what um i just want to say that um thank you for the civility of your remarks um and um i also want to validate mr beshear's what you some of what you said there's there are let's make no mistake and not beat around the bush there's some a big ideological clash going on up here on on these last two agenda items no doubt about it one school of thought i think approach to this lcap thing is what it frankly used to be in my opinion which was a more meat and potatoes sort of approach to how should you set up a school district to accomplish the goals that
152we all have in common like a high quality education and stuff like that over the last two or three years it has taken a different form on and lcap is becoming or has become a conduit for a lot of these more political statements and issues and so i think that you're putting your finger on um some of that right so eileen when is it appropriate for board comment when is it appropriate for board comment and and i wanted to go to one of the pages in the lcap and look at some language um to suggest that we change something before next week what's where are we we're not in action on this if there are i mean that that is part of the process is that if there are recommended changes from the board then
153staff would need to know that tonight so that we can make those changes and bring that back for our next meeting so may i make a point of order i'm sorry we are still in the public hearing at this point we need to close the public here okay sorry okay public hearing is closed all right where is it that you um recommended well i i'd like to make a comment about um how how the lcap and the priorities that are addressed for us to address came about you know we we go back a lot of years with public education and in the 70s we were looking at at some different ways to teach math or teach science when it moved into 80s and 90s some of what the statistics and things that were coming before
154us indicated were that there were people falling through the cracks with public education they looked at the statistics on how many people that were incarcerated could read above the third grade level how many people finished school and why what was the socioeconomic background and status of the of the students that were not being successful and all of that information was brought to the surface through california the state department of education and other reports and it was clear that unless we targeted the people that needed more help and you know floated the boat with everybody in it rather than leaving people behind we would never get out of the cycle of of people that couldn't support themselves because of lack of education or you know any number of things so that was where the targeted student
155groups came from it was the statistics on who was not being successful in public education and it it was clear from the statistics that it was in fact people of color people that were in on the lower end of the socioeconomic strata students with developmental needs needing special education that was not being properly met and that unless we plugged those holes and brought everybody up at the same time society was not going to be mended we were going to have people falling through the cracks and ending up in our jails or ending up dead because of of all of the things that come with a lack of education so that's where this came from when we when the state passed the local control accountability plan was to give the districts money that they would target
156the kids that needed more help and it just so happens that the kids that needed more help are the groups that are identified and so that's that's where we are why we are where we are and i absolutely support what we are doing i don't want to see more of our kids ending up incarcerated i don't want to see more of our kids not able to support themselves in the labor market or choose careers that are for fulfilling i want to make sure that with our mtss program designed to help every student wherever they are with whatever they need so that we all get well that's that's my goal page 48 is where i have i'm sorry i it's on page 48. on page 48 on 1.10 csda cusd will provide professional development throughout the
157year in the following areas but not limited to california standards english language development instructional development co-teaching models and best instructional practices other professional development may include trauma-informed practice social emotional and mindfulness and implicit bias i suggest that we change the may to will everything that we've reviewed tonight includes trauma informed practices social emotional learning mindfulness and implicit bias awareness so i i do not agree with the word may i believe it should be the word will include for our professional development so are you making that as a motion she can't it's not an action item right if we are going to change it before next week this doesn't approve the whole thing but it would make a word change if we don't do it tonight when are we going to do it i mean it
158seems like from a parliamentarian standpoint i mean i don't know if it's not listed as an action item on the agenda i don't know if you can do that not that i really care all that much you know but uh i'm looking at kelly for is there a fiscal implication of of adding that as a required requirement is there something else then that people wouldn't get to get to participate in if they if we mandated that one i don't think so i mean we have limited amounts of staff development time that is that is true um but if that's the priority of the board then that's the priority of the of the district well i think mr tennis is right that we didn't publish this you know the public doesn't expect a vote on anything
159here today correct so let's just make notes of what it is that we're interested in changing and we'll vote on it all when it comes up as an action item next meeting all right if if we can do that sure someone is keeping track and we have minutes right i am keeping track of the recommended changes thank you so much totally understandable some kind of sound issue yeah the mic fell over onto the base i think tim you have a lot of power apparently to get up and move i think tim did want to make a clarification on our student groups yeah i just wanted to clarify the the term targeted student groups on the flyer that was discussed earlier so we've been out of practice at looking at the state dashboard that comes out
160during non-cova times every december so we are measured by the state on a number of indicators including smarter balanced test scores chronic absenteeism suspension rate graduation rate etc etc if on that state dashboard there's a gap in the achievement level between any student group and our all students student group those become in the eyes of the state are targeted student groups so every district could have different targeted student groups the targeted student groups are not set um by the state but the state does set the criteria in our lcap we are required to address how we will what is our plan to close those achievement gaps for those targeted student groups so over time what we what we hope is those targeted student groups will change um the is there uh is it any gap
161between all students and target or is there like a significant significant gap there's a there's a threshold right there's a threshold right and then another question i had that has been brought up and i've asked before and just for clarity um on the state-defined list of potential targeted groups is not lgbtq plus correct students and there's there's various reasons probably that the state hasn't done that which is um really an issue with privacy and tracking correct okay gotcha so any questions about the term targeted student groups in this context yeah thank you thank you tim all right so moving on to item three uh the universal pre-kindergarten plan i have a request to make of uh of staff who's gonna be speaking to us and it's we have a very late agenda um and oftentimes
162it's the chair that makes comments of this nature but i know you guys are all really mad at us for being on the school board but anything you guys want to do to shorten your presentations i don't see a lot of controversy in the items that remain except maybe when we get down to the new board policies so i personally would favor a more abbreviated you know comments i am here to help hopefully accommodate that mr tennis so we are happily to share with you um about a minute of background the state has started a transitional kindergarten several years ago students were born september october november it was a way to give them a bridge opportunity to be in school and kind of get some pre-learning activities school readiness etc etc the state has decided
163to start expanding that opportunity for students over the next coming years so this year september october november next year september october november december january september october november 27th so each year they're adding two more months on so upk and they call it universal pre-kindergarten so it's a mix of our tk's our preschools etc with all those kinds of things we are the state is we are needing to continue to expand to accommodate all of those potential incoming students so with that being said the state has kind of given us this document and said we would like you to start kind of planning and share with us what you think how you how are you going to accommodate those additional students do you have things organized and coherent and ready for them to start coming in
164your school district so this is the planning document we're looking for your approval of it we know they're coming are kind of the big dilemma honestly that we face right now is probably like every other school district in the state right now is space for them and teacher availability they of course they've made it a little bit more complex for tk teachers they've added some additional credentialing requirements for them to make it a little bit more difficult i think will give them better background but it also makes it more difficult they have to spend a little more time with some of the coursework they're doing with those things but by getting this money it gives us a couple hundred thousand dollars plus to start planning buying curriculum uh we've been very fortunate over the last
165several years laura manning who's sitting behind me here has been super involved with the state kind of planning this out and being a mix of committees so she's been very um connected with us as we talk about this also and get ready to roll it forward so for this coming year we guessed about three or four classes adding with tk we've been wrong so far we're adding one as of this moment we've got about 25 spaces where we firmly believe more tkh kids will come in as the school year gets closer and closer with those kinds of things also so it's a little bit of a guesstimate with it because these kids that are these this age they can choose between tk and preschool also so it's a little bit hard because some of them
166actually choose preschool right now because it's an eight-hour day it helps moms and dads out it still gives them the quality experience we're working on closing that gap with some e-lop funds that tina will be talking about shortly also we're not quite there yet with it but it's coming so really we're looking for board approval here's our plan we'd like to get some dollars to start making sure we're planned ready for it organized it really won't solve our biggest issues once again space and some teacher credentialing kinds of things but it'll help us with those things we can pay for some of those units with it we can buy materials necessary for the classes with it we can get curriculum get get a whole layout ready to go for those students with it the other
167good note connected to it we're actually adding additional preschool class in our campuses this year the loma vista side so we're going to be adding a fifth preschool in chico unified next year as well so any questions and looking for approval yes caitlin so this is not a district issue i think it's a whole state issue i have been trying to wrap my head around this implementation schedule with having a child who is two and has a birthday in february and um i find it really confusing for some reason and i think i'm looking at um page i don't know seven of six of the document where it says turn five between this month and this month turn five and and i feel like it would be helpful if there was just like a little
168explainer that means i think it means like in the 2021 2022 column september 2nd of 2021 and december 2nd of 2021 if your child turns back it just isn't clear enough for me and so maybe part of maybe part of the issue is just parents really wrapping their head around what the that that roll out it's a great idea i think we could come up with something that would be a little bit easier to read and comprehend for it yeah because it is a little bit confusing with those things and we could we could probably put that on our website as it starts with kindergarten registration kinds of things for families so thank you and i think isla will be in it'll be 2024 2025 i think but i'd like to be more confident about
169that and i feel like that's probably sure a pretty universal thing i i i think i'm not alone with that struggle no you know and i'm just not sure how much you know i know there's some awareness out there in the community of it i don't know how much awareness there is though with it also and i think as it gets closer to school questions start popping up from parents about is my child eligible for this as well like right now just even a quick thing that says hey does your child turn this age between this and this month this year did you know they can enroll in tk with cusd right now kind of thing yeah i'm really excited obviously about that i should be on commercials sorry i'm getting a little punchy here
170almost at nine o'clock tonight so barring other questions we'd love your approval of this to send it in and say we are planning accordingly to have tk rolling out in chico unified um i just turned it off instead of on sorry uh regarding the same eligibility uh dates all of them list um at district discretion which seems so what what that is we we have to have a space for them if they're within that age if they miss it by a week or two we can take them in if we have space available so that's where that district discretion is um and i would say a lot of teachers would rather not have a tkh student starting may 1st as an example just for the last few weeks of the school year so that's where
171there's that discretion element if we have a bunch of spaces you missed the cut off by a week we can still take you in thank you i move approval okay well i was looking for what it is we need to take action on and i i see a an annual cost of 380 000 with an additional 40 000 for um each additional class what is it that that we are yeah we're looking for being asked to approve we're looking for approval of this plan to submit to the statement of the plan this plan right here okay and once again the plan contains uh we get dollars with approval to help roll this out all right do i have a motion i move approval second all right so i have a motion by matt a second
172by caitlin so we can go to roll call vote robinson i landed kaijurai dolby tennis eye thank you very much okay yeah okay great uh so now we have the item four discussion action the chica unified district expanded learning opportunity program yes another plan another plan but with this plan comes a lot of money in fact we don't know the total yet because we're waiting for the budget to be finalized as i look over at jacqueline early indications are the allocation that chico unified has at this moment is over two million dollars to expand the after-school programs uh part of that is a requirement of growing after-school care for our tk and kindergartners just what what ted spoke about so with this money to roll out two more sites that we have at our elementary
173schools emma wilson and little chico creek for uh no cost after school program much like our other six grant funded sites have that is in place and ready to go and we have our first tkk starting in august with mcmanus with 20 slots for students starting out and then with this money that continues to come our way we will be growing that and we can grow it at any time i want you to know that it's not something that has to be every august on the school year calendar to start a program we can start after school programs anytime when we get our people in order and the money in place which we're anxiously waiting for we will go okay i would just like to say that um after school programs are totally awesome um
174they're a godsend you know i mean um i benefit from them you know but i know there's some people out there who you know super much benefit from them like their total lifeline for some families absolutely um you know if the money's coming our way to do this kind of stuff it's a no-brainer to do it for better or worse the current california administration does want to throw a lot of money our way for after-school programs much like the upk that ted talked about so we'll take it and we'll grow it and i at this point there's no indication that it it may stop because of the need expressed for so many families and you know the after-school programs are fun too the kids like it they enjoy it it's a good safe place to
175be and we we love the challenge of continuing to grow that we've got a wonderful coordinator who is up for any challenge and loves to to be creative and think of things so so we do need to have your approval on this plan it's they will be fashioned very much like our current existing programs because they do run really well by and large so we we incorporate all of the same elements into these new programs that we're growing all right can i have a motion if there's no other questions i move approval i'll second that i also just want to say the young people who are working like i guess they find them through card or something like that right they do they help the kids do their homework you know and they do such
176a great job doing that and they take their job seriously i just don't have enough good things to say about it yeah cards young people and then also are who are working with card are some of our chico unified high school students that are currently in the child development pathway at pleasant valley high school so they get some on the ground experience which is great yeah okay so we have a motion and a second go by a voice vote hi hi hi i think it was matt motioned and tom seconded yeah yeah okay that passes five to nothing great okay business services the original budget good evening board all right so before you um we have our presentation that'll open up in just a second thanks guys okay so before you we have the original
177budget for the 2022-23 school year are we good here yet guys doesn't want to open up okay you guys want to scroll as i'm going all right got it okay and per member tennis's request we'll go through this as quickly as possible while making sure we get you all the information so the typical budget development timeline is before you right now as you can see we're kind of in the middle stages where the legislature has approved their state budget and they are currently negotiating with the government governor to come up with the finalized budget so we're hoping to have that by june 30th and then jacqueline will discuss next steps with you later in the presentation next slide okay so some major assumptions that we used when building this budget our local control funding formula
178is based on the governor's may revision that he presented at the end of may or mid-may part of that is the cost of living or cost of living adjustment of 6.56 percent as far as our funded ada we will be based on the 21 22 school year and the reason for that is because we are funded right now on current statute based on the either current year or prior year whatever is the greater number so our 2122 ada is going to be greater so that will fund our our local control funding formula calculation for next year unduplicated student percentage we estimated at 54.27 percent right now and then salaries and vacancies as well and that's all the positions we're hoping to fill during the 22-23 school year those are as of may 24th so all
179the positions that we knew about as of may 24th and then also a big part of our budget is obviously the coven 19 funds next slide so this chart you guys are pretty familiar with at this point this is our actual ada versus funded ada and as you can see in that 22-23 school year we are finally seeing that drop in enrollment because the hold harmless is no longer in effect so next slide you guys let me know if you have any questions as i'm going through chico unified continues to spend the various coveted relief funding grant dollars and we're on track to spend fully all the grant dollars by the deadlines of each of those grant timelines so this is a breakdown of each timeline as far as expenditures that we've had in prior
180years and then also our budget where we think we're going to end the 21 22 school year as well as our budget for next year and then those remaining dollars we still have the 23 23-24 school year to spend so we'll make we will make sure that we spend those grant dollars by the expiration dates next slide thank you welcome our lcap as you guys heard earlier this dollar value will look a little different because this chart only shows our unrestricted dollars in the lcap so it doesn't have our after school and title 1 some of the other funding sources that are continued contained in our lcap budget so this is just on the unrestricted side next slide you're doing a great job it was the request so i'm just trying to make you guys
181happy so our general fund income statement so those unrestricted dollars most of those are local control funding formula dollars and then they're restricted those are grants so those are self-balancing it has to do with our title funds as well as any of the coveted funds all the grant funds that we receive as you can see we are deficit spending in next year that's something that we've been letting you guys know that was going to happen in 2223 when we've done our multi-year projections so while it looks like a large dollar value that we're deficit spending we've been bringing that forward so you guys are well aware that that's going to occur in next slide okay so this pie chart shows our unrestricted as well as our restricted expenditures so as you can see we're in
182the people business so most of our expenditures are in those green categories and they're spent on our salaries and our benefits next slide and then this just includes our special ed contribution which most of that is staffing so we go ahead and include that which increases us from 84 of our expenditures being salaries and benefits and that goes up to 88 percent when you consider our special ed contribution and i'm going to hand it over to jaclyn and i'm going to take it from here i do want to say marie hartman is part of the team as well she's feeling a little under the weather this evening so wasn't able to make it um so the other piece that we have for the general fund are transfers in from other funds so this next year
183we're looking at about 3.5 million dollars that's primarily from our redevelopment agency pass-through dollars and then there is an admin fee that we're able to collect on all the developer fees that are collected that come from fund 25. as of right now we do not have to do a contribution to nutrition services so with the free meals from all our reimbursement is higher and they do have a pretty substantial carryover from the current year 2122 but i will say food costs are astronomical um that program has i would say almost disproportionately been been hit with the inflationary factor related to meal costs but we are going to manage that next year and vince runs a great program so i'm optimistic on that we do have to contribute to special ed as well as our three
184percent requirement for routine restricted maintenance totaling just over 23 million for those two programs so getting into the multi-year projection i will say that the current estimate for 2223 is very conservative so the original budget is going to have every position that's authorized and every vacancy assuming we're going to start from day one and we know that's not reality the other piece to it is we went on the most conservative revenue estimates from the governor at this point we are optimistic through negotiations that there will be some attendance or ada relief going forward so basing the nyp our multi-year projection going forward we are using a three-year historical trend it's been a little messy the last couple years obviously with covid so it is kind of an estimate at this point and we're estimating a
185small decrease 34 in year two and 110 in year three so as a result of the decrease in enrollment there would be a teacher reduction as well but we do take into account going forward increase with step and column of our 10-year staff benefit rates and obviously inflation does impact our utilities and some of our other costs conversely we also do take into account retirements people retire tend to retire at the higher end of our seller schedule and the maximum we allow is 15 years on the certificated side for new hires so there's a savings there moving forward right now the cola for 2324 which is year two and our multi-year projection is 5.38 percent and in year three it's 4.02 so those may change but those are the estimates at this point the other
186thing i built into the multi-year projection as ted alluded to early was our implementation of transitional kindergarten um this is really a guesstimate and you know we don't know how many kids are going to show up we could have one class worth of kiddos we could have four or five so i put in two additional classes for 23.24 and then an additional two for 2425 as that date increases for eligibility so this here in front of you is the unrestricted side of the budget regarding our multi-year projection so part of presenting tonight is also looking at how we're going to end in our current year so that first column 2122 ea or estimated actuals in the green line there does show that we have a surplus of 4.8 million and that's largely related to that
187hold harmless provision that we're funded off of 1920 ada so going forward into 2223 we'd be deficit spending just over 5 million we'd barely break even i would say roughly in 2324 and then uh surplus again in 24.25 and with that we do have healthy reserves even with the deficit spending in years 22 23 and 23 24. next slide please so along with those healthy reserves we want to talk about cash we need to have cash in the bank in order to pay our employees and pay our vendors right now there's no cash deferrals and we like to see that so there is a pretty historical trend that we see it always dips in november and we get lots of property taxes in state aid in december dips again in march and then increases in
188april typically again property taxes and then we kind of flatten out the rest of the year but we are estimated to be over 20 million in june of next year and i was really hoping to have something for this slide so the state legislature did present their budget to the governor on monday june 13th they are still in negotiations i was hoping something had leaked out um as of now but it hasn't they are bargaining a good faith and we're hoping to have something by june 30th because the legislature goes on recess july 1st so in the event that there isn't a negotiated budget by june 30th they would recess and they would reconvene in august so it's possible we could get a state budget actually signed in august so fingers crossed that doesn't happen
189basically that's what i said there so they're bargaining good faith and we're hoping to have it by june 30th there are a lot of provisions in the governor's may revise that are are the governors and the governors alone and may not be shared by the legislature which is why we brought forth a conservative budget for you this evening so i anticipate every need to come back once we have a signed state budget with what's called a 45-day budget update that says now we actually have a science state budget here's the impact to chico unified so i am 99 confident i'll be back in august with that for you but we do some challenges going ahead you know we are looking at at the health of our both federal and state economies um hopefully you haven't
190looked at your 401k or 43b lately the stock market volatility has been very high and very strong we're continuing to deal with supply chain issues and inflation and the other piece that we are i think is a challenge for the district in many districts up and down the state is our student attendance rate um how often students are attending we took a large hit this year related to students out on quarantine my hope is that they will return next year and we won't have those quarantine requirements and students can be in school and we all know when they're in school that's when they learn so any questions regarding this this evening is just informational and a public hearing to receive feedback and then we'll be back in seven days next wednesday for approval any questions
191um i have jaclyn i was reading yesterday that there's a big federal push to put a lot of money into us being able to buy electric buses and the legislature had not finally funded our home to school transportation are we still sitting with big question marks on the issue of home to school transportation absolutely there's two proposals that are actually floating out the state one is to fully fund home to school transportation which currently we receive an add-on um to our local control funding formula and it doesn't even scrape the barrel it hasn't been that payment that we receive doesn't receive cola and it hasn't been ingested in 20 plus years the other piece is a big push for electric buses but there's issues with that from just a procurement supply chain issue and there
192are a lot of rural districts that are pushing back against the state saying we can't have when our home to school transportation routes are tens of miles everywhere every day each way up in the hills it's very it precludes them from being able to use electric buses and so to make a state mandate there's a lot of controversy over that um so that is one of the elements that we're waiting to hear back from a sign state budget on what exactly is going to be funded for transportation thank you dr kaiser if you could open a public hearing okay this evening thank you i open the public hearing on the 2022-23 original budget any comments we do have julie treat who had signed up to speak oh she left i think okay all right i
193close public hearing and so we now go then to the education protection account public hearing informational yes so every year we do bring forward the dollars that we receive related to the education protection account which a reminder was voted on by the voters in 2012 the prop 30. these aren't new monies they're essentially the first monies that come through our local control funding formula and so this fills the bucket to the first in this case 13 plus million and then the state back fills the rest with unrestricted dollars so these dollars right off the bat go to pay for teacher salaries we keep an instruction we keep it as close as kids as possible in the classroom um so this is the disclosure this evening 13.8 million related to instructional costs of teachers and that
194again is a public hearing this evening with approval next wednesday all right i open the public hearing on the education protection account julie you had left and you had said you wanted to make a comment on budget pardon me oh all right okay all right anything on item two here the epa all right closing public hearing so this is just informational correct all right so we will move now to the public hearing informational on the original budget 2223 reserves and disclosures so again once a year we are required to bring forth a document that substantiates the need for an assigned or unassigned ending balance greater than the state requirement which for a district our size is three percent so the assigned and unassigned fund balance is 15.7 million which is 8.3 percent reserve essentially we
195are required via the 3 to have 5.6 million so there's 10 million that we have to substantiate the board has taken action to have an additional 2 reserve as well as earmarking some one-time money so that really leaves about 4.5 million that we have and part of having healthy reserves is knowing that you have cash on hand in the event there are cash deferrals the other piece is we have pers and stirs volatility we have enrollment volatility and ada volatility um and just prudent fiscal solvency i think is the other piece when when a district has healthy reserves we are able to weather the storm a little bit easier if should something go back go you know not bad but decline in the future which they are talking about a recession here pretty soon all
196right so much like the other two we're here this evening for a public hearing we bring it back in seven days next wednesday for approval okay so i'll open the public hearing and julie is this what you wanted to speak to yes on the reserves i just wanted to understand or make a comment about the um our exposure from any of the illegal actions that you know i'm always seeing on the cons are on the um the closed meeting the closed agenda items we have all these lawsuits and legal activity and so how does how do we assess how do we determine because that seems to me a very um you can't there's no trend right is there a budget you know i don't know how that's how that's calculated and because we've had that
197um the jennifer smith lawsuit with the now there's two kids that are or former children who are um putting through civil lawsuit for the monies that they were owed for the damage she did to them sexually i just i had to say it like that i don't know how to say it but is there a big exposure from that particular case and then and again how do we factor in just to make sure that we're not sitting here all of a sudden you know having an issue with our reserves so that was the basis for the question thank you and ms three i can respond to that we do have general liability insurance so that that drastically reduces our exposure we do have a legal budget to pay for our attorneys but our general liability
198insurance drastically reduces the exposure that the district would have to pay on a legal suit such as the one you referenced all right thank you yeah all right closing the public hearing so uh in terms of this part again you come back next week correct okay all right so we moved to discussion action the property value of portable classroom for bangor union elementary school district who was burned out in a fire julie good evening thank you for your time we have a few visitors i'd like to welcome via zoom we have nicole cardwell and patty ox patsy oxford from pioneer union elementary school district which is berry creek school and mary sukuma from superintendent's office of the county office of ed is also on zoom to answer any questions about the need that berry creek
199has for this facility so one thing i want to mention right up front is the documents that i provided say pioneer union elementary school district and that is because we were approached initially by the superintendent of pioneer because they're they're actually going to be putting the portable if approved tonight onto their property at bangor for use by berry creek however i was informed by patsy that they will actually be the purchaser so they will be purchasing the portable from chico unified school district so the documents that you see that now say pioneer will be altered um i'm sorry now say bangor we'll say pioneer union elementary school district if approved this evening so we have a number of portables that we have removed from our elementary school sites or high school sites over the years
200and we've stored them out of our corporation yard we try to keep a surplus of those portables in case of a need by our district by unexpected increase enrollment so that we can act quickly to serve our students every year we get a lot of requests for different organizations non-profits to purchase those portables and we always say no we're sorry we know they're sitting out there in the field but we reserve them for our use we were approached by berry creek because as you know their school was destroyed in the fire and they have not yet been able to rebuild their school and they have a dire need for a portable to be located at bangor district for their use so this is what i bring to you this evening for your consideration i think
201that if i may yeah you know we're a very wealthy privileged school district and we've got a lot of these things sitting around and they desperately need it and so i move that we sell it to them for a dollar i have a question um uh when we when we do something like this with these portables that have been sitting out there um there's like i'm assuming that there's inspections and and all of that i mean is there a walkthrough to make sure that what we're providing is of a good quality and that you know we we're doing right by the purchaser the purchase agreement um indicates that they are taking it as is and our district chico unified has no liability for the uh building these buildings uh have reached their useful life that's
202why they're removed they were removed so they do need upgrades when they get put back in place and berry creek is aware of that for instance they come in pieces so when they're removed they come apart so the floor is destroyed so they need to have a new floor put in and the ceilings also get broken apart so they need to have the ceilings repaired oftentimes they need painting and heating and air conditioning units and berry creek is aware of those needs and we're actually a couple of agenda items down we're actually moving one of these same units over to parkview and we're going to be buffing it out getting it ready for service and we're going to spend about 250 000 doing that and i've also been informed by staff that they'll be doing
203something comparable to that to get this unit we're talking about ready for service up in bangor wherever it is correct the district has to pay for the building to be moved and it's not an easy site and bangor to get this building in so they will have to pay for it to be moved and set and skirted and ada ramps and the repairs and the heating and air conditioning all of those things making sure that the roof is watertight so yes they will be having to take those expenses on their insurance will be covering that for them sorry i didn't mention that yeah you said you had two speakers did you want to yes please okay mary would you like to join us put my glasses on good evening everyone this is mary sakuma your
204butte county superintendent of schools i just wanted to say a thank you to the chico unified school board for considering this item i'm going to apologize in advance if i repeat something that julie said i could not hear through the zoom most of what she said at the beginning of her presentation but i also want to thank superintendents daily and her entire team and especially julie kistel and her team for their support to these two small districts who really need needed some help um i think julie probably shared with you that pioneer union elementary school district berry creek elementary lost their little school during the bear fire and north complex fire in september of 2020. since the fire they've been temporarily housed in oroville city elementary school district at ofer school unfortunately oroville city wasn't
205able to accommodate berry creek for the coming year as the student population at ofer school is growing so superintendent principal of pioneer berry creek patsy who is here also on the call this evening she reached out to the interim superintendent at bangor to ask if perhaps they might have some space for the next year or year and a half and so um through agreement with the insurance company for pioneer ferry creek everyone agreed that it would be appropriate for berry creek to lease some portables out at bangor but they only had two available and needed three so this is an amazing partnership and you're making it possible or you have the opportunity to make it possible this evening by your generosity and sharing with the school district to school districts in need because it also
206turned out that bangor had on its side a condemned portable that needed to be removed and the insurance company for pioneer berry creek agreed to pay for the demolition and the removal of all the debris and i'm pleased to share with you that i had an opportunity to speak um both with the contractor a jim gilmore the owner of united building contractors who holds the agreement with pioneer to do this emergency work but i also spoke with the interim superintendent at bangor paul arnold this afternoon who confirmed with me that the demolition and the removal of the debris is complete as of today so i'm just very pleased to have the opportunity to speak in support of this item one of the very important roles of the county superintendent and the county office of education
207is to support all of our districts but especially our small districts who have fewer resources and ability to respond when big crises present themselves so thank you in advance for your consideration it's been a pleasure to hear this evening thank you mary patsy do you have anything that you would like to add um no but thank you this is patsy oxford sorry i'm up in berry creek and if i put on my camera my um computer will freeze but i'd really like to thank the board for approving this item item as well it really means a lot to us and i think we're going to be it's going to be an asset for our district as well as bangors we are both uh tk8 schools and have a lot in common so it will be
208a new partnership for both of us and we're hoping within the next year to two years we will be back in berry creek and invite you to come visit thank you so much thank you thank you patsy okay with that i also want another thing we'd love to add that how much julia has helped and supported us through this entire process and mary sakuma as well so thank you very very much both all right i'm going to open it for public comment i think i signed up but never i'm sure okay so um a few months ago i was here with ruth sarnoff i don't you remember her she's a cute little lady she's like 90 years old and she had this binder of information and we shuffled it on over to for the district
209office to make copies of so she i came here on her behalf because she wanted me to ask a question because she was um she spent a lot of years fighting dilapidated portables down at the la school district and she was calling them containers here and i'm like they think they're talking about containers she was talking about portables so i've been really fascinated by her knowledge but so she wanted me to ask have we had any cancer teachers with cancer cancer issues in the schools with these portables um and how many and then so how many portables do we have left at this yard and i mean is there a plan to get rid of them and and and to again address because she's thinking for sure we must have had some cancers in this
210in the school district with these portables okay so that's there now for me as i'm listening to the um exchange here with berry creek i mean i don't want to be selling our dilapidated junk to barry creek i mean i would rather just pay for a new portable of 250 thousand dollars maybe it's a lot more so i'm totally ignorant this area is brand new for me i don't know much about it but it just seems to me i just i'm very concerned that we've had this issue with portables and it's kind of known around you know the country and california maybe here in butte county and chico so um yeah can we dress if we've got any cancers in these portables have we cleaned them up and are we sure we're not going to
211send stuff up there that's going to cause more cancer up there we're going to regret it later so that's the gist of it thank you um miss kisl how much is a brand spanking new portable classroom delivered we haven't purchased any in quite some time i would imagine there are nearly half a million dollars for a 960 square foot portable classroom or modular classroom building which is what this is a 960 square foot to ms threet's question is there any evidence of you know cancer-causing agents in in the portables that we've got that we're talking about right now not that i'm aware of no all right any further uh questions or comments okay i'm gonna close public comment so the motion in front of us is to i think we're selling it for a dollar
212is that right yes i'm sorry and i was going to second that motion as soon as you opened it back up in front of us is actually to unanimously agree that the value is less than 2500 so they can then legally sell it to that price all right correct so you're agreeing to the value of it so that it can be surplused oh okay and then we can sell it for a dollar okay all right one just comment that i do have to change the the name on the contract to the correct school district so from okay so right now in the agenda it says bangor but the berry creek very creek okay good it's pioneer union elementary school district which is berry creek school okay so we'll turn that b into a p it'll
213be done all right so um yes um i'd like to move to uh surplus the uh affordable in question second all right do you want to amend your your to also right with the understanding that the name change will be changed to pioneer and what about the the the the the notion of actually like like declaring the value less than that and then actually making the sale or whatever yes so let the motion is to declare that the value of this property is uh less than or equal to 2500 second okay is that it are we also going to make a motion that we go ahead and sell it to them or it can all be in one so declaring it surplus less than 2500 value selling it to pioneer union elementary school district for
214the sum of one dollar okay let's modify that motion one more time yeah that would include the act of selling the credit just say what she said yes what she said all right i'll second that too all right so uh voice vote all those in favor say hi all right a good move julie you're still up yes so the next topic is in two parts so in the first part i have ted sullivan here to join me in describing the need for a portable to be placed on the parkview elementary school site i'm going to go ahead and turn it over ted so that he can explain what happened with enrollment that's making this a requirement slightly good problem for us we have a need for some expanded capacity diane some of the rooms that
215we had been planning on being able to use this coming year diane has needed to expand some of this fed program so some of those spaces have gone away we planned for and knew we were going to be adding a preschool on there so over the course of kind of looking at room space available and looking at our projected numbers for next year and how full our kindergartens were were very very full in kindergarten next year and we actually need some space very likely so we kind of looked at where we could do this parkview has had a long-standing waitlist ie form 10 list looking to get in there so we kind of looked at where would it work parkview is a nice option for us there's a lot of desire from the community to
216have families going there so this seems like it would be a good time for us and i hate to do things in a hurry as we're talking julie kind of the emergency status but this is one of those times where i think we really need some space to make sure we can accommodate all of our incoming kindergartners this coming year if you kind of think of our form 10 process this allows us to kind of move students around via kind of a domino it opens up spaces from different schools we're very full at emma wilson right now we're very full at shasta in kindergarten so by allowing some of those form tens to start moving kind of a triangulation of open spaces starts happening with it high desire once again we've got 35 on the
217waiting list to get into parkview so we would love to be able to add that onto parkview and kind of um help parkview the other thing is a little bit awkward parkview has currently they have two k's two three first two seconds two thirds and when those students move up into fourth and fifth grade it makes them for some very odd numbers in those classes also they end up having fourth and fifth grade classes at in the 20 range 22 range with those things because they don't have enough classes feeding into them also so a really nice flow of classes in our world is three k three first three second three third moving into two fourths and two fifths like that with the numbers kind of going from 20 20 20 to one class of
21830 or two classes of 30 like that so this is kind of a stepping stone to kind of get parkview moving in that direction also i'm getting k's and tk's and first grades with 20 and moving up into 30 kids in their fourth and fifth grades as well where will the room be recognized i mean where will we located on on campus yeah it's the northwest corner of the campus so there's two there already right yes there's two and there's a restroom and this will be right next to the restroom okay and it will be at triple wide so it's um much larger it's 1330 square feet and it has a restroom in it so for kindergarten or tk it's perfect wow okay so we met with our facilities committee to discuss this need last
219month and we agreed that having the ability to allow parents their choice of putting their student at parkview and it also helps with the the sizing of the cohorts as they're moving through the classes it really is a great opportunity for parkview come from a parkview family and um it's a great school and uh if we need this extra space to keep that service going then i'm happy to i don't know if i need to conflict myself out of this because i actually have a tk student going to parkview next year so um fine um i go ahead and move that we do we do this well we need to open it for public comment this is classified as emergency just because of the time framework and the age groups we are dealing with right
220so any public comment i mean because i was looking at ruth's pictures and there's some like really ugly pictures of mold and and and issues with these asbestos and things so are we really 100 clear that we're not going to have a mold problem at this portable parkview i don't know i'm just making sure 250 000 i think we said we're going to use to clean this one up i don't know i'm just i know it's an emergency i know we have kids growing and i know we need this but my god i'm like i'm just addressing this issue are we okay with these portables and are we sure they're free from harm thank you may i respond to that okay may we have julie respond to that yeah in your expert opinion is these
221buildings safe or this building is safe yes they are safe they're all over the state um portables are are inexpensively constructed they do need to be maintained but every building needs to be maintained mold is caused by water intrusion from roof leaks our plumbing leaks and those sorts of things it doesn't just grow because it's in a portable it would grow because of lack of maintenance so and that goes for any building okay and i'm gonna on a similar note just because i'm curious how long do we expect the portables out there to um need to serve that's a great question and my answer to that would be the portables will all be removed from the parkview campus when it's its turn to be modernized in the master plan i'm trying to remember i'm from
222is it phase five at parkview 2026 is the current uh schedule of implementation can i ask a question on that note about the facilities master plan um is there a particular time in the year that that usually comes up for us to look at i just forget when we if we look at it and like reevaluate if there's any changes we want to make or is that something that we need to like put forward if that's a really great question thank you um we talked about it a couple board meetings ago that we are going to update the master plan primarily because of the transitional kindergarten implementation so that will be happening we're putting out an rfq for architectural firms to assist with that and the board plays a very big role in the updating
223of the master plan so will that be sometime in the next time frame probably this next spring okay it does take some time okay thank you sure all right i'm gonna close public comment and um do i have a motion so moved second all right motion by tennis and a second by dolby voice vote all those in favor aye aye okay it passes five to nothing all right so the resolution next is 1585-22 oh wait a minute i know how do we have two on the same so the first one is for the board to direct the district to place a portable at parkview second one makes it emergency and the second one is for the contracting to do so so we need no we didn't we have before us resolution 1585-22 authorizing the emergency
224relocation of a portable building to parkview elementary so i'll open it for public comment all right i'll close it for public comment okay may i have a motion so moved all right second second by uh whatever tom yeah that's him it is late no dinner okay so all those in favor aye okay pass this five-o all right you have to know that it is a money attached to that one [Laughter] okay so we moved to human resources and now jim has something to do i have something to do and i'm awake okay the first one is um i bring this to you each summer a declaration of need for fully qualified teachers we typically have very few of these in normal years last year was not that case and but the the commission on teacher
225credentialing requires us to declare that we may need to put someone in a classroom that doesn't have a clear credential the most common example of that is we may have a student teacher we we have no one to hire typically in special education is the is the most common and we have to do an internship so it's an uncredentialed teacher in a program earning their credential while they're teaching there are other instances for example b-clad or something like that but those are much rare diane knows well that probably special ed is the most most common again it's when we lose a teacher in the middle of the year and there is no one to hire um is the typical circumstance so anyway i need uh board approval so we can file this with ctc ask
226a question of clarification yeah thanks have there been times when you have used this to hire someone when there were in fact credentialed teachers who applied sometimes it has happened when we determine they're not qualified because of concerns in background check or things like that thank you so so just to follow up and be clear there's a there's a distinct difference between qualified and credentialed yes ctc allows us discretion in determining qualifications versus credentialing we may have a credentialed person that has issues that we're concerned about putting them in a classroom and we do have discretion to be able to do that we have to be able to show that but um but they do give us the discretion is so is that something that's set basically by board policy is is that side of
227things so ctc which is the california commission on teacher credentialing says these are the these are the the requirements in this regard but then you have this like set of autonomous sets of policies that you can set to drive your own human resources decisions yeah well indirectly because we have the process for hiring and we go through that process and then the decisions are made at that at that level so typically it would be a group of principals there may be teachers involved less likely in the middle of the year but it's possible where there's a group of administrators that would make that decision based on qualifications so there is some subject subjectivity in that but we hire administrators to make those decisions so i'd like to be able to trust them all right i
228open this for public comment is there any public comment all right close it okay may i have a motion again this is a requirement by the state in order for us to fill a position um that we weren't anticipating yeah i'll move the declaration all right thank you i'll second that all right so we have tom lando moved it i mean it second it all those in favor signify by saying aye aye all right thank you okay so then this is also jim okay so this is 1584-22 this resolution is an elimination of classified positions um i will note that three of those are senior account clerks they're full-time positions all we did there was we changed the name of the uh it's a position change so they are now financial specialists we had i
229believe we had two financial specialists and three senior account clerks and there are now all financial specialists in the district office so no one lost their position it was it's a name change so that's kind of where we're at on that all these positions um all the other positions are not full the elementary counseling assistant um essentially a quick quick explanation on there we typically give four hours of counseling assistant time to each school there are some schools that through a grant received additional time those grants are no longer available um so unless the the school um specifically dedicates el cap dollars or something to for additional time and that's their choice um those those um positions disappear when the person leaves their position so these again are empty positions okay all right i'll open
230for public comment saying no no closing for public comment all right may i have a motion i move approval of the classified personnel actions second all right a motion and a second uh we can do this by uh voice vote all those in favor of resolution 1584-22 please signify by saying aye aye all right passes okay so uh can i have a motion about the board uh policies what what what it was that you're looking for i'm not confused yes yes um thank you in reading the uh revised and updated new board policies i don't see anything that is of um a timely nature that and i move that we postpone action on this item and the first read no no just this action until the uh june 27th meeting yes the next the next
231week meeting okay i'd like to comment i mean how long is this item going to take i mean this is this pretty kind of like a open and shut one this four four one eight four one i have some issues to discuss when they are brought for approval okay um i'll second i'll second your motion all right and then so we have a motion to postpone to next week i moved okay and a second and this was for 4.1 whatever 8.4.1 right eight four one um madame robinson which one which item are you wanting to talk about there are several um one is the um no i think he just means which which agenda item no no which board no policies oh the board policies aren't i'll have to open it up it's all of
232them right four points yeah she wants to delay it because she wants to go into some detail some of them and i'm just curious which ones it is so i can read up on them and stuff like that okay the ones that um okay where is it you're not thinking of the new um the uniform complaint procedures was one and the other one was um your microphone's off i think it's it's on that was that was the one that was the most significant that i wanted to talk about but you're making the motion to postpone this yes all right and i i did put in writing my my questions to the superintendent did they get circulated yeah they they've been sent to you my concerns right so the motion is to move the consideration of
233the updated board policies to our next board meeting a week from today and it's been seconded right yes i thought you seconded it huh okay so um any further discussion um in the spirit of collegiality i'm going to vote eye on this but i would have no problem taking them up tonight i would could i maybe i seconded this baby add an amendment just to get it all done at the same time and maybe um if if we're in if some folks are in a need to get home maybe we also look at tabling until next week so four point one two and four and only address um number three tonight that's my um amendment so one and one and two are all board poli newborn first reading award policies and item four is the
234letter for um to the city of chico for alternative sites which might have a little bit lengthier discussion so um perhaps we can just are you okay with that just to move three of the four items to next week instead of just voting on one at a time if we want to table some and move them let's move those right when we get to them next week um usually what we do is anybody that wants to discuss we take those out and approve the others that are not wanting to be discussed she's talking about item four and two oh adding that to moving things forward absolutely yes ma'am okay so i just do want to make one point um four point one is actually approval of board possibilities we'd be approving them tonight the 4.2
235is a first reading right so if we go ahead and have the first reading of 4.2 then we can approve all of them at the next board meeting ah right that was i i didn't include 4.2 because it's the first reading okay but we can go either direction but i agree to move the city of chico discussion okay so then let's my so my amendment to your motion is to to move um that item also so move those two to next week and and do um items continue with items four point two and three tonight okay and you accept you accept my proposal to change that amendment to mint yeah i guess i'm not talking loud enough still tonight so you accept my amendment yes ma'am thank you okay we're ready all right uh voice
236vote all those in favor aye aye aye okay nay all right me okay four to one all right so uh we have the new board policy the first reading did i lose tina or is that john not sure who this is really it is um just a first reading so i don't know if there's any questions but it is a so as we mentioned in our mtss conversation earlier tonight we were having really focusing on the why and board policy as you all well know is is why knowing that then it would be up to staff to have a conversation about the what and how so we're asking the board tonight to consider specifically why and embedding it in board policy we would need to create an administrative regulation to support our multi-tiered system of
237support with very specific as i think there are nine elements to your board policy as ms keene indicated earlier we would spend the next year developing administrative regulation so at this point it's just a first reading right unless there's any questions that's all we need to do just acknowledging that we have received it and reviewed it and we will consider it for approval at the next meeting all right i have a motion we don't need a motion okay all right so then let's move to item three okay there was a proposal to move our july 20th board meeting to august 3rd it would be moving fourth third the third i heard a fourth somewhere um august 3rd and uh really it's just moving it back two weeks so it's not canceling the meeting we did
238not have a meeting the first wednesday in august so this would move that to that meeting all right any discussion motion i'm i move that we move our july 20th meeting to july 3rd even august august 3rd even though it says august 4th on the agenda yes that's true it does say august 4th on the agenda all right a second second okay i have a motion and a second so i just the one thing i wanted to say about this is that there's been a lot of work being done this last school year what no i i have a question of clarification because it's a workshop meeting have we asked we haven't established our workshop titles kelly's got it yeah typically we don't have a board workshop in august so this board meeting date was
239free there's nothing that has been assigned to it it hasn't been assigned and we're not going to assign correct okay thank you but now i'm clear okay yeah so just acknowledging that especially the folks who have to put all the reports and things together for these meetings it's nice to be able to take a little bit more breathing space in july and kind of unwind we want to make sure that everybody in the district has that opportunity and i don't think if it's gonna it's not gonna stall anything for us we should you know allow that extra two weeks to catch some some some of your energy before we hit next school year waiting for a motion we have we have one in emotionally okay all right all those in favor by voice vote oh
240we have to do name okay okay roll cal roll call tennis eye dolby aye kaiser rye lando i robinson i all right unanimous okay so um are there any items from the floor okay and then um is there a board member who wants to request to agenda is an item yeah i have five no just kidding [Laughter] i have to say i've gotten a little bit better at reading reading your sense of humor okay so no items all right and then i can now say adjournment at 10 to 10 my god you