001all right thank you matt all right so i'm going to call this to order as we now have a legal board number and i ask you to join me in the flag salute i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all thank you now we are at announcements and i have uh several uh one of which many of you probably already know that this is autism acceptance month so perfect timing yeah the other one is that on april the 12th is chico unified choir day and four choirs marsh bidwell pv and chico high are all performing at the center for the arts they're going to start at 9 30 and go to 12
00215. each school's choir is going to do a segment and then they're going to come together for a combined presentation of a single song okay there's our fourth board member yay so are there any other announcements okay matt um i just want to um say thank you to my wife for being such a good support to me because today is our 20th anniversary and uh yeah i'm spending it here with you all [Laughter] wonderful fun for me and fun for her too i'm sure well may not be the wisest choice but you know hey okay all right and now tom's here that's great and here's caitlin okay so uh so no one else has any other announcements all right thank you then okay so we move to our agenda and the first thing is on
003the consent agenda does anyone have wants to pull anything from the consent agenda anyone all right can i have a motion then i move approval of the consent agenda okay second second okay we have a motion and a second so if no one's going to pull anything from consent agenda then we will vote by name so rob robinson i lando uh kaiserai be a tennis eye all right so that passes okay thank you all right with that we go to the board workshop topic which i think most of you are here for and so we are looking at our educational programs budgets and supporting inclusive classroom development diane olsen whoa is is it on john okay now now it is good evening board thank you for having us here tonight to talk about inclusive special
004education and the budget surrounding special education we have a large group of people here to talk about specific programs within the district and so i'm going to hand most of this off over to my coordinator team so i'd like to introduce them all to you first i have dana feingold dana specialty area is curriculum intervention and development and implementation i have right behind me gina payton gina's specialty area as behavior supports pd and training and behavior then next to gina is damie trobridge damie specialty area is social emotional learning education related mental health services all to ed all of those areas of emotional supports and then last on my right is joanna main joanna's specialty area is professional development and also working with the elementary counselors and in the professional development she'll have some slides
005today it shows what we've done and where we're going in the professional development area so i'm gonna hand off to dana all right thank you good evening thank you for having us we're excited to share our special ed programs with you so this first slide um just talks about our education programs within special ed here in chico unified and anywhere from mild moderate all the way preschool to the adult program next slide and then these are the special education providers that provide services to all of our students on ieps next slide and then we added a slide for all the inclusion opportunities that tico unified provides our students we're lucky to have this many inclusion and we're looking to add more oh sorry next slide so um back in 2015 the cde they created a
006task force for special ed looking at how the future is going to be and having special ed not an adjunct in the school districts but really having one system and the recommendations that came out of that are creating universal design for learning the framework within school districts mtss multi-tier systems of supports really focusing on the academics the social emotional and and the p positive behavioral supports which chico unified is following right down this path it's fabulous to see and then early interventions for all students this slide shares about the sped responsibilities back in 2002 2003 chico unified did take over the special ed programs the mod severe special ed programs from the sofa and at that time we had a principal we had a vice principal we had a director and then a coordinator come
007up came along last year we took over our arms program and damie has done a fabulous job of creating an arms program we changed the name from e.d over to access and so this chart just kind of shows what each one of us do in the district next slide here's another slide that ranges from mild moderate to preschool to the adult program kind of another area of what we provide for our students and then as we get into services that we provide for our students on ieps we have speech therapists o i which is our orthopedically impaired teacher we have adaptive pe for our students occupational therapy and then we also have urms which is our educationally related mental health services which is one of those programs what we have in parentheses is the number
008of students that we have receiving those services and then on the next couple of slides we'll show you you can go to the next slide is starting with wilma vista and the amount of students that we have there currently is 263 many of those students are actually on campus some of them are on within head start but are served by a district special ed teacher and we have an adult program and then we also have speech only students that are served at mcmanus but they are on the loma site in our elementary we have 717 students 14 of our elementary students are on ieps and i won't go through each and every one of them but the first number shows the amount of students anywhere from our extensive needs support students to our speech only
009so just as an example chapman has 62 students on ieps 21 of their population next slide for junior high we're looking at 380 students 15 within the district and again it's broken down on each one of those slides the high school is 542 there's 13 of our students that have ieps and this is where we have our adult program included into this as well next slide okay and then we have a few additional programs we have the oak ridge online and we have forest ranch we serve students over there we support them and then we also have a few in private schools they're residential placements and i'm going to go ahead and let joanna take over this one so this slide shows the growth of our moderate to severe special education programs over the years
010and you can see although overall district enrollment has continued to be relatively steady our the number of students with moderate to severe disabilities has grown significantly over time especially in the preschool and elementary age ranges i'd like to introduce jacqueline krueger who will speak a little bit about special education budgets yes so as you can see there's a lot of programs that are offered at chico unified so our entire special ed budget is just under 30 million it's right now it's running about 29.6 million so we do get dollars funded to the district via the selfa which is the special education local plan area and those dollars i just want to remind you are allocated based on county-wide so butte county-wide ada so there is no direct correlation between the funding and the number of
011students identified with ieps but it also means that we could be a district that let's say is increasing in enrollment but county-wide enrollment in ada is going down then the total dollars available would be going down we do have real quick going back we do have about a million dollars in local funds part of that is the erm's dollars that um we're just alluded to that we took back and then we go back to a couple other districts so our contribution from the general fund is just over 17 million so that puts it at 58 or 57.8 percent of the program is funded with unrestricted general fund dollars um from a reference perspective statewide it's about 60 percent so we're right there with the rest of the districts in the state jacqueline i'm going to
012go back to a statistic that you quoted about the the selpa being a county-wide averaging for the ada do we know per pupil how much that's costing us because we are getting um you know a smaller percentage per capita so the base rate that each supple gets is approximately just over seven hundred dollars per per pupil so for every student that leaves butte county it's about seven hundred dollars in totality and then we get a percentage of that but if we're if we have more percentage-wise special education students than other districts and yet there's not an adjustment in the per student funding what kind of a hit are we taking so what happens is the total dollars available will decline because there's less enrollment right but if we are static and everyone else is decreasing
013or we're increasing everyone's decreasing our percentage of the pie gets bigger so we may get 52 percent of the pie now but if other districts are declining we may get 58 or 60 percent of the pie ah but the pie itself may go down slightly gotcha yeah okay so two pieces i wanted to hone in on for the current year we have some new funding coming to the district um we alluded to earns educationally related mental health services this was something that um the selper provided to chico unified we took that program back in the current year we get just over 600 000 which covers a halftime coordinator and five clinicians and then additionally in the current state adopted budget we'll get an additional 600 000 for early intervention preschool services so supplemental services for
014our littles who are with special needs oh yes so one of the comments that was made at a last board meeting was related to co-teaching and the impact that that would have on our students so diane and i met and we looked at the secondary mild mod program and right now we account for 75 inclusion in order to hit the state mandate we need 80 percent so um we would need an additional seven and a half fte in order to make that program work so 750 770 000 roughly in order to incorporate that and that would be a local choice here at the districts there wouldn't be additional selfie dollars to fund that and that and that's secondary only yes secondary nine through twelve no seven uh six through twelve six through twelve junior high
015and high school so i'd like to ask uh diana um in the chart where we see our enrollment going down somewhat but the in number or the level of the special needs students increasing do we have some context in which our parents getting more aware of their children's potential issues that affect school or teachers picking them up early or somebody's waving a magic wand and going that kid's one of them and you know could you refer me to slide number that you're looking at right there uh number 14. okay so this slide right here doesn't really reflect the enrollment with this um in the general population what this reflex is that we had students in programs that were served by the county in the past and this was prior to 2002 okay as a district
016we started taking programs back and running them ourselves that way we have more local control over them we can hire the people and so what this shows is that as we took those programs back it increased the number of programs we had and then we were serving more students on our campuses rather than maybe sending them to butte county however the other piece of your question is how is special education increasing the number of students versus general ed yes in the past it's been very as general ed has increased i'm sorry the special ed has increased commensurately it's been pretty even since covid and i'm even going i'm even going to go back to um prior to covet i'm going to go back to the dam experience and i'm going to go back to the
017fire and not just the campfire but also the santa rosa fires the redding fires the greenville fires every time one of those events have happened we've opened [Music] red cross shelters here in chico and what we have found in the special education area is that a lot of families that don't have the resources or were very maybe had unstable homes stayed here and many of those families have students with higher needs okay and so there has been a path impact because of those things the other thing i would like to say is that i've had a lot of families just recently very severe need students moving in and a lot of times they come to my office first and their comment is we have heard such great things no one else has services you have
018services and we are spreading the word so there is there is a little bit of word spreading going around that we do have programs that can meet very special needs for our students well i'm not going to argue with that um diane did i hear you say that we give some kids back to the county my mind playing tricks on me that was in the past so programs the selpa and butte county part of their role is to create what are called regional programs that serve the needs of students and it kind of goes to eileen's question is the money goes to all the small districts the small districts can't run those programs and so it used to be a long time ago before 2002 we would have the county provide those services and then
019we'd get billed back quite significantly for those so by bringing the programs back there's no bill back week control costs we control who we hire in the programs so we no longer send a large number of students to programs that are not run by chief of unified there will still be students that might get referred to high level very intensive programs that we don't have the resources to run here but the num right now we have four students in out of district placement yeah so um so this kind of goes back to the graph that just showed mod severe trends um but then also before that there were the slides that kind of broke it down to elementary junior high and high school which is all iups and so i guess my question that came
020up was just seeing that this is a snapshot i'm assuming that high school currently is at 13 students with ieps and elementary is 14 and junior high is that's current is is my understanding is that is that reflective of a trend or um are we seeing less students less percentage of students at the high school levels with ieps generally year to year or is it kind of like anything else where it follows the same trend so we would expect to see higher numbers in the next few years because there's a higher percentage of the junior high level right now great question so how special education and services to students with disabilities work is that it is the role of special education teachers and programs to give students the skills to self-advocate to self-regulate to implement
021their own accommodations just like i know that i cannot see you without my glasses so on my own i will put on my glasses so i can see you better our job and you'll hear from a lot of people what they do in programs to teach students to do these on their own so ultimately our job is to exit students that's why typically high school numbers are lower we and i'm going to say our speech program in particular does a great job of exiting students as they get older and older so that's one of their strengths and so high schools tend to be higher the trend we're seeing right now is a huge growth in preschool these are mod severe students so students with the highest disability needs [Music] being identified and referred to our
022program so preschool is really shooting up right now because of that do we have i guess i would be curious and this is probably kind of outside the scope of this current presentation but i'd be curious to know at that when it does dip at the high school level the number of um you know relative number of students who have um you know exited the program versus exited the district um and is there is there any kind of concern that at the high school level is it is is everything still you know are all the accommodations being met as the student is is going up or are any students leaving the district for any particular reasons once they leave the high school to reach the high school level you're going to see some data coming
023up that really talks about our graduation rates ctes and and the involvement of students in um and our dropout rates yeah and you're going to see that students aren't leaving the district cool i think i think it would just be it's probably just um nice to see the the number of students who are coming in at the high school level and then exiting the program because they have met there right and it is the dashboard it is dashboard items so we do run our graduation rates and you will see that on here thank you that is a perfect segue for um tim carras our director of assessment and accountability is going to talk about some of the data good evening the most of the data that i'm going to share tonight has been shared with
024our lcap community groups that have come to give input on the lcap so a lot of this is really the same data but just focused down on our special education population in comparison to our all to all of our students so what you're looking at here is regarding elementary literacy growth and in both cases in all cases of charts of this type in this presentation the blue bar indicates the most recent data and the black line indicates what we're comparing to so in this case the blue line in both of these charts indicates 2122 data its current data compared to current to data from last year both of these are measuring student growth from the baseline measure that's taken in august to the trimester 2 measure that's taken in february the first chart is focused
025on our k2 students and it's looking at phonics score growth between the two years really what we wanted to do here is look at how are we recovering from students you know being out of in-person instruction for a significant part of the last couple years and what we see in our k2 phonics scores is we see as we would expect you know this is this is a great celebration that we're doing better but we should expect to do a lot better with with the kids in in person all day we see all students making a significant amount of growth compared to last year as well as students with disabilities on the second line what are these numbers on the bottom of the chart there that is the point growth that we would expect so uh
026one phonics skill is is one point and there's 22 points total there is 91. right so this is just growth this is not overall score okay does that mean we're it looks like maybe we're kind of low or scoring kind of low is there like an average or where should we be uh basically what we're looking at here is growth not proficient okay or so in theory by the end of the year they'll be it in the 90s i'm not understanding i guess how the the ranking that those score those numbers on the bottom relate to the overall picture so when a student takes the test at the beginning of the year yeah they're given a score one through 91. okay okay if they know uh if a kindergartner comes in and they know you
027know seven sounds at the beginning their score is seven points okay if they've grown in this case it would be about five points that would say the average average that student would have grown to uh 12 say so really what we're measuring is the rate of growth here okay i think i understand one last thing grades three to five we're looking at star reading text level um the numbers at the bottom of this one indicate um the amount of growth as well however for this measure every student at each grade level has the same growth goal from baseline to try to they're expected to grow 0.6 points so that's roughly two-thirds of a year and we can see that overall and this one's clear with what you were getting at mr tennis we can see
028that on average all students grew 0.9 years so that's almost a full year of growth students with disabilities grew 0.7 points which is still above our expected growth number for baseline to try two measures um i think you said this a second ago but it didn't process what where does that point six come from who determines the the growth that that is the star reading test so the state determines that or is it star star state i'm sorry renaissance place is the event is the company that we contract with and star reading is the test within their assessments that we use to test text levels so they're the ones that tell their purchasers like us their consumers that that 0.6 is the is the basically your target and anything above that's even better correct yeah
029okay cool thanks all right now that this one is focused on secondary kids and we wanted to make sure that we were coming out of um it some of you remember last the fall of the 2021 school year where we had a significant increase in in the numbers of d's and f's we've seen that decline in students with disabilities by a greater percentage than all students so that's a good sign it's still higher than any of us would like to see but it's good that we're moving in the right direction uh the bottom chart is displaying percentages of graduates or i'm sorry of our graduating cohort so this includes non-graduates as well that completed the a to g course of study so that's meeting uc and csu entrance requirements and we see students with disabilities
030grew fairly significantly while are all students took a little bit of a dip okay with graduation we also see students with disabilities increasing at a higher percentage than our all students student group and in suspension while it is higher than we would like students with disabilities have declined at a greater rate than our all student student group so from the previous comparison here uh mr harris can you go back one slide please so graduation students with disabilities declined at a greater rate so they're graduating fewer graduation rates students with disabilities the percentage grew at a greater rate than all students thank you so we're looking now at um students taking any um college and career college sorry career and technical education course um and what we see is a significant increase in students with disabilities
031that are able to take um cte classes at the high schools this is largely um attributed to chico high's block schedule yeah i'm sorry yeah yeah their block schedule that they implemented this year and so we hope to see even a higher growth with pv implementing the block schedule next year so in a sense what i don't know it does that means that it's not quite comparing apples to apples then right so um it would be interesting to know i'm sure there was probably still a growth but you know if you took that factor out um because i was before you even said that i was wondering if that was because there was greater availability of those courses um which kind of levels it out a little bit you know instead of saying look how
032much it grew it's like it's because there was a better availability for them to actually take those classes which is which is still a positive but just not just not saying the same thing it's a huge positive and having a broad course of study for all student groups not just students with disabilities is a big part of the reason why we are moving forward with block scheduling at both of our comprehensive high schools so i do think it is something to celebrate making that move will give kids a lot more flexibility in their courses of study so i see that this is the numbers of students taking the cte courses have the numbers for uh completers of cte pathways gone up similarly we won't see the outcome of the block schedule as far as like
033completers for a couple more years just because it'll take time to have those kids give those kids time to take those classes and move through them but even before we look at the block schedule are we seeing a similar is the trend for for uh completers similar to the trend presented here which goes back to 2017. uh sorry for me to pick on the spot yeah i i don't want to speak without the numbers though thank you there are no numbers on that but that's part of the um right now that's part of this presentation is that inclusion is allowing us to be able to do that and the block schedule is allowing us to have more opportunities for that inclusion my prediction is if we were to pull out numbers it might not match
034right now but having those eight periods and therefore having more opportunity with your schedule to access those classes will provide opportunities for more completers also the this also allows all of our students our mod severe students are now able to also go into a lot of those cte with modifications and accommodations and supports from their teachers and their staff and so overall it the completers that's i think probably a goal area that we need to work on and my prediction is that i would not see the same growth but like tim says until we see that actual data it's hard to give you a direct answer on that right and as a another thought on that we would expect ct cte completion rates to go up significantly over the next few years with the availability
035based on the block schedule so tim when you say completion rate you don't mean one course you mean the sequence finding completing the entire sequence of courses with a c minus or better right okay i just think we needed to clarify that so what we're looking at here is a least restrictive environment which is one of the the um uh focuses that this the state gives us um from an accountability standpoint regarding our students with disabilities and their inclusion in in regular ed classrooms and we can see we have met the state target in both and i'm going to do my best to explain the second one but i might need to call dana can explain the next one so the percentage of students in the classroom of 80 percent more of the day is
036higher than the state target okay so we're at 53 53.53 the percentage of students in a regular classroom less than 40 percent which we want kids in the regular um classroom more so by by missing that by being below the state target that's actually a positive okay any questions thank you so as you can imagine uh professional development and training are important in supporting the inclusion of our students with disabilities in our larger school community so these are some of the areas that we focus on in ongoing professional development for our staff um i won't read all of these aloud but you can see where we have a lot of important topics to cover for supporting inclusion and then on the next slide you'll see these are some of the opportunities that we have for
037this professional development and training anything from our district-wide staff development to site-specific trainings new teacher trainings at the beginning of the school year in a variety of number place and different places can i ask you a question about an article that the er ran yesterday about state-funded training for faculty to recognize mental health issues and they were saying that any teacher could get it and that state would pay for it so are we spending our own dollars instead of the state bonus money or is this more diverse and it's aims these trainings are more special education okay so specific to students with disabilities okay um as compared with the mental health trainings that are available for all staff okay thank you i have a follow-up question on that if if these trainings are specific for
038special ed staff at what point do regular ed teachers also get exposed to this kind of training because if our if our point is to have our students integrated at a greater rate and you're not helping the general ed teacher learn you know this the skills and the pitfalls of of how to support special ed students when did they get it so we do our general education teachers and general education staff are included in this professional development so our our focus is training people in how to support students with disabilities within our general school community so but however gen ed teachers and gen ed staff are included in these trainings um at multiple opportunities is it voluntary or is it well i guess all of them are voluntary yeah sometimes we have voluntary trainings but
039then sometimes there are site specific trainings that happen at a staff meeting where all of our general education teachers are present so it's it's though thank you yeah all right now we get to get into the fun that all the data is fun for a lot of us but this is going to celebrate we do like to look at data but this is going to celebrate our teachers who are working hard in the classroom our students who are supporting each other and um gives me chills i'm very excited about this so starting with preschool we have three inclusion grants that the preschool is currently working on we have one called embedded instruction another one called inclusion inclusive early education expansion expansion programs and then we have a grant that one of our teachers applied for
040on our own has um and the team is meeting it's the norcal educational leadership consortium and all of these are working towards what we can do for students and staff for that inclusion and there is coaching involved with the embedded instruction and this next one is i want to introduce marissa and jacy they have a program at chico high it's our vocad program and i'm going to have marissa share a little bit about that thank you i'm marissa alvester and i'm not a public speaker so you are now yeah forgive me if i refer to my notes while speaking um so i'm the vocational aide at chico high and i write curriculum and then i provide those lessons to students in classrooms and also in my room i work with small groups or i work
041one-on-one we talk about job readiness interview skills nonverbal communication networking skills resume building i also offer career assessments so that we can help students identify their skills and their interests and then i try to follow that with some job research and we do that one-on-one usually um let's see um well when i work with students one-on-one we are typically creating resumes and cover letters um and then with small groups we do mock interviews they either hate that or they love it that's kind of the hardest part and we do some vocational games as well i don't know if i have time to go into that so i might just keep going um i try to send all graduating seniors home with a portfolio i try to include a copy of their iep i give them
042most of their vocational lessons and worksheets that we've done together i try to copy those and keep files on all the kids i send them with vocational resources that they can refer back to um what else is in there oh yes i try to make sure that they all have a current resume and a cover letter that they're proud of um i include several copies actually so that they have a hard copy to keep um they don't always love to do these things with me um so i try to offer incentives um i have dutch rose cards and mod pizza coupons for them um each time i feel like they're really engaged and they're really making an effort or they show up and complete a resume that's a big deal let's see i try to
043make it a fun process i try to help them discover how many relevant skills they have to offer how many skills they have to share in the community we talk about how to advocate for themselves in the workplace um so far this year i've been able to help 23 students find jobs in the community yeah that's really good thank you i like those questions thank you so much i i have just a recipe yeah i i don't think you were the teacher at the time but i visited the program at chico high and you had an employer visit that day to talk about having yes okay you might be thinking of my predecessor yes sharon she so part of this job can also include inviting speakers to come onto campus and with covid and with
044this block schedule um we haven't been doing that this year and i'm really hoping to get back to that next year because that's something the kids really enjoyed i'm working on it i'd love to do that it was probably four years ago at least but the comments from the employer who had received one of your students as an employee said that it was wonderful the student showed up on time took instruction well had all of the skills that you know an employer wanted and was willing to to you know to learn new stuff and find the thing i was very impressed with with how prepared um someone coming out of that class was had a wonderful um trainer in sharon byrne she did a fantastic job yeah yeah i was impressed with the whole the
045whole presentation that's great i'm gonna pass it on anything else okay thank you thank you both marissa does a great job getting the kids ready for um the job opportunities that she um sets them up for our second program is from chico junior it's naomi perrin and holly gutierrez and they have a co-teach program over there that they've been co-teachers for six years unless they're sure about their program hi my name is melanie perrin i'm a sixth grade math teacher at chico junior this is my 19th year of teaching and my 10th year with chico unified my name is holly gutierrez i'm an educational specialist at chico junior i've been teaching for 11 years and this is my sixth year teaching for chico unified we are here to talk to you about our experiences with
046co-teaching we have co-taught for the past six years at chico junior and sixth grade math a um so our first year was a learning year we didn't even know that we were co-teaching on the first day of school um holly walked in and said hi i'm going to be with you and i was like all right so i really focused on the math curriculum and how we were going to deliver that and i was learning during this time who my students with ieps were which accommodations they needed holly focused on making sure that the kids with accommodations and ieps had everything that they needed as well as learning the math grade six math content standards over the years our roles have shifted and changed naturally if you were to walk into our classroom today you
047may see holly teaching the whole class and me walking around supporting students or you may also see one of us at the back on the back whiteboard and one of us on the front whiteboard working out the same problem with different methods that kids are coming up with throughout the classroom so um we're calling attention to all the students in the class and what they know and need in the in the class what was important is we both had to come with the mindset that we're going to learn different contents areas from each other we also had to trust each other this wasn't something that could be forced upon us it was something that took time and something we worked on this is a long-term commitment not only to ourselves to each other but to
048our students if we only did this for one year we would not see all the wonderful benefits we've seen the past six during the past six years we have attended many training sessions uh for co-teaching offered by chico unified they've helped us to create different opportunities for our students they also provided us with times to be observed ourselves and then reflect upon our teaching and how we can make it better together a few of the many benefits of co-teaching are we are able to run small group instruction with differentiation meaning that each student in sixth grade is getting exactly what they need at their level students are able to see both teachers as equals not a teacher with an aide we are able to see students through two sets of eyes which can see many
049different things the students also have two teachers that are able to go that they are able to go to for help so that is what we have thank you for listening to us about co-teaching do you guys have any questions since i have a kid that thinks math is uh horrible and i was a math freak i really appreciate that you're [Laughter] i saw a number of demonstrations on uh co-teaching and i i loved your description of how you got to get because i said either it works or it doesn't work and you get a divorce [Laughter] but one of the interesting statistics that came out of the reports that i said saw was that over the three years that they measured that the non-special ed students gained at a greater rate than than they
050would have been had they been with a different cohort and it was um it was interesting the explanation was that they become part of the teaching and learning process and by doing that learn more than they think they're going to learn so i i am very much in support of co-teaching and i appreciate you ladies not having gotten a divorce [Laughter] all right katelyn um i think it's really great to hear that it sounds like it's a true co-teaching program because i think a lot of people misunderstand what a co-taught classroom looks like which is two teachers that have equal presence that do co-planning and talk about how we're going to each tackle giving this lesson are you going to be the person who floats are you going to pull those three kids off who
051missed the last two days and kind of catch them up as i'm you know moving the rest of the class forward are we gonna split it into stations there's lots of different co-teaching strategies that it sounds like you're implementing which is great um i had just a couple questions so that we all can get a better idea a better picture of of your classroom as it has evolved to what it is now um how many periods um are you guys are you sorry are you two teaching this um this code top yeah so we co-teach uh three periods of math day okay okay um and then so um your other math classes what else do you teach oh i teach two other math a classes um without paulie okay gotcha and then holly what do
052you do when you're not in the co-teaching classroom i run an academic support class the period that i'm not with her the other two periods are preps gotcha okay cool um and then so as far as um the percentage of students with ieps in your class goes what's the what's the percentage of students with ieps in in each class or generally so the best part about that is i could answer that question as a general ed teacher which um i think is important and it's about so an average or in each class in each class awesome in each of our code classes yeah i like the smile my i know the answer [Laughter] yeah and so um how much time do you have to actually do your co-planning you know the stuff outside of the
053actual lesson presentation because i think what a lot of people who haven't been in education at the k-12 level in the classroom understand like it's not just those 50 minutes a day that you're with kids that there's so much that goes into that and that comes out of that you that you still have to process and follow up on so this year is the first year we actually don't share prep um and actually it was last year also but again it was a different model last year and just due to master schedule so melanie and i create our own time together um so when we're just talking about oh that first period that didn't go well so we have four minutes to change it up before second period comes in um because we're probably going
054to see the same thing maybe they missed that concept as a whole then let's change it up oh we need to add some extra notes so we do a lot of that in between that four to five minute passing period just to kind of prep for how can we make it better just the next period that we see a set of students um so we just we share a lot of documents together we you know edit a lot of things of what we're going to present each other it's i think that's the other part of liking who you're working with is you are always talking to that person and so anytime you're thinking of an idea you do have to fly it by the next person so like at night we'll be talking like through
055text like okay i was thinking of changing this so it's on our own time too that we're coming up with those things those strategies that are going to work better for the next day do you also still have students with ieps outside of your cot classes so there are some iep students who don't have math goals and if they don't have math goals then they could be in a non-co-top math class okay and then so those three math a classes are those are the only periods with students with ieps that have math goals in sixth grade and sixth in sixth grade yes sorry yeah um and is there anything like this happening at the seventh or eighth grade level or is it just six co-teaching itself is only at the sixth grade level and i
056wanna say because we've been trained and we know it truly is a true co-top model we have age support in our seventh grade and our eighth grade classes gotcha is there any other co-teaching happening um i think they're trying to branch out into english but it is finding the right person to co-teach with um you know the first year we didn't really have a choice we were just like all right we're doing this and it was the first year at the junior highs like all of us just started at the junior highs um and it just became something that we were both passionate about so i think that's the other thing is that when i look at a student i don't just see a master i see the whole student and so that makes it
057easy for me to see where holly's coming from when she's seeing a student and so it kind of blends our ideas together so i think you kind of really have to have a different mindset when you're seeing those kids yeah teaching together yeah i think what's really great about the co-taught classroom especially when we're talking about inclusion and eileen kind of brought up the topic of of training general teachers and really the best way to do that is to be in the classroom with a teacher who is certified and can you know uh be your teammate in developing those lessons and what you do and the accommodations you make in those lessons really do spill over and help all kids all that scaffolding and all of those different you know differentiated types of approaches to
058learning you know really help i think all kids and i think that that's that's pretty awesome um yeah i just i'm really excited that you have that going and can serve as a model hopefully for some expansion in that field thank you for sharing yeah thank you thank you thank you both and stay married [Music] so another one of our programs is from pv which is our access program we do have access programs formerly known as our ed program both at marigold marsh and pv and amanda and danny are here hi it's really nice to see everyone this is my first year here in chico so it's very inviting very warm and welcoming my name's amanda ramirez i am a part of the access program here at pv high school so i teach grades 9
059through 12. as you know the access program was our emotionally disturbed program ed program um so i'm very excited to be a part of this wonderful program as it continues to support an inclusive environment for our students so today i'm really eager to share some of the many supports that we do provide our students as well as our general education teachers and that process as it develops for through our inclusion process um so a big part of having our students with such significant needs to integrate or be included our students be included within the general education and a part of that process is communication and collaboration again with not only just our little department but with those teachers that we're working with um one way of communicating the needs of our students with our teachers
060is through our is through our action i brought a little example um we share our binders everything's highly confidential um so i communicate with my teachers um of course we've provided some strategies for support management behavioral management within those classes who to communicate how to communicate so just little cheat sheets such as this and flow charts because it can be very confusing on who to call and what to do so any kind of support for the student and the teacher we will we do training and i do training with those teachers as well um sorry a little anxious a little nervous um so going back to also included within these binders as well as the behavior support plans so all the students are the teachers are aware which also includes just their basic iep information
061which is the the bit or behavior intervention plan on how to work with our students as well as accommodations and any goals that we might be working and we work with the teacher to help support those goals as well continuous collaboration through email and in-person talks is also a large part of our access program another piece that i really want to highlight are repair educators they to me it's my my personal opinion that they're the backbone of our of our program because they go directly into the classes with their students um so our behavior at para educators are known as intensive behavior interventionalists um they go ahead and help students assist in identifying when the students are becoming emotionally elevated they assist students with self-regulation they also collect behavioral data to drive our iep goals
062and behavior intervention plans this is also what helps with the placement of our students we definitely look at the behaviors to determine the appropriate support as a team as a team along with our clinicians we strive to support our students in transitioning to independent adults having our access students have the opportunity to be included with typical peers has greatly benefited their ability to learn how to function and cope within typical academic environment this is just one step forward in shaping young adults with significant social emotional needs and living successful lives so i look forward to continuing to work with this program this is just an extremely positive program as we move forward and continue to grow i have kind of a dumb question are you roughly equivalent to marissa at chico hi an educational specialist
063so kind of the same apples to apples a child who was and the goals are different yeah the programs are the programs are very different yeah so this is you were talking about getting i thought you were talking about getting people into the workforce did i hear you saying yes so i also work as part of the transition planning um of course it's individualized for student student need so we work with the goals of the students so transition planning is a large part of of my student population um grades for ages 15 and above because i think their question is about so when a student turns 16 and they have an iep every case manager has to make sure that we're doing those transition activities and then each of the high schools we have also
064hired a marisa to help with implementing those transition goals so they're all responsible for it thank you dr kaiser i i have a question is it your experience that most students attend their ieps with their parents i'm not sure if i understand the question do they have their parents participating with the iep process uh i always sat in on the ips yes my student insisted on being there too or you know grandma wasn't going to give him a ride home um no she was just very interested in in hearing what the teachers had to say about how she was doing and um being part of framing the goals even though that was difficult for her to agree to goals because that's making you know a big commitment do most students participate in that process yes
065absolutely having student understanding so so for me as a teacher part of the transition process is including the student the iep is based on them and as we're working forward it's based on their goals of employment or you know life after a big part of that is at the age of 18 for my students they are going to be making these big decisions on their own so they do need to understand what they need as an individual so part of my process in supporting my students within transition is understanding the supports that are available to them understanding life after high school which would include them being a part of the meeting and also developing those goals it's um my experience that that looking forward to um [Music] even what the next day is going to
066bring is very difficult especially for kids with autism for some reason or another they don't connect to future do you [Music] do you recognize that as a universal issue with especially some of the high achieving autistic kids and autism is very specific it's a spectrum so some students are a little bit more able compared to others so it's really based on their individual abilities so it is an individualized piece but yes part of the autism spectrum there are sometimes those difficulties of looking into the future and understanding the greater you know the greater the bigger picture of what they're doing now and and accepting that um however again i i've worked with this is my 15th year of teaching um so i've worked with students who are very capable of making those decisions and other
067students who have struggled so it's a it's a spectrum thank you um so just so i'm understanding correctly you are specifically um in the access program which pre so access is a new concept for me um what brand new acronym um so when i was teaching at marsh it was the ed program um and uh there was uh i got to have that inclusion in my classroom with the apera and it was a really enriching experience i think for everybody um but i was curious about when this program whether it was 80 versus access like whatever it was has been called when did this start really trying to do the put the push into the general classes with these particular students my understanding would be that that is always the goal of for students on
068ieps is to mainstream and include as much as possible as much as the student can and feel comfortable and be successful was your experience at marsh that it wasn't no no well there's i mean so we have students with ieps but then we have our our mild mod mod severe and then our now access students and you know there's some overlap in some in some areas obviously depending on each individual student's circumstances but i'm specifically speaking to inclusion for those access students previously known as ed students so yeah i've always experienced inclusion in the classroom as a science teacher but it was the last i think two years at march that i was there was when i would have an 80 student placed in my classroom which is a very different experience you know sometimes
069it's more of just getting them used to showing up to class with a room full of other kids you know at the general ed level and you know celebrating the fact that they made it through the day and they asked questions and we're excited but they didn't do the work which is fine you know so it's there's there's obviously each individual student has individual goals which is why it's a iep um but i was curious about the push in for specifically the access kids because i that doesn't seem to be it did hasn't seemed to be as prevalent in my experience very personal experience i understand as as so much as you know more of like um mild to moderate students with ieps does that make more sense i i can say it used to
070be more of a self-contained like day treatment program where the students were with one teacher and the clinician for most of the day since i've we've taken it over it's not a regionalized program anymore and i've you know overseen the access classes for the past two years so that has been a goal is more blending and more inclusion so i think it has gradually become over time that's all i've known and that's what we were doing at pleasant valley high school as a school psychologist um but i can see there being a time in the past when it was more self-contained and was this all of the transitions that happened was that 2016 or was that something different yeah two years ago it was two years ago okay so i guess so so in my
071experience i'm just trying to connect my experience to what's the what's more broadly happening now um so i can have a better context of of like what it looks like you know and i feel like maybe i was in kind of the piloting phase um of of pushing in for those types of students um if that makes sense okay so it's broader now and it's much more okay much more robust at this point okay and accepted i was just talking to one of the bcoe school psychologists and it's still they can't find a school that has room for their ed program for the middle school on this campus because they tend to be more challenging students and that's what she's feeling like a little bit of discrimination like um so i i can see being
072a part of a campus and being part of a school district it's blending more and the students are definitely more included than they were that's amazing and so it's happening at both high schools we have two programs at pv high school one at marigold and one at march okay oh sorry i'm sorry sorry two at one high school two so they're both at pv okay thank you okay thanks all right thank you all right and um we'll go ahead and have sarah van work come up and sarah is going to talk about our attendant program which is our inclusion program in the elementary sarah is both at marigold and at lcc running the program there hi everyone i'm super nervous sorry um okay um i'm an inclusion inclusion support teacher for the elementary schools here
073in it see chico unified in my 19 years of experience i have watched firsthand the amazing effect inclusion has on all individuals in my classroom we had a mission statement to foster an environment that promotes inclusion and independence in my role now i provide support to general education teachers push in support to classrooms and try my best to support the site however they feel my skills could be helpful with behavior social skills academics recently i was able to attain a copy of the special education study that was done in may of 2019 their goal was to provide the district with a review and objective analysis with recommendations regarding effective and efficiency of the special education programs on page 49 of this report one of the emerging practices was to expand the implementation of co-teaching models
074across the elementary schools i realized the district has made an effort to increase inclusion by collapsing the mild mod classrooms and pushing those students into general education classrooms unfortunately from my perspective it feels like on a daily basis there wasn't necessarily the support or the education for the general education and the special education staff to make such a large move inclusion is hard really hard sometimes it takes training support collaboration and follow-through consistently and often research shows that this is the most effective service model for many students and is one of the most cost effective as well special education is not always just a program it's a set of services on page 47 of the report it indicates that the district operates quote a model integration program at the preschool level innovative preschool innovative preschool
075is a blended preschool is a blended preschool of students with differing abilities they create an adult rich environment where they meet where they meet students where they are and teach them they educate the students about differences and teach them how to help each other this deeply rooted program in the community for 31 years should be adopted and implemented at the k1 level we should make it a priority i propose that we begin a pilot program at a few schools and utilize udl strategies implement mtss supports heavily in the hopes that we can provide a support rich inclusive environment for the younger grades and fade it out as they grow the inclusive program like this provides support for students with ieps as well as students without as those supports are embedded in the program innovative provides
076us with a model to start with designate an inclusion coordinator to oversee and support programs provide training to all educators and administrators together on ways to support students with all abilities within the general education classroom research shows that early intervention is key thank you [Applause] you're not going to get away from the microphone your last statement about what um the benefits of inclusion in the in the things that i've read too the early intervention and early inclusion like starting at innovative is is how students are able to transition into full um [Music] special or not special ed but uh general ed classes and um i think we have evidence of that in some of what we have already tried and are already doing at our younger grades and am i hearing you correctly and that
077you are recommending that we just focus a little bit deeper in getting that accomplished i know it has to do with money because it um you know it's the staffing that makes it work and that is definitely the journey that we're on is working for that inclusion going back to that preschool grant or grants that we have working on that inclusion inclusion continuing with the co-teaching and continuing with our attendant programs and fostering that with the education to our general ed teachers as well well i support it thank you i feel like we've seen like some of the amazing programs that are happening at the secondary level and sometimes in my little elementary school bubble we don't always get to see that i think that we could probably do a better job of starting them
078off in a more inclusive setting so that more students are benefiting from all the amazing programs at secondary because at elementary it's still pretty yeah so we're going to go sorry i think with the same thing three times i just want to make sure we're talking about taking a model that is like innovative and expanding it to other sites well and forgive me um what is the status of innovative right now hey kate so we are obviously now we have new legislation that is encouraging pre-school for all so we will be opening our own preschools and actually already have some and expanding that so we are in conversations with innovative about learning from them working with them and bringing those programs together and that's kind of where the conversations are right now there's lots of
079ways it can go you know they may or may not want to be a part of chico unified they may want to break off on their own our goal i think they run an outstanding program and i think we could learn a ton from come from them but that's all part of the negotiation process we'd love to have their staff as part of our staff thank you um so first i was going to say at the beginning and this is to go out to anybody who's come up and said i'm not a public speaker all you that are educators are public speakers you get up in front of people every day it doesn't matter how tall we are you're still the expert not us so just the fact that you know our our age is
080a little higher um doesn't mean that you can't speak to us as the expert in the room um yeah i also want to thank you wholeheartedly a lot a lot for standing up there and saying this is what i recommend because i think that sometimes these presentations turn too much into let's pat ourselves on the back and look at all the great things we're doing it's true there's a lot of great things that we're doing but there are always ways we can make things better and i think in this field we can make a lot of things better and i think that it's really important that we hear from you and from your peers you know what needs to happen because yeah there's there's always going to be a money budget issue but let's prioritize
081and say fine let's figure it out let's write some grants let's do some things in a in a more innovative way and so i think that it's really important that you as that educator and your peers always always come and advocate and not be afraid to talk to the board or just people like i'm literally just an educator so so um anyway i just wanted to thank you for for pointing that out because i think that that's a great place for us to start this or start to further this conversation you know i we were given some numbers about budgets at the heist or at the secondary level for doing co-teaching but also like we need to talk about the big picture and it it does start at the elementary school level and i think
082that all of us can agree that are that are familiar with educational research that that up to third grade that's kind of our our key time to capture those students and to really do the most work the most bang for our buck so to speak if we're going to talk about budgets at that level and you know 10 years from now we're going to see that pay out in dividends at the high school level so again thank you for being here and advocating i think it's amazing i got a question you probably said this but what is the grade levels that you focus on well currently i serve all all candors so i serve k5 but my proposal would be to do an innovative model for the kinders and first grade and then as they're
083transitioning to second grade we can look at student need and project from there whether they can move to a mild moderate caseload or whether they need a separate mod severe class or maybe they can go to an inclusion case load where they push you know they push services into the classroom but need a little bit more support you work at innovative i do not personally work at innovative my office is at loma and i work at marigold and i work at little chico creek but my daughter attends innovative she'll be at marigold next year she's a typically developing peer and that program is as a special educator i could not speak highly enough about it it is inspiring honestly the culture there the inclusivity thank you all right yes lots of kids and you'll see
084um graham that's going to be coming up at the end of this of he went through innovative and went into um well i'm going to let graham tell you a story but um he also spoke highly of his time and innovative our next one is a new class over at chico high that melody come on up melody um proposed this class to chico high and doug um made it happen with her actually melody made it happen along with um he allowed it to yes and she goes hey i'm going to let melody talk about the pe enrichment this is a program that is going to be pe credits next year for our students go ahead and i'll let you introduce the video oh okay well we can watch the video in just a second uh
085netflix did not pay me to say this but if you have not seen love on the spectrum because of autism month it's amazing it's okay so uh i just wanted to put that out there for people with autism but this is my class a student made this video [Music] is [Music] i know [Music] i really enjoy this class because i get to make a special bond with the kids that no one else will have and you get to learn about their disabilities and all the little things that come along with them yeah i just think it's a really good experience to be able to work with kids with disabilities this class is a great learning experience for us and students with exceptionalities and opens many doors we love pe enrichments the kids helping kids the
086best part [Music] of the class because it allows my students the ability to be in a class that is geared towards them and it's teaching regular kids how to work with kids with special needs [Music] so if you haven't seen sing two that is a reference from that little song from sing too anyways so basically pe enrichment is peer tutors doing physical activity with two t's and it's almost a one-on-one sometimes we get people absent and whatnot so we have two on one this is gabby she's one of our students for uh general education and she actually started an innovative so i don't know if you want to talk about that um i started it innovative and that's where i met my best friend with down syndrome so growing up i've been involved with special
087ed and it's something i've always been very passionate about so when i got told about this class i wanted all in i wanted all sorts of in and so coming into this class has kind of taught me more about it other than just knowing from my best friend and so i can't speak for all the students but i know for me it's kind of showed me like they they're not different we all just have differences and they have their own differences and they shouldn't be treated differently so in this class we're kind of taught how to not treat them differently but make it to where if they can't figure something out then we can make a difference to make it work for them and so this class just kind of helps our like us students
088show them like just because they can't do it away we do it we're able to make a difference to make it happen for them and so they don't feel left out or they don't feel like they're different from everybody else because they can't complete something that we can i just wanted to add on that so basically this class before kids with disability or exceptionalities come in i train the kids that are in the gen ed pop and they don't have to have experience but gabby never told me about her experience actually until tonight but i could tell as soon as i i've seen her you know she just goes right in and is not afraid and gets how to modify everything so it's really amazing just to see both the kids and the whole class
089work together because i've actually had some of these students with disability in my class in previous years and some of them would not you know be pretty afraid to move or really do any of the activity and now they're just all in and it's so nice to see and actually lindsay canales comes and she's oh i'm ape certified as well but like she is the ape for chico unified and she says the same thing she's never seen them like move as much as our class so it's really cool and these guys go through a big like sifting list they have to be recommended so um they have to do kind of like this interview process to be in my class but i mean they just make it i i'm i'm there i made it you
090know the curriculum and everything and i trained and i help along but they're the ones that actually make the class run smoothly so marsh had a class interaction that was apparently quite similar where quote unquote the regular kids would be interacting with the kids that were had some kind of physical disability and then one of my granddaughters was a big soccer star and at pv and they let that class of kids come and watch the games and the kids were completely involved they were so excited to see somebody they knew you know playing soccer so i i was just really touched by how much it meant to them to have a connection do you know when that class was because actually my dad i have a big like special ed background my dad taught at
091marsh he's especially a teacher he actually retired but dennis schultz i don't know if you know him but that's why i'm in it because i couldn't decide whether to teach pe or special ed so i kind of brought it with my masters i did a big project and whatnot and brought it here so i get the best of both worlds well i think it i think it's great just from uh it really made i think a difference to the students who were some kind of a disability but it also made a difference to the athletes to realize that they could interact and have a positive influence i agree it was called the social club at marsh we interviewed kids to be part of that program that what we used all all kids to be in
092that because we found it was a positive thing for both the kids of uh especially in those classes but it also helped the students um that were working with them to become um you know better individuals and they felt like they were part of something and so actually those kids became bonded during lunch also outside of the social skills it was a very um successful program that they did in march yes amy and karen yeah yay oh good so amy and teren blizman both were big parts of that and actually got the marsha golden bill for that program so thank you all right so this class is basically the peer system with um it actually counts for gen ed students for pe as well but it's not at pv i hope it becomes that pv
093i know i saw that on the slide it's only it's it's going to be oh it's going to be yes so that's amazing because that's the first time i've heard of it all right so excited cool all right thank you so much and then gina is going to introduce our next um right it is my absolute pleasure to introduce amy ellen speech therapist extraordinaire at marsh junior high you guys stepped on my intro there and isabella sanchez we call her bella and i will let amy introduce the rest of her team and they're going to come talk about inclusion and how technology can really help get our students better access and i won't say that she's been totally bored tonight but she has requested to board a plane she wants a window seat and she's
094ready for some music all right so tonight i have the pleasure of introducing this group my name is amy ellen i'm a speech therapist at marsh junior high and tonight i also have you can just say i'm carly nielsen the spanish teacher at marsh and who do we have here are you going to share with everybody the technology that we're going to talk about and she's the star of our little group she has been introduced to a new device this year it has just grown fabulously with her and three other members that i want to discuss tonight are her classroom teacher her her case manager which is nick castle she seems to think it's her favorite teacher but i think i'm her favorite teacher and then patty pruser who is the instructional assistant and another
095team member that comes through the celta is nicole eads so we have a great team that works together um because it takes a lot of focus as you can see and all of you are pretty distracting we did do a quick little video here to talk about inclusion and aac so i'm going to let bella take it away and i think it we only have a few minutes we're only going to let us what do you want to tell them emotional and communication with resolve students yes we've got to do that can you tell them about your devices is [Music] so thank you for sharing that information about inclusion and aac um carly can you share a little bit about what inclusion was like for you in intro to spanish this year sure um initially
096i was really nervous when i heard that bella was going to be in my class just because i've never had a non-verbal student in a spanish class before and so i didn't feel very prepared for that but i had an amazing team behind me and that really supported me first and foremost her teacher nick castle who just helped me going through her goals and laid that out for me additionally her aide miss patty is just an amazing person supporting me supporting other students in my class as well as supporting me and helping me and guiding bella also my students just opening their arms and hearts to bella and including her in my classroom amy um for the speech therapist for helping me and accommodating and making modifications for her um helping me to help her
097engage in class and communicate with others um and it's just been an amazing experience i'm so blessed to have had her in my class she's an absolutely amazing person and i love seeing her smile and shine and getting to use her device with others so it's amazing thank can you share an experience or tell us a little bit of what inclusion looked like for you in the classroom maybe give an example cool you want to be braver in class it was really interesting having bella because i'd never seen anybody have a device like that or have anybody who couldn't speak in a class but it was also really fun because i got to learn about how she could communicate with others and how i could help her and like we were doing a project one
098time and like she helped us so much with figuring out what we were going to do and it was just really fun being able to work with bella and help her and have her help us too [Applause] and we were doing a group project for the coffee bar unit and we had to draw animals for the four levels of the jungle we decided to draw a frog and so we asked bella what color we should choose for the frog she used her device to say a purple frog so i searched a picture up and i showed her that and she was smiling and laughing and have you guys ever had a class where you have had anybody use any type of communication device never so what did you think about that device i mean what
099did you think about bella using that i've never had anybody um have a device like that in a classroom and i thought that was really cool that technology has gone as far so that people can actually talk and communicate with other people yes and what takes us usually what a year to get our first word out she received her device in october and i mean in her trial the last spring she was already in her trial time using it to communicate by october i mean she was saying things like i love you for the first time just really precious little things um when she's not feeling well that she's not feeling well so super quick she has learned to navigate through the system and use it which is pretty special is there any other little
100experience you want to share with everybody tonight okay so there is one more slide and she's learned like i mentioned so many words so many phrases and in that middle section there is a video showing her holding her marker or her paintbrush for the very first time let's do it keep going i can get your video this takes a lot of skill a lot of practice we have watched videos because there are eye gaze experts and artists out there so we have a goal set we're going to someday reach those goals of getting more fine-tuned but she does see those things available so it's been very exciting having her learning from her seeing her growth but honestly this inclusion has happened because of the team that comes together they work together they're consistent and that
101is inclusion as a team that's our message here today all right [Applause] well thank all of you and bella especially thank you for sharing our next slide just shows some other um students at chico high in the welding program um and then i'm going to have joanna introduce so i'm very happy to introduce graham rhody graham is a 2020 graduate from chico unified school district i first met graham when he was a student at marsh junior high school and so graham is going to just spend a few minutes telling us about his experiences with chica unified a song okay um so of course my name is graham rhody and first off i think first thing you should know about me is i am a person with autism i was diagnosed at a young age about
102three or four years old and it's been a part of my life uh since then it's usually affected the way i learn and in terms of thing interpret things excuse me like when someone's talking to me sometimes i may need them to repeat it once or twice but um i think the great thing about that is that my autism my disability has helped me to help me get to where i am so i'm going to just briefly explain my journey and how i got to where i am at at this point in my life today so i started uh with the chica unified school district when i was again about three or four years old i first went to innovative preschool and then i went to chapman elementary um and i think i was in
103a a mod severe program i believe i'm not i can't remember off the top of my head but um then after that i went to mars for three years and then after that i went to pv for four years of high school um but uh i was a special ed student pretty much my entire school life and so um starting at junior high i took a special educated class and uh how this worked was like i uh was in one classroom like i was in the same class uh when i when i began junior i was in the same classroom for uh pretty much the entire day you know i was being taught math and maybe english and you know school subjects i'm sure but um i always felt you know just different because uh
104every other student that i you know walk past or maybe even just saw had a lot of different classes than me they were all mainstream and i was not you know a mainstream student just yet but at that time i always felt like really different because uh because i wasn't mainstream and i feel like i was like i wanted to just get out and see the world basically within school so it was late 2013 i uh had a discussion excuse me i had a discussion uh and i asked like if i could you know try and uh get into a different math class or you know something bigger and so come late 2013 i uh took that step and i got into an advanced math class and throughout my school life throughout my junior high
105life i slowly transitioned uh into getting more mainstream classes like at that point in uh like it was december-ish that year that was my start my my my start to my road of independence basically like that was my starting point uh so then after i graduated from marsh i went to pv uh again i took special educated classes but at that point i was just pretty much full on mainstream and i took a class with gail olsen who was who's now a great family friend of ours i've had her for i think an english class and maybe a couple other classes down the road and then i took video and audio production over time is my as a couple of my electives i switched between those throughout my school life and then i took summer
106school and then i took some summer school but i did workability which is a uh which is a paid work program for students to apply to uh you get i think you only get a certain number of hours but it was about a two-week long program um and i did that after uh freshman sophomore junior year i did that for those three years and i graduated with a diploma in 2020 but getting back to pv i and and and march as well throughout my school i've also had a lot of instructional aids that would be with me in the classroom and they would mostly help just to keep me on task and you know just keep me focused uh because i often would get distracted a lot because of my disability i often get distracted
107excuse me so but over time um i uh noticed i seemed to find that i didn't need them like to help me as much like they would still be in the classroom with me but they wouldn't help me as much if you can unders if you can understand where i'm coming from um they would be helping other students which was which is great but uh like like i said they didn't need i didn't need as much help back then um so then after i graduated in 2020 um it was one of my main goals like was uh i it was in late 2019 i had this goal in mind to like my top goal in my life was to start working after i graduated so then after i graduated about in about mid-august of that
108year i found this program through uh ils in in living services and i uh did a bunch of zoom meetings with them online and they taught me different topics within the job aspect like uh how to act uh how to maintain cleanliness uh what to wear when you're on the job or when you're working in different jobs and a whole lot of different topics so then we had a like a scheduled in-person interview in november and uh my dream job at the time was to work at ups and up maybe load packages in their trucks um so they were going to get started on an internship with me they were going to schedule that for me but i didn't get a call back from them [Music] but in december early december 2020 i i got
109offered an interview from my uh regional service at far northern uh and i got i got an uh an interview offered for me at save mart and about so i go in for the interview the next day and then i do the application online then about two weeks later i got hired and my orientation basically was my first day so so i went in and i got like a tour around the store and uh and then i got straight to work i do bagging nowadays in with in the store and maybe a couple other different things like maybe collecting carts and all that and since then i've been working there for about a year and a half [Music] almost a year and a half actually and just recently in about february i believe i applied
110for i applied for college uh for uh uc davis it was i applied for a program called the seed program and it was four years of college um and you get to live on campus and they would uh mostly teach you about different job aspects within the world uh and it also helped to and it would help to give you more independence and it would also help to set you like on a career on a career path um for like something that you want to work in like like for instance me being a store manager uh and uh so it was it would help you set uh a path for you to work something a long time and a long term until like maybe retirement for instance um unfortunately i didn't get accepted to that
111but i believe we're i believe i'm currently looking into different options as of now and just to see where i can go and and you know i'll just see where the road takes me from there um and i one thing i want to add on i think before i i end here is uh i've been i feel blessed to have a lot of different people involved in my life that have helped me with my disability i think it was early on in my life i had a lot of different people even my teachers just um help me uh in my life i feel like a lot of different people just don't like uh they don't what's what's the word i'm looking for like they don't right i feel like that doesn't get recognized enough uh
112especially for me uh it i i wanted to just recognize that and just thank all the amazing just amazing people in my life that have helped me to get to where i am and that's about all i have to say well hope it wasn't too long of explanation no but you made your parents cry graham do you remember when you and i met you were in kindergarten you're from oh really miss robinson i thought you were from marsh i thought you were no in fact uh i think i took you out to the fairgrounds to do uh the cars oh when we went and and did uh go carts i um you were not been to the fair before recently but i i um i barely really remember anything from when i was in preschool
113or elementary well when we went go when we went go-kart riding you still fit in the go-karts i don't think you would anymore um most of my memories that i just explained about were from when i was in junior high and pv um but uh that's yeah graham you know how many people don't succeed in their first their second or their third job option i um i could assume a lot of people but um a parade a parade like what just a whole a couple thousand ten thousand people i'm just assuming but the fact that you're still looking ahead and planning and taking steps that's what matters thank you way to go um you had a question i just want to say um you're really a good public speaker very articulate and it's a real
114pleasure to hear you you know tell your story and give a voice kind of this whole program my heart was like my worst racism just sitting down i've like yeah i'm i keep thinking how am i going to feel when i stand up here and tell everybody this i i think that as a speaker today i think you're representing a lot of kids thank you you know who would like to say some version of what what you said so well yeah i kind of feel like i'm coming full circle in a sense yeah they helped you and now you're helping them by helping showcase and explain you know the value of the program so great job and thank you thank you um [Applause] thank you thanks graeme um i'd just like to finish by saying
115that we recently had an lcap students with disabilities parent night um we were really very happy with our attendance um and we we continue to value parent input parent input and is very important in the development of our programs um and allocation of resources so um that's something that we're going to continue to promote as well i had a real personal member of my family that attended and was just thrilled to death so glad to hear that excellent thank you i was going to say before graham left the podium just that um dad's listening he did the work so he can have you know the recognition for the teachers and you guys and everything but he's really the one that did the work so i wanted to just plug that in there and that we
116started at marsh at the same time it sounds like [Laughter] i started in 2013 also so um anyway thanks for sharing thanks for sharing and bringing him here to share his story since he's over there you know being the cool being the cool kid yeah a lot of work yeah very inspiring i liked his skittles when he was little do you guys any questions i know you guys have been asking questions all along thank you so much for giving us this time this year i feel like one of my questions has already been addressed a little bit and i was able to kind of get it out there a little bit and this is just an open-ended question and i think that it would be great to continue to focus on the big question which
117is where do we have room to grow and i know that that information is coming from the lcap meetings and it's coming from individuals who are coming to speak from our educators but i would i guess just want to keep that communication open to help us prioritize where we should be focusing our growth on because there's always going to be budget constraints and we can't have that be our excuse for inaction so that's my question where do we have room to grow and it's open you can answer it now if you have an answer we can talk about it some other time we can you know figure out what we want our next steps to be to start to as an educator myself i just feel very blessed by chico unified by making this a
118priority and allowing us to move forward to where we have gone we have learned a lot from our lcaps last year our lcap with for students with disabilities gave us so much information to move forward and this year it was um an even larger group that is going to give us we haven't gotten all the notes but being there we heard absolutely that behaviors is a big piece of moving into our inclusion having pd's for our teachers social emotional having counselors readily available both at the school sites but also which you guys are um supporting and funding for that and then if because many of our students that have disabilities don't need urms which is a more intensive counseling they just need just a basic counseling on campus so those are things that we heard
119at the outcap this year and we will be receiving the rest of that um we listen to our teachers we um listen to our students so there's many different areas so we are going to be meeting we meet weekly and come up with plans on how to make sure inclusion is a priority for our students so that we can have more grants in our life coming out and co-teaching our training we covered kind of shut everything down but we have co-teaching coming back next year so our trainer is coming back into the district from west end all right good eileen yeah one of the things mr tennis mentioned [Music] about graham's presentation was how his representation of what he went through is so helpful for others and i know as i said i've known graham
120since he was kindergarten because i had a kiddo that was the same age and even though mine wouldn't come to the meeting but we did share some conversation about on this topic of what went right what didn't go right and some of what graham talked about in in the way of how much progress he made as soon as he became more mainstreamed and felt more inclusive was the exact same thing that my kiddos said was that that it should have happened sooner in the elementary level it didn't happen until bidwell and once it did and and i remember this too uh she was mainstreamed the first semester into three classes and immediately we could see it was exactly what needed to happen and so she was mainstreamed with with the aid assistant into the other
121classes and it just made a tremendous difference in growth one of the things she used to say was that coming out of the self-contained special ed into the mainstream classes was the other kids showed me what the behavior should be like and being in the mainstream classes it was like you look around and go oh so this is what i'm supposed to do and it was it was a big aha moment and so i i really do you know applaud that work and um just anything to support mainstream thank you for sharing that graham was still here but that is one thing that i was gonna not get a nod from him but as we were talking to him about his journey through chico unified he he stopped on that and he goes that's when
122i became independent and it was just like a a-ha for him and so that's when he felt it and he didn't want to be he used the word limited he think i don't want to be limited so anyway yes good i i need to apologize is jessica hunt still here oh jessica i'm oh my god i know but i just got so wrapped up in the presentation i should have let you as a speaker go much earlier oh after okay oh well then i'm i did i'm fine in closing i just want to add that the district as a whole and i mentioned this at the l cap i'm just very proud of all of our administration from the school sites to my team here because they have embraced this idea of multi-tiered systems of
123supports of universal design learning including all students where appropriate this is not an easy journey and we had discussion about elementary and doing more of an elementary students with disability supports needs and learning they have different learning they need to do in the beginning they need to learn how to be a student they need to learn behaviors they need to learn how to be part of a big group that actually sometimes drives them crazy and so it has to be very methodical in how you do this and junior high is where you see that growth typical students and students with disabilities there's something that happens in that fifth grade the seventh grade year where this maturity comes that you can do a lot more but the basis is set in some of the things that
124our special ed teachers do to teach students how to be around other students how to be in classes and how to be teachers so it's not an easy journey and the decisions we make are always a challenge of making the right decisions at the right time for every child so i want to applaud everyone that presented tonight my team and what they did to share with you what goes on especially oh yeah all right thank you [Applause] okay jessica so as you know i have twin boys that are in the special ed program at pb they also started at innovative well gina payton was their first teacher so it was a incredibly amazing program for the boys i'd like to point out in the data where everything has grown where we saw significant growth in
125things you have to remember that's when these kids were going half time and had half the amount of students in their classrooms again that smaller classroom my boys saw tremendous growth three reading levels in that time we are now in our first year of high school we've lost two reading levels we are now in the larger class so we need to look at that i get it we're impacted and we need help we need aids in those classrooms i know it's a difficulty getting i've said it again over and over again i know it's a difficulty getting them into but why don't we why what are the reasons why it is so difficult to get aids into these classrooms is it a budget thing are there not enough people applying we don't have any answers
126on that that's what we need to hear are reasons why yes we know and i know you guys know that we need aids but why are we so desperate to get people that fill that position are we not offering compatible payment i don't know um a lot of these programs sound really good to me in theory but if we don't have the support i don't think they're going to go a lot of places we're having a very difficult year with getting things for my boys we just had an iep that's been a little bit to navigate and i see a push to pull things from them very quickly and then we're back again when we have behaviors coming up so i just want you guys to remember that this all looks great but not all
127of us feel that things are going really good thank you jessica i'd like to ask a follow-up question um of staff in response to her comments um do you have any sort of thumbnail response to jessica about um it sounds to me like the primary thrust of what she's saying is she'd like smaller classes or more attention you know maybe a change up in the ratio or something like that what what what's our thought so why don't we start with the initial question about staffing because boy that has been a challenge and it was really difficult the last two years and so we made some changes to actually address that and i'll let mr hanlon talk about and they've been successful that like the rest of the country we are struggling to find employees not
128just in special ed but bus drivers everywhere but the special ed was an area that was really of concern because we knew our students weren't going to be successful if we did not get the help in there and we knew our teachers weren't going to be successful if we didn't get the help so we did go back to the drawing board and jim can explain some of that yeah so we faced a lot of the same issues that businesses are now with getting aids in the classroom you see help wanted signs all over over town when coveted hit we stopped tiring because we weren't in school initially and and we have a lot of turnover in our aids naturally just as time goes by aids come in aids leave and so when we stopped hiring
129and then school started up again we immediately were looking for aids but people didn't apply it was very difficult to even get you know a full interview pool and we had constant openings we still have constant openings right now so we went back to the union we renegotiated the starting salary and jumped it up four four steps that helped somewhat we in the last couple months i'd say we've had been able to hire more aides but we're still short so it's been a challenge there just aren't people out there looking for work many of our older staff that have been around a long time quit for health reasons didn't want to be exposed to covid um that type of thing so we lost this segment of our workforce that that um didn't want to take
130the risk if you will so so the same challenges that we see in their community in the nation this is kind of a recurring theme through other positions and vacancies that we've got in the district too i mean since i got here two years ago or whatever a year and a half ago um bus drivers have been short um i think there was a plumber it was a plumber that was not available you know there was no plumber for a long time um yeah it's it's it's bad but thank you for bringing this to our attention and um you know your point is very well taken dr kaiser yes um one of the things that that you mentioned and and that you alluded to as well um remember tennis was the class size reduction and
131i know this is a topic that gets brought up quite often in negotiations i learned how much it would cost to just reduce one class by two students district-wide you know at the different grade levels mr hanlon do you have that number at the top of your head i do not have it on the top of my head i know it was a large number because we have a lot of kids in the district um but um just reducing i mean we're talking in the millions i mean it's not a it's not a small number so it has a huge impact on on the budget it was staggering to just you know reduced by a couple of students um into the millions one more question um what do you think about um or any parent
132for that matter you know we we heard about coho teaching um how do you feel about co-teachers versus versus the teacher in an aid situation elaine so you know my name elaine ward very passionate about special education um you've received my email regarding co-teach i'm very in favor of the co-teach program um just so you know sarah and i have worked together since my son was in kindergarten and we did not have the best working relationship when we first we're working together it literally took um a lockdown for us to work past our differences so to know that we are both on the same page with co-teach to me speaks volumes i've seen the success of the program that lynette ford is in overseas at parkview it is incredible i personally know that this was
133the missing piece for my son that he needed for his education he's considered in the middle when it comes to autism that mild mod classroom at his school site disappeared and he was thrown into gen ed it was a very very rough year for him i was very nervous about what third grade would look like for him knowing we'd go to a full day he struggled with the two hours and we can't say it's because of covid and it's because it wasn't that him being in that full class in that gen ed classroom full-time was not working for him enter parkview did he struggle in the beginning he absolutely did but you know what that child that entered at the beginning of the school year and the child he is now that student is completely
134different i will never say i will never have anything bad to say about the co-teach structure and prior to sarah getting up here i wrote a note after jacqueline shared the numbers for secondary with co-teach and i said why only secondary primary creates that foundation that foundation which is important to making sure that your student that has extra needs is successful in high school is successful with anything that they choose to pursue after that high school level to me it starts in that primary level and i know there's budget and i know there's all these different things and factors that go into it but it it needs to start in the beginning it needs to start at that foundational level start an innovative loma vista going having teachers like sarah that are passionate about inclusion
135having that co-teach structure because a big factor in that too was having a para in the classroom with him is she just for my son absolutely not she's there when he needs it and she is there to offer support to all the other students as well so i gather a teacher and an aide is less expensive than a co-teaching situation would that be accurate you know so so do you have any feedback on that you know compare and contrast the two i mean i don't know numbers i'm looking into numbers because i that's that's how passion i am about this people may not this may disagree with the passion that i have for it may feel that sometimes my comments and regarding it are inappropriate at certain times but i know what has worked for
136my son and because i know it's worked for my son i know will work for students like him i hope lynette comes up here or she's invited to come up here so she could share from her coming into the classroom to really give you guys a picture of what's happening in those elementary classrooms at parkview well i've taken note you know that you guys have been here every every meeting and and so i mean this seemed like a good meeting to hear really to go deep on on what you guys think and so thank you for your comments and i mean i have a lot more but i feel it's not the appropriate time because i am very fired up but a lot of things that were shared tonight as well um but i think
137lynette needs to share that's just my i just want to add one thing the reason that secondary co-teach costs were added in that elementary because it takes extra uh general ed teachers in order to quote teach at secondary at elementary we as a team have actually already been planning on how to expand co-teaching at elementary and some of the steps we've already taken this year are moving towards that and moving to students there's not really any added cost to run co-teaching at elementary because you don't need to add any general ed teachers because all students are already on a general ed teacher's roster what we need to do and what we're in the process of doing is getting special ed teachers ready to understand how to do that co-teaching piece they haven't been trained so
138that's why we brought the training back so it's not just training though it's also giving them time to co-plan and debrief and all of those things there is extra time that would need to be built into the schedule so it's not i mean i don't think it's it's not fair to say that there wouldn't be a budget difference because unless you're not planning on unless we're not planning on uh affording them that extra time to co-plan and debrief they have a schedule where they have preps and so those preps can be coordinated just like they can be at the secondary level both generally ed and special ed teachers ask preps and to be truly called co-teaching and our model of co-teaching that we've implemented is co-planning looks at the numbers of students that are included
139in each class looks at what the training is and the six models of co-teaching i i would encourage any the diverging opinions or perspectives to be brought to the board as well um because there may not be so there may be some people who don't see it the way that you're seeing it play out there are some people that don't want co-teaching there's some people that don't but yes there's a variety of opinions and every and everything that's going on right yeah i hear you um i have a question for jim if i can ask a question of jim of jim hamlet yes of course um so just a follow-up on the though we just can't keep aids comment um why do we have we done an analysis or any kind of follow-up or an
140exit interview do we have data that tells us why we don't retain classroom aids it's the same as with some of the other positions we have they're not full-time they don't necessarily have benefits low paying so people are constantly looking for higher paying positions they may transition into some in within the district they may take jobs elsewhere um so it's all kinds of different reasons so with any lower paying position um it's difficult to keep keep people in those positions long term we have aids that have been with us for 20 years um it works out fine for them but it doesn't work that way for everyone so if the model's not working is there an effort to reframe the model it's it gets to be dollars and we compete well with other districts we
141constantly do what's called reallocation studies to look at other districts so we're competitive in those areas it's not just us it's it's districts across the state that are struggling i guess my question is is are there districts that aren't struggling and what are they doing uh that would probably be a question for mr cole david cole who runs classified but he is he's he is connected throughout the state on many committees um he does reallocation studies within our district all the time and makes those comparisons i'd be talking off the top my head quite honestly classified and he would be better we can certainly relay that information to you and i can tell you from the meetings that i go to across the state and even with superintendents from other states it is an issue
142i haven't heard anybody say we have the solution we know how to keep all of our classified positions filled as jim mentioned there's issues with the number of hours and so we have had discussions about how do we get people in certain positions that we really know we need to the seven eight hours even though we don't have students here that entire time how do we increase the hours so that they are getting the benefits for that so it's conversations that are happening not just in chico unified sure but around the state and frankly around the nation yeah and it's not just classified it's teachers as well there's a huge shortage of educators and i mean you can take it even further there's a shortage of workers one i think that we definitely are seeing
143this huge shift in the educational paradigm anyway and everybody seems to be behind it behind the shift you know and and trying to play catch up and trying to figure out creatively how do we solve this problem but what what definitely will need to be prioritized and i know that we're just kind of shooting out to the universe at this point is the individuals who are directly interacting with our students and responsible for our student growth every single day and so if we can focus there get creative with these jobs to retain these folks it's going to look different than it's looked in the past clearly what everybody's been doing the traditional instructional model isn't working if we can't keep these positions filled it's really an employee it's an employee's market right now people are
144shopping for jobs all over the place they want remote work they want to have flexibility that's a really big thing to have to fight against so some some creative things are going to have to happen we can't just shrug our shoulder and say well we can't get enough aids right so it's that old way of thinking's gotta go is gonna have to go and it's not just gonna be us obviously um but just i guess we are just about to see warnings that we then take to the negotiations table so if you have ideas bring them on we're happy to listen to ideas and see what we can make work i i feel like you guys are doing your best and i think you're doing a great job yeah my my comments are not directed
145at you i'm saying this is like the reality we're all living and having to look forward to is is is retooling the way that we see the way that our our system works and it's kind of scary and uncomfortable well i believe that we have heard some really uh dynamic uh presentations on what people are doing attempting to doing and some look forward to what we would do next year and you know areas of investigation potentially and i really complement not just the teachers but the parents who also came to you know speak so at this point um we should move dr kaiser can i i just want to did you want to speak i mean i don't want to i mean you're if you're running questions at um for seven years so i started
146as a film inclusion specialist like sarah and they called us all the school inclusion specialists together to see if somebody wanted to volunteer for a co-teaching program and i volunteered so started the program seven years ago and um still at parkview and um most of our co-teaching is k2 i was told this year that i've been extended to tk5 but mostly the fourth and fifth being an inclusion position so i have five parents that work with me and they are all absolutely amazing um we work very very well together and i have a core team of teachers that i work together and they volunteer to be on the co-teaching team a lot of work a lot of extra time a lot of extra preparation um before covid and all this craziness hit in the educational
147world we set in some prep time and we don't have prep periods but we um like our computer teacher would come in and teach a class and that would allow the teacher and i to to meet and talk about lots of curriculum lots of assessment where the kids are where they're going so um right now with time constraints and staff constraints we meet at lunches we meet after school we meet before school so we are so passionate about this program that we find time to make it work for all students appreciate that thank you we can't we can't that's amazing and i just have to put a plug in that we can't count on passion to carry our teachers through without burning out and you guys need more support so all my kids are also
148mod to severe disabilities so um in all age ranges there at parkview so huge kudos to general education teachers for spending the time and the effort to meet with me and we really do a lot of the universal design we do the greatest thing about the program is not only do we meet the needs of students who have ieps we meet the needs of students that just need a little more than just the general ed teachers can give them a new class of 25 to 28. so we run lots of small groups and we are meeting the needs of i probably serve probably about 90 kids a week a day not only my special ed kids but we incorporate all those kids into small groups and my parents run reading groups my parents run math
149groups my i mean it is it's a crazy schedule and i would invite all of you to come and visit we haven't had a lot of people to come and visit our program i have a question now yeah um forever i was not prepared no no no you're you're great um so because it sounds to me like people are giving up their their lunch or they're giving up their after school time that you know and i say giving up loosely because i know that it's something that you do because you know it's what's best for kids that's important but is there oh is i want to know if you have ever envisioned and you don't have to answer this now if you've ever if you've been able to envision a way that that the program
150could work just as well or better while also allowing the the teachers involved in the program to not give up all that time and to actually have time built into their instructional time to to do those extra things that aren't just and we've had that in the past the last couple you know before two years prior um we get some time a half days a whole day sub um and then they go from teacher to teacher whom i work with and then i meet with those teachers so our school principal mrs fuentes has allowed to get us like a sub once a month robin sub um that works really well the computer teacher now we've hired a new computer person so they can come in and teach a lesson and then i can meet with
151a general ed teacher um and with my pair in that class to talk about curriculum things like that so i see that it's coming back i push every day i'm in her office constantly i'm talking to these people constantly about we need more we need more we need more we need to do what's best for kids and um i bug them a whole lot they call me i know how to advocate for myself but really it's not advocating for myself it's advocating for our students and not only my students for all students our kids are behind they need help so my program actually helps all those other students also not my program our program yeah but it's coming back we're being more we're getting that work that creativity is coming back of giving us more
152time to be able to prep and hopefully by next year that will be in place yeah as a parkview parent i want to thank you for what you do thank you there yeah and and your team spirit really comes through and i appreciate that too thank you all right thank you very much [Applause] so we're going to move to does a board member have a request agenda as an item yes okay tom there it is i spoke a little bit about um what it would look like to uh locate one level i would like to agendize a deeper discussion about uh what what that's going to look like what kind of support it's going to entail and what a timeline might be for moving something like that along that seemed like a reasonable motion i'll
153second it you want to repeat conclusion at the k k one k one okay okay thank you okay the risk of sounding ignorant i'm going to ask you a question what would that look like that's different from what we have what we're doing some of the speakers spoke earlier about extending programs like those that are innovative where we have preschool k-1 students who are taught in a small group setting directly with their general ed peers which is not happening on all sites right now you're just talking about preschool no sorry i apologize i think of in fate of and i think preschool we're talking about kindergarten and first grade sorry okay okay so we don't obviously yeah we don't do that is that correct because i i just do you want to come clarify no
154it's okay you could we we do so sarah will come back up but we do have some inclusion programs already sorry being expanded next year we already have there's a tk blended program that a very specialized credential teacher's teaching next year we're going to have two tk's that are blended programs that means half the class general ed and not half the class but a percentage class is my sphere and then it's going to be two general and teachers and a special ed team co-teaching at that tk level and that's our beginning to kind of expand this program is that just one school site 10 year old so sarah asked a question for a moment thanks earlier you were advocating for some program changes can you kind of elucidate exactly what those are yes so what
155i was proposing was an innovative like model um in the k1 setting and targeting maybe one or two schools and doing the kindergarten and first grade so it would be an all-inclusive model that is honestly very very similar to the one at parkview um because unfortunately i know i'm not sure what's in the works for next year i don't have that that much knowledge yet but um right now that's not the case it's really just parkview or you hope to be put in a class and you get the inclusion that you get so i think it would be awesome if we could target just a couple sites and pilot a program like that and with the hopes of expanding it farther that was obvious so perhaps i misunderstood dan is that something like what you're
156what you're talking about so that's not k1 that's tk okay so i think what we're talking about is seeing what it would take to get that going into k1 level instead or in addition in addition thank you okay we have a clear understanding of that okay any other [Music] items that people would like to see agendas well we would if we got a second i don't know i'm waiting oh i'm sorry i didn't hear you so um yeah anybody have a comment or well just a clarification so the admin knows what to build for us if we approve this if we already have plans to begin this is what you're asking uh a financial impact or a staffing impact what what what can we it sounds like what dan was talking about was that the
157tk program so we're talking about extending up to through first grade so we'd like to know what kind of resources we would need to do that and um maybe some very early plans about what such a program might look like if we took the innovative model and started at the k1 level at some of our elementary sites and uh the financial impact okay so my understanding of that we're talking about tk to first grade so it sounds like diane already has plans for tk in the in the works so we're talking about extending those plans out yeah okay yeah and just so that we're not limited it would be nice to have a full view of whether it was if we just started in a few schools or what it would mean to expand it
158to all elementary schools so that would be i mean the hope that a complete presentation would include varying levels of implementation so i guess what i'm saying is my goal is to see if we decided we wanted complete inclusion everywhere at each site at the k1 level what would we need to do now to start getting there all right everybody clear okay um so you're clear okay so we'll do a name vote so eileen robinson i landed hi kaiser i don't be a tennis eye okay any other uh request to agenda is an item all right going once going twice okay so with that we're going to move into closed session i do want to very sincerely thank all of you for coming and you know mothers if you're the war mother that's just how
159it is right okay good thank you you