2/17/2021 Board of Education Meeting

001whoops I didn't have my mic on this is the um February 17th meeting of the CH Unified School District Board of Education um we are going into closed session and I'm asking if there is any public comment on closed session items we have no indication that there is so we will um reconvene at 6 o'cl for regular session after our closed session um February 17th meeting of the chi Unified School District Board of Education for the last hour we have been in closed session there are no announcements um we want number one an update on Labor Relations negotiations huh flag salute oh my gosh Excuse me yes thank you all rise I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God

002indivisible with liberty and justice for all thank you now Mr Hanan update on labor negotiations why am I out of sync thank you and announcements do we have two uh yes mam presid I'll start um chica Unified School District would like to publicly acknowledge and thank bu County Public Health Department for organizing covid vaccinations for our staff the administration of the vaccination clinics was extremely well-run and organized we appreciate the hard work organization and collaboration that needed to take place in order to offer vaccinations to the Educators in Chico and bu County we would like to thank Monica soderstrom and Beth hackathorn with bu County Public Health Department for their tireless effort and hours on the phone coordinating the clinics we appreciate their support for our Educators in Chico uh Chico Unified would also like

003to publicly thank the chico area Recreation district for their help and assisting utilizing the Lakeside Pavilion for the vaccination clinics we do have a joint use agreement with card and we work together on a regular basis related to facilities however our request to use the P Pavilion was very had a very short timeline uh and it was outside of our normal process the card staff was very responsive very supportive and frankly went above and beyond our normal expectations to serve us uh we would like to thank Jason B for being the point person at card we would like to thank card staff that showed up early to open up the facility and showed up late to close it down at night they were friendly accommodating and hardworking we continue to value our working relationship with

004card as we serve the chico Community any other announcements and right along those lines we we do have an update that we just received yesterday regarding vaccines and quarantine so I'm going to turn it over to miss Kean and she's gonna give us a quick update sure hello good evening we did just receive this as Kelly said today uh via our School nurses the um guidance has come down from California Department of Public Health to BU County Public Health and I will read to you what it says here on February 10th 2021 CDC updated covid-19 quarantine guidance for fully vaccinated people California Department of Public Health supports this guidance which is stated below vaccinated persons with an exposure to someone someone with suspected or confirmed covid-19 are not required to quarantine if they meet all

005of the following criteria and there are three criteria one the person is fully vaccinated for example more than two weeks following the receipt of the second dose in a two- dose series or equal to or more than two weeks following receipt of one dose of a single dose vaccine the second criteria the person is within three months within receipt of this last dose in the series and the last the person has remained asymptomatic since the current covid-19 exposure persons who do not meet all three of the above criteria should continue to follow current California Department of Public Health quarantine guidance after exposure to someone with suspected or confirmed covid-19 it does go on to say that fully vaccinated persons who do not quarantine should still watch for symptoms of covid-19 for 14 days following an

006exposure and then what they should do uh following that uh additionally says these criteria could also be applied when considering a work restrictions for fully vaccinated Health Care personnel and talks about uh impatients and residents in health care settings so that just came out uh to us today and our our Chico Unified nurses uh will follow follow this in accordance with be County Public Health and California Department of Public Health thank you Miss ke turn it back over to Madam president yes thank you um under and I coign all of the things you said Kevin I got my second today and they they are just it's an amazing process and yes they are friendly and it's very thorough and my arm doesn't hurt yet okay items from the floor um we have four speakers signed

007up in um that have been drawn in random order and our first Speaker Madame President I have the list here oh you've got it thank you I do we have Jeffrey martinick yes hello board I thank you so much for um taking my phone call let me speak again on this issue I just wanted to voice my concerns to the board that I feel like um you guys are holding our kids out of school I feel like the reason why we were out of school initially was because of the fear of the covid-19 and the unknown now it's no longer um something to be afraid of especially with vaccination um so I just urge the board uh to to reconsider uh going back to full-time inperson learning this year uh the state of health department

008published its information on how to return to school safely for this year not even addressing next year's school yet they want people to go back to school this year I feel like the school board itself is empowered to go ahead and ask the teachers to return to school full-time inperson learning um and there's really no reason not to do it excuse me some of that language is uh fairly favora for us to try to do our best in with what we got to work with and I think some of the language in the education code is also very clear that you guys need to use um the greatest uh you know the Education Code has that's pretty clear that we need to be using everything possible to get back to inperson learning um so anyway

009thank you for for listening uh the other comment I'd like to make um is that I'd like to see you guys vote and I think you guys should vote every meeting publicly so the people can find out who it is that's keeping us from going to full-time learning um anyway that's that's my main concern for you guys I think you guys are working hard I feel like you guys are missing your your duty you have a duty to the citizens give a duty to the children and I believe the teachers are and the teachers union should get back to work just like the rest of us so thank you so much for your time and please vote let us go back to school okay I'm now calling Matthew Thomasson mat I'm going to put phone

010addressing good evening board members my name is Matthew Thomasson and I am co-chair of Chico parents for inperson learning I called into to the previous board meeting to express my concern regarding the Public's need for a return to a full-time inperson learning environment unfortunately the vote was 4 to one to maintain the current amm model model we have heard your reasons for voting this way and understand your concern however as parents and community members our concerns and needs are more pressing and vital in light of an avalanche of evidence that has been demonstrated across multiple other local school districts counties and states that have returned to full-time in-person learning as you no doubt witnessed earlier as you enter the school grounds today parents students teachers and community members members are beyond frustrated that their voices

011are not being heard we no longer want to hear reasons why Chico Unified School District cannot return to a full-time model if you speak to other school boards superintendents principles or teachers of communities in our region as we have you come away with a clear message when the board and leaders have the will they find a way bu County Public Health and the California Department of Public have demonstrated that they are willing to work with school districts to return kids to full-time learning we as parents students teachers and community members want this matter placed on a board meeting agenda and a specific detailed plan in writing to send a clear message just how this board plans to return our kids back to their schools fulltime as soon as possible keep in mind that the citizens

012of chica were very unhappy with the direction their City was moving in prior to the most recent City Council election citizens across the city United across political affiliations to vote in a council whose Viewpoint and will aligned with the people while some of you were recently elected others will soon be up for re-election if you choose to do so that may be a long ways away but we are fed up enough to take other measures before that time if necessary specifically California elections code 11,000 through 11,386 the recalling of local elected officials we no longer want to hear of reasons why this cannot be done we want to hear a will and a plan for how we are going to achieve this goal that we all agree is needed thank you for your time okay

013next I'm calling Casey Taylor good evening super intendent Staley president Robinson trustees staff and guests my name is Casey Taylor and I'm the executive director of a Chie Charter School of paradise on behalf of the chief board staff students and families I'm respectfully submitting a charter petition for a chief Charter School of Chico for the term of July 2021 to June 2026 I believe that you all have received a copy of our petition tonight I want to thank superintendent Staley and director Kean for taking the time to meet with me about this process I know you all are focusing on a lot of important priorities right now so I do appreciate your time as I mentioned last night last month the opportunity Chico Unified School District has afforded us to operate a cheve temporarily in

014Chico is allowing hundreds of families parents grandparents children teachers School leaders and support staff to heal and begin rebuilding their lives the majority of our school Community plans to remain in Chico put down roots and start getting involved and build Connections in this city which is why we are submitting a charter petition to you tonight while acheve has been in chica we've been able to build on our already established and successful model and develop an educational program that provides high levels of mental health support builds resilience focuses on trauma recovery and mitigates learning loss especially for students affected by a natural disaster over the past several years bu county has seen more than our fair share of natural disasters these disasters have displaced families and communities interrupted daily life and caused and Trauma that will

015be felt in but County for years to come achieve has a unique opportunity to stir students and families directly and indirectly affected by these disasters and integrate opportunities to recover and build resilience as part of our daily instructional program in fact some of our families will be sharing their stories of Hope and success with you during our upcoming public hearing we are requesting the opportunity to partner with Chico Unified School District to continue serving our now Collective community in Chico for the long term we look forward to working with you and your staff through this petition process thank you so much for your consideration and lastly I'm calling Susan dominin good evening this is Susan Dominy executive director of blue Oak Charter School Blue charter school and its Community wishes to welcome and congratulate the

016new and continuing board members and thank you for your service in this trying time 2021 marks blue Oak's 20th year in Chico bringing a Walder inspired education to the public domain we currently serve about 300 students blue Oak is providing both hybrid and distance education our hybrid students are on site Monday through Thursday 8:15 to 12:15 by encouraging creative develop creativity developing emotional in intelligence and fostering a sense of community blue Oak Works to strengthen its students for a lifetime Lev of learning here is a parent endorsement for you 10 years ago my husband and I attended a tour at bluel school and it was as it still is exhilarating we witnessed students engaging in learning and supportive of each other classrooms are painted in the colors specific to the development of students at each

017grade level children are encouraged to be inquisitive the excitement the teachers hold is mirrored by their students in classrooms students approached adults on the tour with confidence they offer to show their work and encouraged adults to ask questions I envisioned my little kindergarten a guy as a fifth grader confidently showing his work to a strange parents it was exactly what we wanted for our son and his future a lifelong love of learning this year we watched our oldest child graduate with other students that he had known and grown up with from kindergarten through 8th grade it is a remarkable journey to witness when a child is supported wholeheartedly as a freethinking individual through their adolescence by a whole community of people as a longtime supporter of blue Charter School my family and I have known

018firsthand how fortunate we are to have this school available in a public setting for all who wish to attend we also know that keeping this Educational Opportunity alive and well takes many hands from our daily verse for as many hands build a house so many hearts build a school thank you for your support blue Oak hopes that each of you come on site to experience this program in action thank you and have a great evening now Mr hin it's time for for a negotiations update it's my turn yes so we met uh last week on Wednesday um we had a number of um items that we talked about extensively one was Article 11 regarding assignments reassignments and transfers which um will be somewhat um of an issue next year depending on enrollment around the district

019um we just uh worked on clarification of language so that it was crystal clear what the words meant and um we reached um probably 99% agreement on on most of it so we should wrap up the details next time we also spent some time on all day kindergarten um um as I've reported before plan is to have all of our kindergartens in the district full day next year um previously um we had all of them half day and we've been in transition for the last four years um Co kind of put the breaks on that so we should complete that next year um and we are working on turning theou language that got us there into permanent um permanent langu in the contract so we'll continue to work on that and then we also um

020um discussed uh interest based bargaining we have some new members on on both sides of the table and we uh worked on getting them up to speed uh Ted Sullivan did a great presentation for our newbies on the on the team on both sides and we will be working um on compensation issues starting next week um using IBB so look forward to working with cuta on that um CSA we working on dates and we plan on meeting with them soon thank you okay our next item is the consent calendar are there any items that any member would like to pull from the consent calendar no items is there any uh comment from the public on the consent calendar thank you I need a motion members I'm move to pass the consent calendar hi second I

021have a motion from Dr Kaiser and a second from uh Miss Doby to approve the consent calendar I need a Voice vote so um starting with Miss Doby H Caitlyn Doby I Kaiser I Matt tennis I Lando I Robinson I passes five nothing thank you members it was a very long consent calendar we Pro for those of you that don't have a copy we have a lot of um updates on um courses and things in the district that were quite lengthy okay item number eight discussion action calendar Educational Services um our first first item is a discussion um on the um mitigating the impacts of covid on student learning Mr Maron this item is yours thank you Mr Robertson we're bring to the board tonight um the impacts of covid on student learning and how

022we're going to medicate the learning loss short-term and long-term planning um and how we're going to address learning loss since the pandemic quite frankly we really like to go back to when we had the campfire also so our students um have been through a lot the last three years so we'll be going over how we're going to address the learning loss over those three years we are going to be addressing um these students needs under the California Equity based multi-tiered system of support you'll be hearing mtss from us from now probably in for the next 10 years I would imagine or we believe it's a frame work that we can follow um it's used up and down the state um the three things that we'll be looking under and you'll be hearing about our three

023backpacks quite a bit in the next few months um one of the backpacks first one is academic support second one is social emotional support and the third one is behavioral support so we have three backpacks under npss that we'll be um looking over tonight when we go through these slides I want to let you know that um we'll be doing slides on academic support first and then if you guys have some questions at the end of that um you can ask it then and then we'll go through each one of those backpacks and the next one will be social emotional and the third one will be behavioral Support also want to let you know under the academic support section we do have two of our um District Leadership Council teachers here tonight Felix Duna from

024Chico Jr and Stephanie kff from Neil da are present on Zoom if you have any questions on how um we're working through them to come up with these plans for learning loss okay criteria to select students for academic support so far we've been using for our elementary and secondary schools test scores from 1819 teacher feedback grades from the spring of 2020 and the fall of 2020 and credit deficiency criteria for students for academic support continued secondary English and math departments administrating star reading and I ready Diagnostics Elementary using multiple measures of results and S back scor they were in June Mr Maron yeah can you clarify uh Elementary multiple measures and results that's your Sol in the elementary world uh different grade levels do different assessments so simple example like a first grade student would

025take something called a bpst score basic phonic skills test and there kind of set Levels by this point in the school year for first grade they should score this number on it so that kind of gives us an indicator if they're on track to be you know successful reader as they move up we might use something called a star reading score kind of a computerized reading inventory for fourth and fifth graders so those would be an example of different multiple measures that we're kind of looking at to kind of monitor just gauge progress for them thank you that makes sense um backing up to the last slide I'm sorry teacher feedback this would be a teacher saying I think this this child here needs an extra level of uh support yeah and they'll be doing

026that um there's different way their teacher can give the support if they're seeing in the classroom that this child needs more more academic support more tutoring maybe we can get them into one of our programs in the morning or in in the the lunchtime or after school um they also have their esit teams that look at that and their Wellness teams that the teachers bring um students to at the secondary level it could be one teacher in one of the six classes or it could be multiple of the teachers telling them this child is falling behind or we need to um give them more support this is all Co specific this is all this is relative to co or to the the current schedule that we're that we're under um it's relevant to the fact

027that when we've been on one the campfire when our students were sent home and then two when it came to the pandemic when we went from March um last year sending them home to go back online full-time and then going full um online to start the school year and then now the a PM but I can tell you this is not a problem just richo Unified School District this is a nation and a state problem and that's why there's um funds that the state and the national uh government are looking at giving us to mitigate these um loaning losses and in terms of the mtss as an umbrella that has been something we've been engaged in for the past five years it's not new um but the umbrella of support will certainly help in crisis

028environments such as the one we're in I'm going to kind of pass it off now to First Ted solivan then it'll be Mr Shephard joh Shepard academic supports currently offered so for uh kind of this is a mix of secondary and Elementary supports that are happening as we speak uh Saturday session is already starting and happening at different levels mostly in the secondary level we have midday sessions and that happens both secondary and Elementary so if you kind of think of that time slot between the am version and the PM version students are being um asked to stay and kind of receive different tutoring or different supports during that time as well we have whole day instruction using a plus period so it could be like a zero period kind of concept with secondary or

029similar Elementary as well uh reading Pals is something that is happening if you don't know a lot about it we really have a load of volunteers from the community that actually partner up with a child and come in and read this is a very Elementary driven kind of program they come in and read they have kind of a scripted program and they've been doing it for years in person we actually have all these volunteers doing it via Zoom right now so it's it's a pretty cool to go watch if you ever get a chance so those are things that are happening currently next slide uh we are doing a pretty EX extensive chunk of before and after school tutoring kinds of sessions kind of really looking at student need and prioritizing it's really geared at

030very much an academic focus with those kinds of things not so much a child care Focus but a very um really looking at what we can do to mitigate that learning loss and provide additional targeted instruction for those students that are needing it we have homework club support happening some of the different schools have different levels of support happening students can stay for say a half hour after school with some support there in place to work on kind of the asynchronous portion of School workor those are H that's happening at some places and teachers are actually providing tutoring via Zoom as well in different kind of ways I think Mr Shepard's going to touch base about some things we're actually working on right now with our school sites as well unless there's more questions about

031those thank you Mr suvin so just moving forward we have all the things that Mr suin has described that um schools aren't doing all of them but all schools are doing some of them so I just want to clarify uh for elementary and secondary and as we're moving forward to to be thinking about the summer and and then into next year we will be continuing any of the um items that Mr Sullivan already described in addition to those however um well we'll continue them if we feel like they've been successful uh we are looking at summery which is a little bit different than summer school it won't be only a credit recovery situation it would be more of a remediation intervention scenario and I want to make sure that the board understands the difference between

032the two we are looking at adding uh Core Curriculum specific intervention classes so for example if we need to add an additional English class to support kids or an additional uh math C inter um uh integrated math one course to remediate kids who have demonstrated some achievement gaps we are also talking about different schedules and uh we're excited to be talking about oneyear schedules that could incorporate additional periods and we've been working with um Union leadership to have those conversations uh they have not made their way to negotiations there's still some things we would need to work out but we're having those conversations and then we're also talking about just a simple four to five week crash course that could be added to a student schedule either a zero period or an eighth period so

033those are some of the things that we're we're moving towards Caitlyn thank you um excuse me uh I just wanted to address the third bullet that embed an intervention period within the day uh at each secondary site um would that be a possible uh my words are escaping me a point where a student would lose an elective class to be enrolled in an intervention class or would it be an addition to that it could actually go either way and at times we have intervention classes dropped in to support students who then could take an elective class their senior year often times seniors do not um take a full six period day because they have um they have the extra five credit credits so in this situation the student would take that intervention class and then

034still be able to take an additional elective yeah so in the interest of um supporting our students is social emotional Wellness uh I'd like to make sure that we're trying to prioritize letting kids have those more elective Choice creative Outlets um I think that losing music or losing art or any of those you know other things that that they're actually really passionate about is detrimental to their ability to succeed academically so it actually like has the there's research that supports that that has the negative effect you know by by um putting them in an intervention class where they would be going to uh art instead or music is is not as effective as if they could have like an additional time period like a zero period some kind of plus period and still get to

035go to their their elective course where they they do get to have their um you know creative outlet and and sort of feed their social emotional Wellness if that makes sense thank you yeah these are ideas that we we're fortunately in a situation that we're not normally in where we have funding and now we're coming up with ideas usually it's the opposite right where we have ideas and are trying to find funding so this is a really unique situation we're excited about and just some additional um ongoing again just trying to expand some of the programs we would continue with reading Pals we were having um some conversations about the 2022 23 school year and and looking at a a Spring Break um academic support session we could offer uh double sessions if um if

036we're in that situation again down the road and then um Oakbridge is discussing various ways to evolve uh as we've seen Oakbridge enrollment has grown which has uh really added to the uh unique offerings that Oakbridge has been has been able to offer this year and they haven't been able to do that in the past yes Mr tennis um summery are those on so for my child would those be at my child's school or or how many school sites have summery taking place on them those kinds of scenarios we would like to bring you know bring to ed services and bring to cabinet and bring to senior cabinet and bring to the board as ideas um as I said we have the funding we're still working out the logistics and and the Staffing really to

037be sure that we can offer everything during the summer and they could be they they could be either of those I think could be I'll just throw out there I think it'd be highly desirous if um kids could participate in a Summer Academy at their school yeah because just for the sake of continuity when we're listening to our teachers on Mondays we have a Monday uh staff or not a staff meeting an open Zoom and we have teachers um describing some of their preferences and and what what you've described Mr tennis is definitely one of them T what do we have going on that with the elementary Level Elementary DLC actually talked about that as well and Elementary has offered versions of this is kind of connected to the after school program for many years

038also it's called been been called an early back in some situations so maybe two three weeks before the school year starts we start inviting students back to kind of get in the school Groove um and some of those kinds of things we've also extended in June historically and kind of added two three weeks on there as well so it's it's something that's been happening um like Mr Shephard said we actually have a lot of our available dollars now to do it and expand it in a way that we think will be real helpful I would like to add one more bullet that we didn't uh place on the on the screen here but we do have a a special education extended school year and uh it's an in-person opportunity for students to get some more

039um get some more support I have a I have a question uh you just mentioned the extended school year um at the last meeting we approved that schedule is what you're talking about something beyond the schedule we already approved the extended school year and and Miss Olson is here to if I miss anything um is specifically related to special education the summery we're talking about are also for general education right I I understand that distinction you mentioned that the extended school year wasn't on the slide um but that's something we've already approved are you are you indicating that there's a look at continuing an extension no we just wanted to make sure that you guys know that it's yes it was on the agenda last time but we want just to make sure you guys

040understand that that since school year will be happening it will be and just to clarify this is this is Diane hi um on extended school year that's something that's mandated that happens every year and so what you approved was the schedule that we're going to have this coming year however all of these acmy and all these other resources um in the past last years we've had summer school for General Ed special ed students that don't qualify for extended school year many times qualify for all of these summer school opportunities andies because really every single one of the students that have special ed supports they're really General ed students so they have access to everything else that's happening in General Ed and this team here has been one of the most inclusive teams that I work

041with to really make sure special ed students that have those additional needs can access those programs and we do put some special ed supports in the summer school and we'll have those with the um academies also yes thank you Dian for that clarification too under the idea and and the uh the push in to to because special ed are regular education students and so thank you for that clarification and if we can go beyond what we've already um done because there is some funding that something that I definitely um you know would continue to support yeah John and Ted and I work very closely in making sure that any supports that are needed for students whether they're on 504s or whether they're on IEPs those supports are also available in those other settings thank you

042just real quick Stephanie or um Felix did you guys have anything to add along the academic supports that we're looking for at the elementary and secondary um I didn't have anything specifically to add I was here more just to answer questions but I will say that um at my site at least um uh our teachers have been very receptive to the tutoring model um we've had we have 18 tutoring groups that are running and that's on top of um we have a a Learning Center that was already functioning during that time so we have another five groups running D um during that time and so we have a total of 111 students attending our tutoring sessions right now so um I also just wanted to say that it was kind of a testament to um

043like the the clear lines of communication from uh the district office through DLC and then back to the teachers on site um in order to get that tutoring program uh up and running in the short time period that we did so um I think so far it's just been pretty well received and we're excited to be doing it and Stephanie is uh title one teacher over at Neil D thank you Mr Tannis thank you um so in terms of accessing these Services um if there's a family who feels that their child would benefit from the tutoring sessions we didn't mention parent um you know parents identifying a need for that is there a process by which a parent not a staff member could say I think that my child needs you know these tutoring sessions

044and so forth I think if a parent is interested to find out more about it they could talk with teacher or principal at a school site I will say the tutoring programs just kind of out of the list of other things on here are really very academically focused so they're going to look at a child's academic scores and kind of look and see where they fit into the different groups that are happening and if a student is significantly above grade levels an example that parent may hear that the groups that are happening right now may not be a good match for their needs with those things also so it's not so much that everybody can access that they're really targeted and kind of bound by the number of groups we can be offering right now

045I think we're hoping to keep offering more and more groups as we have some funy to do those kinds of things and as people feel more comfortable with it and kind of see the value in it but um it's it's really not open to all necessarily it's open to those that the school is kind of looking at in that mtss structure that um superintendent Sy was talking about to see who has needs and how can we meet those needs right there with a real academic focus and then once again they just talking academics here there's other kinds of where is that Tina and Dian will talk about later thank you so the tutoring occurs during in between the am and the PM is that have I got it right there it could happen before the

046session or it could happen after the session correct before as in in the morning before school starts uhhuh yes okay or in the middle yep or possibly at the end correct M and this is funded through our cares act dollars our cares act dollars thank you Mr solivan uhuh Tom this kind of rolls right into my question which is do well I have a couple of questions first do we have a number of do we know how many students we can support with these academic programs do we know have number we're shooting at I heard 111 was that just for the Neil Dow site that was just for Neil da okay so I I checked with the principles I'd say almost all the elementary schools and I know secondary is kind of running right in

047line with those things they have anywhere from eight groups to 10 groups at some sites up into the 20s at other school sites so I think Neil DA's kind of right and Par with lots of other places and what's happening with those things I guess overall given I know we're kind of uh still looking at exactly how we're going to address learning loss moving forward but do we have a target for how many students we'd like to see in these programs and what will have the capacity to support I I think for us Tom I was kind of call the smorgus Board of Services and we want to kind of see how many different student needs there are in that academic vein and the more kind of options we can put up on that board

048to Target those needs the better off we're going to be so I think really we're limited by more just staff um and US looking for ways and I will say uh principls are pretty good recruiters everything from being able to get um instructional AIDS maybe have a teaching credential also and recruiting them into it or getting uh student teachers to get them to get their emergency credential and become viable to become a tutor also so that's really become part of the principal job right now is going out and becoming kind of a recruiter and getting people to kind of fill those slots so that we can keep augmenting those slots and have more spaces for kids to get help thank you additional step oh sorry sorry uh so just to kind of work off the

049Tom there um the capacity piece I think is the the bigger question so do we know do we have like a estimate about what the capacity could be you know we're constrained by the amount of space that we can you know house our stud students at a distance right now so do we have an idea of like what our Max Capacity is under those constraints sure I think um I mean kind of being the outlier extreme possibility if every teacher was open to tutor kind of four sessions per day you would take the number of teachers at that site multiply it times four and there's kind of four different options during the course of a school day right now and in the amm model that we could be offering tutoring supports to students so that

050would be kind of a you know extreme Max kind of fully loaded everybody's in and kind of slotted in with all those kinds of things like that and the group sizes are going to vary also of course if it's a real struggling student they might be working in a group of two or three students if it's a little a student that doesn't quite have that high level of need there might be five or six students in that group kind of working on things also awesome I had a question actually earlier for either you or John um John you uh I have a quote that I didn't quite catch all the way but you kind of said something about like not all schools are doing all of these but some schol are schools are you know

051I I misquote miswrote it so um I just was wondering the constraints for that or if it's just because we're offering autonomy at each site so each site's needs are slightly different um or is there a challenge that that needs to be met by some kind of action for elementary Caitlyn I'm I can't see John so made my cut them off and I apologize it's both of those I we have some capacity issues at school sites some schools have more Open Spaces depending on the size and how full those schools are um so I think that's that it's both of those things really and when we're when you mentioned the word autonomy um we are really trusting our targeted case managers are doing a wonderful job of reaching out uh to their to their parents

052and their students our Wellness counselors the wellness teams uh the counselors themselves working with their admin to identify what the site's specific needs may be for example in one site it might be math C at another site it might be an emphasis in English and so um the goal is to provide virtually a menu of options um knowing that we have generous funding to to support those MH yeah I just wanted to make sure there weren't any like self-imposed constraints where we could be serving more students but aren't for various reasons some of the constraints I I think K link to is having enough staff to cover what we need might not be the facilities but we need to also have staff available like Mr suin says we're tapping into our AIDS right now that

053have credentials substitutes that have credentials doing these tutorials because we don't have enough St that are working um for for various reasons so that's another one of our constraints right now is making sure we have enough bodies to cover these um students and space can also be a constraint if we want to add say at the secondary school sites we want to have kids be able to go in the PM if they're an am student go in the PM and uh have a study hall get help get support get tutoring we have to have space to do that um and some of our schools are more crowded than others especially when the teachers are are teaching in in both Elementary and secondary they are in their classroom all day long for the teachers it's a

054full day for the kids it's a half day so that's where space becomes an issue so back on the Mr tennis yes I'm sorry the numbers um 111 at Neil Dow but I didn't get a general sense of how many kids are participating districtwide in the in the the cares act tutoring sessions I I would say in the elementary World 111 roughly speaking times of the 12 Schools they're all doing pretty comparable right now so I'd say that's a pretty mid-level number Neil D is kind of a mid-level size school so I think uh just off the top of my head I know mcmanis has more than that going on and I know a couple other schools have a few less than going that going on so i' would say a nice ballpark figure would

055be 110 100 to 110 per school is is a pretty safe number to go with and then on the outside at the outside potential capacity I I didn't hear you actually say a number associated with that yeah I would say if you think um each school's got X number of teachers that teacher could teach a before school group a before am group a post am group a a pre PM group and a post PM group so it's a number of teachers at that site times four groups each so if a School site had 15 teachers they could be running 60 tutorial sessions conceivably and that's once again running at like a 100% capacity everything's staffed kind of the the per everything's meeting together in a perfect little structure to make it all work that way

056and how long do they last for the sessions they're roughly a half hour some sum is slightly longer but they're all about a half hour M Doby uh yeah just for the record um when we're talking about teachers teaching all day um and and filling in these tutoring sessions too which I believe are paid right I'm understanding that correctly um so the teachers and staff are and have been teaching on campus all day every work day this whole school year right teachers aren't having half days and they aren't working from home everybody is on campus working for the full day all day when you online they actually did their anness time at home in the afternoon uh when we are completely online they were not at school all day but when we went to AM

057PM they're on school campus all day um the elementary runs two two-hour blocks um with their kids an AM for two hours and a PM for two hours and so they do have a little time in the in between and yes we P that's during their prep time so so we pay them per DM to work those tutorial so teachers are actually teaching more hours than they're contracted for in their regular contract they're teaching above and beyond for pay but you know beyond what's usually contracted at this time Jim correct me but they're they're being paid for what's in theou right now for the for the contract and then we're paying them above theou that we' that's correct yeah they're they're working extra time outside the normal work they either prep time or before school

058starts or after school starts and are getting paid for that okay I just wanted to clarify like any possible misconception that that staff is not working at capacity or over their you know normal working capacity um and I think that this is a good part part of the conversation I think to plug that in thank you Mr tennis so um thank you Caitlyn for bringing this up um am I getting the right impression that um uh teachers who participate in these cares act tutoring sessions that we're having because of the amm model are actually getting paid more to do their job now than they were getting paid when we were on a traditional schedule they're they're being paid to work extra in the same vein that like a coach may be getting paid to work

059extra or sometimes at a secondary level if a teacher is out and they need to have a teacher cover their prep period because they couldn't find a sub that teacher gets compensated to cover that prep period so they're kind of working in that same vain so yeah they're they're getting paid more but they're doing more work also it's much more common in secondary for a teacher to work during the prep period um because it happens every day we in elementary school it doesn't happen every day um except now during Am Pm they get a prep time every day but that's something that's unique because we're in a special schedule so uh but secondary as Ted said is it's not uncommon for teachers to work six fifths and they get paid extra for working during that

060prep period don't they need the prep time that they've lost in theory they they would be doing that later on in the day maybe at four o'clock right is what's happening and and I would say typically at an elementary school there's there's different tutoring programs that are happening typically I would say those teachers have historically maybe done it from 7:45 to 8:15 in the morning before a school session or 2:30 to 3:15 or 3:30 so this is just giving us the time to augment that and provide more of it so those teachers could have been doing uh tting structure even preco and that was something would happening we're just happening it's happening a lot more right now it seems like that might create a disincentive for um teachers whose opinions we are leaning on heavily

061with respect to our school schedule to to actually want to go back I'll just say that by way of commentary yeah so I'm just going to clarify as a teach teacher who's worked six fth several years in my career um and and what is traditional in this profession is that um and I'm and I just just to paint the picture for you um because if you're not in it you don't really know you know we all think we know what what teachers do and how they live uh because we've been students in a classroom before but um uh basically about one hours worth of teaching uh it requires one to two hours of prep time and assessment time emails phone calls prepping the materials planning all those things so when you're talking about a teacher

062having to engage in teaching with their students for an extra hour in the day that that work time has to go somewhere else and so it gets displaced towards outside of contracted working hours so teachers already work outside of those contracted working hours um to do all those extra things to do emails and phone calls and grade and lesson plan and respond to students at you know 10 p.m or whatever um um but uh to be compensated just just for their time to be engaging with students it it displaces the time that they would be normally using during their prep hour um to to be doing that prep work so it's not like they're double dipping it's like overtime um I just want to add to as a as a former principal um it was

063often difficult to find um teachers that were willing to do six fifths um at the high school level um so it's it's um it's not something that um all every teacher is interested in doing um they're they're typically doing it for financial reasons for example they have a student that now is in college or something because it is it is a lot more work and it is a lot of effort to work that extra time so it's not something that teachers stand in line to volunteer for um I at high school I've had to look high and low sometimes to to fill those slots and I'm sure John as a former High School principal has experienced to same thing absolutely and and often times um people will do it because they realize it really helps

064kids if they take that period over because if they don't then those kids don't have that schedule they don't have that one class that now can't be offered if there isn't someone to teach it so teachers are willing to do that and I can really see again as a junior high principle our teachers who taught six fits and I would have to really go talk to them because we a lot of times we didn't have a lot of choice and they knew that and what Mr Shephard's saying is they would step up for us set six F but by the time that end of that year come around they're pretty exhausted um um and having going from typical 275 kids to to 205 or 210 um it does make a difference and so we as

065an administrators really had to watch those teachers to make sure that we weren't burning them out year after year so I just wanted to it it does wear on them okay so we're going to move on to U the next backpack was our social emotional supports Cur currently in place and again we want to make sure that we're meeting the needs of our students um social emotionally and so I'm going to start out with Dian Olen she's going to go over the first slide actually I'll go over the next five slides if that's okay you can do that I would appreciate that thank you Mr Mar okay so I get to unpack that uh next backpack of the social emotional learning and supports we going to start with um what's currently in place social emotional

066learning and supports for this emotional health of our students has been a focus for Chek unified and we have developed programs to build resilience for our students there are social emotional learning and supports that have been in have a history of having been in place and implemented to support to students and families experience um experiencing adverse childhood experiences and Trauma due to natural disasters and then those um those events that happen that we we have to respond to quickly um and so these have been in place um for this year due to covid some of them some of them have been in place much longer um I'm not going to read these all to you but um we do um right now one of the first things we thought of is connecting this to the

067learning law was that um late work and understanding that some students are going to need extended time based on this the situation that we're in and so we there are um Extended due dates and timelines for students we have additional staff working to support students to get that work in um we do offer supports to families um with referrals to agencies we call that agency leage work um we utilize celvin to create daily check-ins and so this is a randomized a randomized survey at school site level um that's pushed out m uh automatically to their Chromebooks and then uh students respond to these questions and right now we most School sites are putting in an extra question of do you need to talk to an adult and um that immediately goes to the counselor and

068the administrator if they say yes and we have staff going straight to that class the next day or immediately after those surveys are pushed out and pulling kids out talking to them um asking those critical screener questions of of um what may be going on and what they're concerned about and then they many times it's just a conversation the child needs an adult just talk to outside the classroom sometimes it's a referral to other uh agencies and other resources going on to um page 11 um The Lunch Bunch is a lunchtime thing that happens um primarily at elementary to start building some um student relationships building friendships this has been around for years for students that struggle to make um friendships and has been expanded now to really create that time that they can interact

069with each other um Wellness um counselors these are teams that review students um struggles and their needs they work together as a community on a team on the school sites to identify plans to support students success and those have been become really crucial during this time during covid and through the fires the dam experience and other things that have occurred um securely is a screener that catches students who are using their Chromebooks to search out um things that for example might be looking for ways to harm themselves and you heard a little bit of this from John Vincent last uh month so I'm not going to go too deeply into it but it does look for things that trigger bullying self harm and violence and then we can immediately go in and support those students

070in those areas um and uh care solist you've heard a lot about already that's a referral program that we use um and that refers any student any family any staff member can access that and and they help connect them to social emotional supports through counseling and it could be anything from behavioral health for families that have Medicare they have resources for families with no insurance and no income all the way to families that have insurance and they make help make those connections and then we added the equity Alliance in the social emotional supports area because that Equity Alliance and John talked a little bit about this at a previous meeting too is really focusing on those student groups that have not always been um part of the Central culture and so we are working really

071hard to bring these Equity alliances so that students are able to um advocate for themselves be build relationships be part of the community and see themselves as successful and and hoping to build on that to create more academic and social emotional health and success going on to slide 12 um some of the things that we we've added in this year because of events that have happened is um we have done professional development one of the biggest ones that we've done was the living Works Suicide Prevention living works is a well recognized Nationwide um curriculum we offered that to all of our secondary staff not just teachers um many of the administrators did this training also um we are also looking at providing that at the um secondary level to um students because they do have

072a student component of that um zones of Regulation is uh strategies for teachers to use when they say students with um challenging behaviors that are be because of some of these this trauma that they've experienced and the zones of regulations also teaches children to use some strategies on their own so it it helps both teachers and students to learn those strategies nurtured at heart has been around for a long long time and the nurtured heart approach is about recognizing the greatness in every single one of you and every single one of us and every single one of our students and so many of our schools have adopted nurtured heart across the way um there are additional I in fact we just did a nurtured heart refresher course part of the districtwide staff development day um

073again PD that counselors providing training for bullying suicide prevention and human trafficking that's been in place for quite a while Elementary counselors this year um really said you know we need to bring Sude awareness all the way down to Elementary level so they've developed based on what's happening at secondary they've taken it and brought it down to the elementary level um we've doing um intervention training on Behavior we've done a lot of those in the um districtwide staff developments we've also done them in some summer trainings um and counselors are trained in what's called second step that's a social emotional curriculum that meets the needs of students grades K through 12 um right now we have it really focused in elementary junior high is um really doing some groups with that and doing a lot

074with it and then at high school they're just looking at that now um again going in page 13 um we also have um I I want to on this slide really talk about some of the people that we have in place to support all of this those are our counselors that are across the board elementary through high school that we have the elementary counseling assistants that do a lot we have targeted case managers we have psychologists we have um Wellness counselors and at risk counselors um that have been in place this year we actually added at risk counselors um with a grant and so that's being taken care of um and we have a Continuum at the elementary level of um social emotional learning that starts in kindergarten with what we call Kochi where they

075start learning words about uh feelings and emotions and how to identify them going on to toolbox where they're given tools to learn about those emotions and to use like the one I'm using right now the deep breathing tool and then the uh Second Step goes after that and on through um uh secondary and then the targeted play that's the elementary counselors they really play a pivotal role in the elementaries to um use play as a tool for learning to get along to feel success and to be part of their school Community um the elementary councelors do a lot of counseling groups so going on from there we're going to talk about kind of that additional expansion we want to keep everything we have in place we want to refine it at the secondary level we

076have a very refined program at the elementary level we want to get the um the the um plan in place at secondary where they have a more structured um format challenge between secondary and Elementary is Elementary we have a cop um a captive audience in one classroom so you can pull out pieces of day in every classroom because at secondary they are periods by periods it's harder to pull them out all at the same time give everyone the same thing so it's more targeted based on some of that risk screeners that we're putting in place which is that edgy climber piece on the slide um Kelvin again coming back we want to expand that right now schools are using it at um as they put it out but we want to start pushing it out

077districtwide into the next year and that Equity Alliance we see that as a really good tool for building um the supports and the strength and of our student groups that um are a little bit more Diversified and um not you know have been sometimes on the outskirts and not been as successful um then they are supporting our diverse student groups and they're building relationships with them anding students to improve Student Success and out um outcom so I went through that really fast and I talked really fast if you have any questions just real quick I want to add on um sorry K I just want to add on Miss Staley and I and John Shephard and Ted solv them go around and talk to our students and at different lcap student meetings to see what

078we need to do better and one of the things we we talked about as a social emotion what we want to do we got a great suggestion from a Chico Junior student um he said instead of us going into the office and asking for counseling help and signing up on a clipboard and sitting in the chair while everybody stares at you wondering why you want to see a counselor is there any way that we could get something on our computer where we can just push a button and that will trigger us to get support from a counselor to come to us and so we go ding ding I mean so what we did what I do very well is I turned to John vinon and and Erica Smith and say so how can we do

079this um they work together collabora and they figured how we can do this during through through our catapult we tip system so now our students will be able to go on um they're putting it in place um Eric is working with catapult now to figure out we're going to put that in place so it'll be right on their Chromebook and so they'll be able to ask support just by pushing a button they could say academic support or emotional support from their counselor so again that was just another way we were able to go to a student and a student gave us an idea and then our staff was able to figure out how to make that happen for and Jay thank you for reminding that because another thing I didn't mention is our Librarians came

080to us with an idea too and they wanted to add um social emotional literature um about trauma about stress about how to reduce that or stories of other people that have gone through it and and been resilient through it and so all of our libraries have now added this curriculum into their checkout system so that is available to students on an as needed basis they can go into um thank you uh we have uh one speaker oh I'm sorry I I thought the board had finished no will Caitlyn hi um so many uh so many thoughts while you're presenting um because I I can tell that you're passionate about about this Diane um and I think that we we all are really passionate about this um uh just because it's fresh in my head um

081Jay do the for that um that potential increase in Need for students who now they have more of the opportunity to reach out anonymously I would be be are we anticipating a possible increase in Need for staff to be available for students um we see that there's a need but we just one thing we have to do is this money this cares act dollars or or onetime money and so when we go out to hire new bodies more counseling it's only going to be for a short period of time and then they're going because we're going to run out of that money the one time money so we are adding more time just like we are for our teachers and stuff like that we're we're trying to build in more time so we can meet

082the the counseling need for our students we'll continue to look at the grants that we're getting for our Wellness counselors and we do have some dollars to push out for that way we're right now they only have them possibly at halftime and some of our staff we'll look to add those Wellness counselors as fulltime um and then we're also trying to look at ways to getting more counseling support Texs so we can free up more of our secondary counselors in the future to give emotional support and not just academic support yeah and I think that there's a concern about using onetime money for those kinds of programs but I I really feel like if we do an awesome amazing job now and get those programs started and and can have results that we can show

083you know uh quantitatively um that'll get us more grants you know I think that that will really lead to more money to be available for the these types of programs and I and I extremely agree with you because at one point when we just wrote the grant we only had enough money for our three high schools to have halftime um Wellness counselors now every Junior High has at least a halftime some of them have full times and some of I know one of our high school has a fulltime and the other two have a halftime so we have increased that time and I'm hoping again showing that it is working that um and we have wonderful Grant Riders and my understanding is Liz is just going to keep working for free but it we and

084supporting I like that idea yeah that we can continue cuz this money is available Caitlyn then that's why we we've done a pretty good job of of searching in getting that money and we will continue to try to get that money so we're paying it through grant money and not general fund dollars um but again if we think that something is working then obviously that we'll come back with our lcap dollars and figure if that's a need that we need to go to like we did I don't know like four or five years ago with the elementary counselors adding them we knew that was a need so we took that into our lcap dollars and so that's again a board and Community decision and how we increase that that time for them all right Diane

085back to you I um appreciate your your presentation I didn't want to interrupt you um but I do have a lots of bullet points okay yeah okay um and these are just like for clarification or just to get a better idea um the first one I had was um the supports that we were already doing preco are those still in place at the same capacity as they work pre or have we increased any of those efforts yet it depends on what it is for example um at the elementary counselors and and counseling assistants they were doing um Kochi and then toolbox and then second step and they were going in weekly to every class and because we had a full day they were able to do that right now they're pushing in through Zoom when

086they can or they creating Zoom groups so they might not be getting that specific strategy as frequently however they have expanded what they do with their um structured play for identified groups and and some other things so there's some give and take there I do have to say that many of the counselers counseling assistants are feeling a little bit overwhelmed because of how much they're having to do more to reach out to students but when we talk about some of the things like what the TCMS do the target case managers that's been way expanded that we've really put a lot on their shoulders to build these connections with families to contact families and to bring the information back and then get their Wellness team or their counselors on board to address the specific needs so

087it really depends on what group you're talk talking about and where their um interventions were built into to the day yeah I think that we could probably well and totally disagree with me if I'm wrong um but if we have these targeted interventions at the elementary level that will pay off in dividends in the long run right so we would really want to at the very least expand those programs so I mean would it be appropriate for us to maybe look into to increasing our capacity for our targeted case managers adding more if possible um or more support for them if possible um and uh and uh just the more more people for the or hours for the check-ins you know if they could even do more in person rather than on Zoom I'm just

088kind of babbling here but um I Envision I Envision more adult intervention for our kids on a social emotional basis right right um because kids aren't going to learn it do it's not going to matter how many interventions academic interventions we do if they're not okay you know on the inside so um that's that foundational piece right our social emotional Wellness is the foundation to to our behavior and our academics so if we're not supporting that if we're not putting all of our investment there first then the rest of it's going to kind of you know collapse and not be the biggest you know it won't work to the greatest capacity yeah so social emotional health is a a funny little thing that's within us and for each of us it takes something different to

089build that wealth of social emotional um strength and for some of us it does take people from the outside coming in some of us it just takes getting an A on a test and and so really academics can be a social emotional support applied correctly and these other interventions that go in and Target specific things that we're seeing and what you mentioned at the elementary level really targeting teaching students how to use tools for when they're mad angry how to identify when they're mad angry frustrated anxious and so um I think I do agree Elementary we really need to focus in and give them all the tools we can then because they can carry those on um but I do think that it's the those groups of people that I listed before that are doing

090those things but I really do think our teachers develop a relationship when you think about the 4D assets teachers are one of the groups in that assets you guys are part of those assets for every uh student you know so you have to look at all those assets and how increase assets counselors and TCMS and counseling assistants they can build linkages to other agencies to churches to people like the equity Alliance now we've increased assets now we've increased their real level of support because they can carry those assets with them forever yeah I definitely want to see those um on some kind of spending menu for us to to to talk about how we can increase the capacity in that regard yeah I I think there's a lot of things that can be done I

091think that was the point and so once we have all that and add service Springs together these are the things that can be done to support students and and grow students then bring that to you and and what your priorities are and following the priorities that you have um set aside for us then we'll have a direction to go great thank you so much um I really the rest is they're small things that that's that's probably good I would just encourage us to realize that a lot of these small uh tutoring groups that started uh two weeks ago those interactions are actually very emotionally supportive right especially when they're picking the things for the kids to read and dealing with the kids it's it's a real positive group process successful events that's next help mitigate

092next um painful experiences so yes I I agree with that Mr tennis um I'm glad to see we're focused on suicide as a concern an area of concern um are you aware of any data about what's going on with with suicide with in our student population I mean is there for CH UniFi yeah yes is there an uptick in in suicide ideation um you know admissions to to the hospital regarding you know monitoring or or anything like that that you're aware of okay so the number of students that are going through to um the hospital check in through that manner whether it be Behavioral Health um emergency crisis situations there is a slight uptick um it's it's not quite equal to what the pandemic has done but that uptick for bu county has been um

093steadily going with all of the trauma we we've had and the increase in homelessness since um Dam event that would really was our first little event um and so yes we do have an uptick now do I see it based on what comes across my deck because I'm the one that gets the psychologist the counselors and everyone together whenever there's an emergency of that type um the response teams that I've had to get together is about the same as any other year how we have more students at that teetering point I guess that that would be the analysis right there is that emergency response is about the same as in any year but the number of students that are in that near crisis situation is higher what do you base that on Diane the number

094of um responses we've had to have to behavioral health during crisis and the number of um attemp so in a our population which is what 13,000 10,300 what is it 12,000 so there are more of those kids who have made attempts uh there's a couple more kids that made those attempts but it's some of those kids have had multiple attempts is there any way that we can quantify this is there any data set that we could look at and hold in our hand yeah I haven't asked for that but that's a good point I I can work with Tim and we can get that information through um some of the referral information that's put in I can't give you names or anything like that I can't even give you what schools they're at because it's

095such a small population but I would be able to say districtwide this is what we've had so far I definitely want that information thank you Tom hey there um I have a couple of questions the first is that um we know that schools give students a real sense of identity in place and one of my biggest qualms about the amount of online learning and distance learning we're doing is how to build that sense of community in place do we have anything in place specifically to just make our you know site-based offline students still feel like they're part of the school community I think that's going to be more of a Ted and John question well I can speak to secondary and clubs are active uh we just had I just saw a tweet that came

096out this morning from Chico high school that CSF dues are should be coming in um Athletics is starting to creep forward we do have uh teachers organizing independently just doing it on their own Zoom sessions with students just to get them together and they're offering those opportunities before school um at lunch and after school so it's not just academic intervention it's really the social emotional intervention as well do we have any data on Virtual student participation in clubs is that about the same as the virtual student participation uh you know percentage of the school population or is my guess would be that those students would would be engaging in clubs at a lower rate yeah I don't have any data here in front of me uh I do know that um the Outreach is there

097but you're right you know how can we recruit those kids to be more social because those are the students that were um we're targeting with some of the some of these conversations I think Elementary doesn't have the same kind of um structure as far as clubs and those kinds of things the the example I hear a lot from teachers as I ask what they're doing Lunch Bunch is kind of the fallback a lot of them actually invite their online students and their in-person students to to really have lunch with them on a really daily basis even some of them so they actually are getting every kid in that class together for 20 minutes during lunch letting them chat play games with each other in kind of Google Hangouts and the teacher in there kind of

098monitoring it and kind of see what's going on also with it i' say that's a very typical common experience for most Elementary classes right now thank you um if I may there's one more point I wanted to address which was simply that um at the secondary at the primary level it sounds like we're really working to build in social emotional supports and tools whereas at secondary level uh well I'm very glad that students have the ability to push a button and say hey I'd like some help there are so many students who won't I mean speaking from personal experience I would never have admitted in high school that I need help and I needed help so how do we reach to those kids what do we do in terms of push in or actually uh

099creating some curriculum since we don't really do home rooms about uh well the first step is identification right identifying students or working through different channels looking at different metrics that could um could identify students that might need some more support and then once that identification takes place providing the student specific supports we do have General curriculum for example coincidentally soon um we have a state mandated California youth or healthy youth act curriculum that'll be coming out um positive prevention plus um the key as you've as you've pressed is identifying those students and making sure that they know that there are resources available and I'm going to go back to what Miss Doby said earlier it's really at the secondary level it's all about relationships the students know that a targeted case manager or a counselor

100or a teacher or an instructional Aid or an administrator um or a front office staff person is there to support him or her um and looking at attendance looking at grades looking at um different metrics can identify students yeah I just want to say that educ climber um program that we have kind of puts all that data into one data set for us so if if a student's grade start to all of a sudden fall and all of a sudden their attendance starts to fall it what it does is it'll start tracking that instead of us looking at our council is looking at different things our teachers looking at different things it will put it all together and it starts tracking students for our counselors and our teachers and let them know hey Jimmy's Gres

101or Johnny's grades just started to fall and and by the way he's starting to miss a lot of school lately or we're seeing that he's been alone lately so we educ Climer will start tracking those students at a better track for us um also the Kelvin surveys it'll give them more autonomy and Anonymous to plug hey I need to help and again not just the button on the computer but we all have some surveys that basically addition one or two questions and for them also we just purchased new social emotional curriculum our um one of our the PV librarian what's her name Katie sergeon Katie Sergeant she just came and requested more social emotional curriculum and it's k12 and so she pushed it out first for secondary but then she started meeting with the other

102Elementary Librarians and so they'll be be doing more schoolwide through the counselors and the Librarians to social emotional curriculum again Tom you're you're correct 10 years ago this stuff wasn't out there there's so much more of it now because of the need of our students and even before the pandemic we saw the needs and that's why we got the wellness counselors in because our our students were starting to struggle not just in our district but in the state and Nationwide yeah and I'll add to that Tom and that um we do have screeners that um we do mental health screen it's a real simple for um question survey that's done in person it's not done with everyone because we don't have the capacity to do that we're looking at ways to um um expand that

103but that's all of our athletes and our 10th grade students all get that screener um so we're looking at ways to expand that and keep it within district and then um to your point of when I was in high school or you were in high school we didn't seek that out number one we didn't we didn't have this training we it wasn't part of our life when we started having events in this District it was students that had the most provocative letters about how they want to be able to just go to the website and see that button to push and yes we will look at it and that addition to the back of their ID cards that has all the um resources for suicide prevention and and the phone numbers um that's one thing

104that wasn't in here we thanks to um um and is she here um Erica all of our websites have um the social emotional resources that are accessible to both parents and students and um catapult also has Anonymous reporting and that goes straight to all of us in in ed services and to site administrat to the counselors for them to immediately respond to those so St students are better at that than you or I would have been you know they they are aware and they're aware of their friends needing help and that's part of what all the suicide prevention trainings about too is looking at yourself but also looking at your friends and and helping them I I put myself on the list so I get to I get to I get to talk next um

105when kamla Harris remember her was um our California uh State Attorney General one of the one of the things that she pushed out during her term was statistics on the success rate of students graduating and how you could determine it by looking at their attendance rate between the grades of kindergarten and third grade and what Chico UniFi did after seeing those statistics was about eight years ago I think we brought through our um lcap process um set aside for um getting help at the kindergarten second third first second third grade to um begin to treat what we were were seeing as the impact of missing just one day a month and and finding out what's the cause what can we do about it um and and everything fell into place after that we we are

106one of the highest Aces rates counties in the state um we began to look at programs like restorative justice we began to give toolboxes to our our kids and teachers because of the ins services and things and what we did with our lcap was put those first dollars behind social emotional support and wellness in our kiddos when they were in the grades where they needed the tools to be able to survive and the um outgrowth of that is that our suspension rates went down our attendance rates went up um our student graduation rates continued to go up and as we've seen these successes we have continued to add all of the things you've just laid out here before us tonight and so we I know Kathy and I have both been here long enough to

107see the results of of the the light bulb going off 10 or 12 years ago and and being able to support that and so if if we can continue to look at how can we use some of the dollars like Caitlyn said that are that are here in front of us that it it may be that that we you know we have to be careful because of the one-time dollar issue but th this is where our responsibility is to our families it's it's helping kids survive and the ones that get help um that need it are are soaring I you know just look at some of the um well look at the football player that makes things sore um but no just just being a whole human being and being successful and happy even with

108you know our incredible now rates of homelessness anyway I'm I'm done but thanks to our board that that we and chiku unified are really ahead of the curve in this area there are so many districts I talk to or call and ask about what we're doing or we'll get students that come here with their families and and and they're like you have Elementary counselors no one in the state has that you have targeted case managers across every school no one the board has supported this area um to where we actually had a baseline in place that helped support us through what we're going on now and that's why I do think that while we have an uptick in events of student um attempts and things like that I think it would have been much higher

109had we not already had a baseline of supports prior to any of the natural disasters that were happening four four years ago so okay I'm under the point yes I'm need to ask if the board has any more questions of anyone before we take our speaker yeah just one more um it was on my list I I kind of glazed over it um but uh Mr Lando made a good point and that was reinforced over here which is uh relationships especially at the secondary level because you know as teachers they only see their students for 50 minutes at a time each day those relationships still do build and we definitely have a a good understanding of where our students are at on any given day for the most part um but at the elementary level

110there is more of an opportunity especially right now in this amm model where there's less students in the classroom for that those connections to be made and the the identification of those needs uh a little bit more expeditiously at the elementary level where I'm going with this is if there is any kind of um consideration being given I don't think that it would be possible to do it this year it'd be too big of a a change not really a change but yeah I guess it'd be a change but to look into um some kind of uh program like Inspire does or Mar Junior hi does with like some kind of advisory class which is you know an adult to check in with it's like home room but it would be for social emotional stuff

111and for you know culture building on campus stuff you know the fun activities that that we do um you know even if it was just 30 minutes a day to check in where that teacher knows that that's their kids and and sometimes they're challenging but sometimes you get to do fun stuff with them too you know um just something to to consider maybe for next year um to provide that opportunity like you said they don't have the time to necessarily check in because they're always in classes and you don't want to necessarily pull them out of their classes and Miss academic time so maybe if we were able to build in like a 30 minute block um and maybe reach out to inspire in Marsh and see how they do it um and and kind

112of explore that as an option for that relationship building peace at the secondary level you must been a fly in the wall and our red Services meeting because this is exactly the type of things that we've been talking about over the past couple months is is how can we adjust schedules and I know John's been toying with some ideas it's not simple of saying here here's the schedule we're going to do it lot negotiations they have to go on with it we did it at Marsh so I I to totally understand like the how complex the process is but if we get that conversation going soon you know and and try to see how that looks or maybe you know each site figures out how it works for them um we could have something in

113place we we have been actually looking at schedules and it was built on some of the schedules that have been used in the past and the good news with these kinds of schedules is they can be sight by sight they don't require a 5year full membership vote they could be a waiver again I don't want to get into the negotiation process here but um what's exciting about it is those conversations have started with teachers and because we all know that if we do build something like that in it's going to take away some of the instructional time going back to your point earlier instructional time won't matter if those kids don't feel like they're supported so those conversations um have been happening we have uh three or four schedules that have been discussed with teachers

114and we'll see where it goes so Mr Robinson before we go to our speaker we have like three more slides for our last backpack which is behavioral supports okay uh let's do that and uh then take a uh a quick break and we'll let our speaker know that we'll be back to them or do you want to board would you like to take the speaker first after or before we take our break okay we'll finish our slides take our speaker and then take a short break Smith Kean you're up no pressure here I am I think we can all agree about the enormity and importance about this presentation tonight so thank you the third piece of our Equity based mtss framework lies in behavioral supports and behavioral supports currently in place are uh referrals that

115we've got on emotional issues lack of participation perhaps with students issues at home behaviors in classes Etc there's also in person and at school counseling interventions that Diane mentioned mentioned a little bit ago we do have School site PBIS teams continuing to meet and PBIS is yes another acronym it stands for positive behavioral interventions and supports and it's a great framework um that helps provide supports for students on a positive and not punitive note for Behavior some sites are fully implementing PBIS including teaching behavioral lessons rewarding students and reteaching curriculum over the last uh a handful of years for PBIS it has grown and I've seen it grow it started with our elementaries it grew into our Junior highs and it had just moved up to our high schools last year which was very exciting

116we have had the support of Chico Junior High School assistant principal Jessica Capen to assist the growth of PBIS among our schools she has come to us with quite a bit of knowledge of PBIS so she's a wonderful support to have and in fact I believe two of our elementary schools Chapman and little Chico Creek in past year years have been recognized and acknowledged for um their PBIS programs in the state so it is something that we uh really really believe in and support here in our district and have seen results uh continued supports that we have our home visits for families needing support oftentimes that's our targeted case manager an administrator and such and um you've heard it before we're going to continue with the development of the the equity Alliance cohorts on each

117site as well for planning coming back uh that will be pivotal and it's already happening on campuses I understand we know that when our students are welcomed back in as Traditional School we know it will be um it will be different we know that there's been a lot of time that our kids have been off campus and we know that that will have to be reinforced specifically the the fundamentals of PBIS will be reinforced with our kids to uh experience a full day return successfully schools sites are planning for lunch and recess protocols with that um PBIS model for that unstructured time which can be oftentimes be be tough for students and uh which was mentioned here again to expand our Equity Alliance to include one cohort on each site for the next school year

118three slides done question any questions on that okay uh Caitlyn yes I don't actually have a question necessarily but I just wanted to uh put this plug in here that behavioral supports the positive ones are really great and uh that's another piece that gets supported by social emotional health yeah absolutely they go hand in hand so it is really exciting as as a site principal involved with a school that was heavily immersed in PBIS the PBIS team meetings were very very wonderful to attend uh because so much was considered in those meetings it took in all kinds of reasonings of um of what was happening with students behaviors and I learned a lot I know when I was there and I know our staff continues to learn a lot with that okay we have one

119uh speaker request um Jeffrey Martin yes so call him now okay great uh thank you so much for having me back so soon I would like to thank uh the presenters that just presented all that wonderful uh information um to help our uh that's going to help our kids here in the school district they've had a rough couple of years and they need this kind of program probably more than ever I also wanted to thank uh Miss Dolby for clarifying the conundrum that the teachers are in due to the board's uh terrible decision to stay in the ampn model with the split day they are actually working harder to get worse results and their Public Image is being ruined with the perception of the public that the teachers are not doing a good job I'm

120sure this is causing emotional harm to the teachers as well so the kids are suffering the teachers are suffering and there's no and on the district is spending more money for the same results and there's no data to support not going back to fulltime due to covid but the board still refuses to vote to go back to full time in person learning the board is in total control to improve the morale of our entire Community what are you going to do please go to full-time in-person learning let them play sports let them play football the city of Chico needs each other right now and you guys are in control please consider the power and magnitude of your guys's position on our community thank you okay um board will take a 10-minute break and return at

121at 854 oh SE oh okay 754 no I'm I'm beginning to feel a little dizzy I think from my my shot we are now at uh 8.1.2 information child supervision during the 20221 school year Mr marshan is this also your yeah I'm going to pass it off here to miss Keane here in a second Mr Vincent's giving it up for us okay all right you ready P I am all right hello again I am here to present um some information on our child supervision programs that we currently have running in the district so a little background information here for you Chico Unified and card have enjoyed a longstanding collaborative and positive relationship Uh Kevin alluded to that a little bit earlier tonight when he talked about our facilities but we've also had that collaboration in

122our um after school programs with card for many years and the purpose of those after school programs and there are two are Chico Unified Grant funded after school program and the card after school program the the purpose of those is to provide enrichment and supervision to Chico Unified students during the after school hours until 6 pm on school days so that is traditionally what they've always what they've always been about I do have on the zoom with me tonight uh two of my I I could call them both my right arms because they are equally as uh supportive and fantastic to help make these programs run I've got Stephanie pile on from card she's the recreation supervisor there at card and Ken qua who is here at Chico Unified a teacher on special assignment in

123our expanded learning program so they are on board tonight at the on the zoom uh for answer to any questions you might have so welcome to those two ladies a little bit more information here is we approached last year on uh June 29th of 2020 Governor Nome approved Senate Bill 98 which I have been here talking about before this uh earlier this year and it provided part of that bill provided the CDE to wave sections uh relating to program hours of operation grant reductions due to attendance and pupil to staff ratio requirements for our before and after school programs we call those expanded learning programs in in the CDE Senate Bill 98 also states that CDA CDE May wave the following Provisions relating to before and after school programs during the 2021 school year to

124provide the needed flexibility to serve pupils during the covid-19 pandemic so that is how we um were able to have the waivers on our time so I just want to make sure everybody kind of knew that background information of what the programs typically are and then how they're uh shifting here Mr tennis I apologize can you go back to that last slide sure um the what were the waivers what are the specific Provisions that were waved by S sp98 uh the program hours operation could shift from the traditional after school until 6:00 p.m. uh Grant reductions due to attendance so the attendance uh procedures that we typically have in place they uh waved parts of those and then the pupil to staff ratio so it used to be that you had to go you had

125to basically show up for the grant funded after school programs yes I'll talk a little bit about that as we go through it yeah card and the grant funded are a little different in that regard be sure to mention with the grant funded if the the rules have changed about how often you need to be there participating in order to be continue to be eligible sure thanks so in a typical year uh we have some information here that was put together in conjunction with Ken and Stephanie from card so I I appreciate their help to make sure we had this running as smoothly as possible it's a lot of information to take in so forgive me if I'm going too fast with this uh and please ask questions along the way because like I said

126there's a lot of information about these programs so traditionally preco we have locations um for our grant funded after school program so that I'll talk a little bit more about that as we go on here so again stay with me with the locations two Junior Highs are included and Fairview uh the hours typically run as I said from after school until 6 pm on school days Elementary uh we have first through fifth grades in our grant funded sites we do not have kindergarten that's one note card does as you will see Junior highs of course sixth through e8th grades and then Fairview 9th through 12th so there is no cost to families in that Grant funded program attendance requirements are uh in place to ensure the program is fully used the enrollment cap cap for

127the grant funded sites is 89 students per elementary site 140 for junior high and 110 for Fairview totally 9 24 kids again focusing just on the grant funded sites in that time that we have the kids after school we uh have physical activities homework help enrichment activities and snack does come in provided by nutrition services the programs are run by a credential cusd teachers and staffed by card Recreation leaders and the actual name of the grant we call it aces but it stands for after school education and safety program um back to that last slide Please Mr Shephard enrollment cap is 89 students per elementary site 140 for junior high and 110 for Fairview totaling 924 kids that doesn't mean there's 924 kids participating in the program now though this is an at typical year

128I'm giving you kind of some background information because it helps shape where we are now because it's a it's it's shifted due to sb98 yeah uh on this slide we list the allocations from the grant that we get per level there and I will mention that these are extremely competitive grants uh these were all set in place and established far before I came into the picture in this role and I know that um we are very lucky we we continue to try to add more schools with grants to this and Liz does a fabulous job every year because we always ask her to write but we do not get them so uh it is extremely extremely competitive to secure these grants so we're fortunate for what we do have so typically again in a typical

129school year card also offers at uh the other Elementary sites they're listed there they run the same hours that we do they do include kindergarteners uh with their students but they do not serve the junior high or Fair viiew it is a a fee based program and the attendance requirement is not there as it is for our grant-funded uh sites enrollment for the card programs is typically based on school space availability and parent interest at the sites and they also include Recreation and homework help they are staffed by card employees and those programs serve in a typical year pre-o approximately 800 students so typically we serve, 1700 students every day after school between the two programs and that has been in existence for for quite a long time as I've mentioned so moving into 2021

130starting in August when we were all uh doing online learning we did have to um we there were a couple things that we needed to do to have our teachers come back to teaching in their classroom and also uh to work with the provision that Governor Nome included to help serve our students most at risk the program shifted a little bit so the programs ran from 7:30 to 3:00 this is an example of that wave of the time and they were programs were open to Children of cusd employees as as I mentioned as teachers and staff were back to work and targeted students at no cost to families they uh programs were funded by our Aces Grant and Car Act Mon's totaling approximately $15,000 a month continuing on here they were served at 12 Elementary

131School excuse me Mr tennis has a question thank you madam president um so how many students in each of these categories and this is not in typical year now this is presently right correct so um so during the online portion that I'm talking about right now we had approximately 500 and those were between our what we call our workday child supervision which are Chico Unified staff uh students are are at risk students and then cards paid students so this is between this is in distance learning August 17th through October 16th correct um what was unique about that that time period that was when school started basically School began but we were all online Okay so the programs did provide supervision during the synchronous time of learning and the asynchronous time that was when we had

132both of those going on and they were coordinated by our after school uh coordinators who are credential teachers and staffed by our classified staff members and card employees this is where we started to really work together with card even more so than we do normally uh cards programs mirrored what we were doing here but they had 7:30 to 5:30 they uh they were fee based and their enrollment was open to the chico Community those are the 132 kids that I had mentioned uh they were located at four schools and again same kind of thing provided supervision during synchronous and asynchronous learning as well as after school time and staffed by card employees any questions on that before I move to the AM PM okay so amm as we know started October 19th and we are

133running it currently today I can't mention enough the appreciation that uh I've had working with Stephanie pile and the card crew uh it truly has been a collaborative effort in a lot of ways so we do uh we did have to shift to how we would continue this program with an amm model uh that provided lots of different things to consider what students were am students what students were PM students and the different programs that the schools offered so um am supervision and again I apologize I know this is a lot of information coming your way 7:30 until the start of their PM School PM supervision is the end of am school until the end of the school day and we have a third cat category for uh parents that would like their kids to

134stay after school until 5:30 and that is fee based so um C USD employees and targeted students again are there Tina excuse me Mr tennis has a question yes the fee based um for Cho unified staff what does what are we providing uh as far as the money yeah and then the time time frame do they do they go till 6m the we our money pays for them with our money the cares Act and the after school program Aces Grant pays from that 7:30 to 3:30 and then then because that covers the working time and school time and then if parents are in need we only have a couple of our uh classified staff who utilize the after hours because they uh work until 4:30 5 o' yep okay uh again we use our ases

135grant funding and our uh cares act money to augment it uh so approximately $15,000 a month and uh this is so that's been a consistent through August uh the students that are that were in the program from the beginning are still there as a fee based uh piece these are happening at 12 elementary schools three Junior highs and Fairview Fairview does have a focus on credit recovery there and they're staffed by our after school program coordinators who are credential teachers and card employees so in a nutshell that is the program uh kind of an overview again from what it typically is during a a year that is not uh a pandemic year and how uh we have shifted to accommodate the best that we can um as we've gone through the the the co year

136thank you Tom thanks um I have a couple of questions all centering on the same theme which is how can we expand these programs we've heard a lot both from the community at large about the trouble that AMPM causes to uh people who are used to having their students uh safe and supervised during the school day and also specifically from uh Eno Medical Center uh and I know they work some different hours they often have a shift at ends around 700 p.m. is my understanding so I'd like uh to know if we've given any thought to how we can work with uh our partners at card or other agencies to expand these hold on are we looking to expand for inlow or are we looking to expand um for other essential working groups in our

137community um we're looking to expand as much as possible I just know that since Eno has been mentioned it would be interesting to see if there is either interest or ability to provide some alternate time structures or some extended time um but in general I'm looking simply to expand to alleviate the concern and the need that many of in our community have for a safe place for their kids to be uh during the school day yeah certainly I I understand the the biggest constraint we have is our um our ability to house these programs because teachers are in their classrooms here is a an example of a difference between a typical after school program during a typical year and now teachers are generally out of their classrooms at the end of the day or even

138if they're there working they leave while the kids are there so a lot of schools Implement their classroom space for the after school programs typically with this um with the this model that we're in we don't have that so we've had to look at alternative spaces on campus so that whittles down the number there uh we also have been um and rightly so have followed all of the safety precautions and guidelines of the six- foot distancing so that has limited space even further further it's kind of winnowed things down I put out a call to the principles over and over you know scour your campuses see what we've got let's turn everything over here but uh it is tricky because so many places are in use albeit a little different use now but they are

139in use on campuses so that's been uh that's been a hurdle for sure is there a I'm sorry is there a potential to use non Chico Unified spaces if we found a willing partner who had spaces we could use I don't know the ramifications that come with that to be perfectly honest um as we are not child care providers because those are licensed for different um purposes as we know you know I I have been used to the grant world of um what's it what exists on our campuses and the liability that comes with that and all of those those pieces so to go outside of that I wouldn't have good answers for you because I I haven't explored that part of of um the world yet with this yeah thank you Mr Tannis wouldn't

140there be huge Transportation issues to go somewhere else I imagine there would be quite a few issues um just in thinking about how our programs are built based on on Grant um parameters that that we have to um follow I can't imagine there wouldn't be a lot of thought and planning of course um offsite as well Mr tennis thank you um can we click on the the at risk subset for a a moment how many of those students are there right now currently they actually have um flip-flopped I just heard from a g in my office today that they have um there are now more of our targeted student populations that are able to be on campus during these programs than the uh workday child supervision divion so the numbers are pushed together and um

141total yeah they're pushed I don't have an answer separated out we've we've pulled them together but mostly because of funding um but there are a total of um card has a total of together do you have any uh uh from the hip assessment you said that they'd flip-flopped there's more what do you call them targeted or at risk or um you know we've referred to them in both ways and I probably have referred to them in both ways tonight so I apologize for that confusion they are our at risk group there are students um who might be homeless Foster youth or at risk um that the principles and targeted case managers happen to know specifically on a site are in an unsafe situation that this would provide some help and assistance is is there a

142way that a family can currently apply for that I mean is there is there a application they can fill out right now or or anything like that that we should be advertising I mean I I've had Communications with card a little bit about this and it seems that um if the demand is there there's a there's a staffing limitation in addition to the the the the space question and and and if you if you only have this much demand you know if you have this much demand but you only have Staffing for for that equal amount you have to kind of have a little surge of demand in order to be able to hire extra staff you know it's kind of like one of these interactive sort of Statistics so here's what it does get

143a little tricky um because in the elementary schools we have the middle section of the day uh which is kind of an overlap so we actually have double not double we would have the AM and PM students together for the middle part of the the day that we have to house so although during the AM and PM child supervision times the number is a a certain number during the middle we have to have space for all of those kids together because they're still there eating lunch before they go home and different things like that um and or are still there for the supervision I guess I should say is a better way to say that so again follow follow me here that it it uh we have to have a certain number that houses that

144middle balloon number kind of that bubble number in the center additionally a challenge has been students um pick a certain AM or PM their families because one works better for the other because of the situation that the school program has um friends family different things like that so the numbers unfortunately it's not a cut and dried even number of AM and PM students it is it lead leans on um heavily dependent on the school actually and the program that is running that is running there so there are a lot of um math factors for lack of a a better way of saying a lot of numbers that we're trying to um fit together with the space with the Staffing and that's where it gets tricky thank you yeah I hope you could follow that it's

145it is very difficult to follow for the most part I do um yeah we know how I feel about the current schedule that's causing a lot of these problems um and what I think we should do about it um I mean I I can't help but notice that we're serving something like 500 students total with um with all of this should be serving you know the entire student population of U you know 1300 it's just that's my view any other questions and at any time I'm I'm happy to talk more about the programs U typically now um just give me a ring okay board um this is an information only item do we have any uh requests for comment we do not have public comment on this item public comment thank you okay we will

146move into um information on comprehensive support and Improvement CSI form is Tina are you oh okay it's me again okay you're wearing dark clothing so it's hard for me to see whether you're there or not I'm sorry I am here yes I am here to uh just present informational only to you and kind of give you an update on what we call comprehensive support and Improvement or CSI we have a school at Cal the center for Alternative Learning um for two years that has uh qualified to be part of CSI due to the California dashboard indicator for um chronic absenteeism uh C is a tricky program to to keep monitoring because kids come in and out of that program so you're not U working with the same group of students and um pieces that come

147as far as intervention and supports for those kids that are that are consistent for same kids now that said Andrew Maul uh who is also on the on the line if we have any questions has done a tremendous job with this program and he and I both were actually excited to get uh approximately $170,000 a year from the state for him to help uh his program support our students to improve their absent or pardon to improve their attendance rates while at Cal so this report again it does not need any action on your part we do present it to um our our colleagues over at bcoe they look over it and and uh ask us any questions and make sure that we have all of our pieces that we need to have in place for

148compliance but this does give you a quick overview Andrew does have um Counseling in place he's got uh he's he's a great outside of the box thinker on ways positive ways to um engage kids and get them here at school so he continues to work on that and uh continues to talk with his site counsel about what's happening and communicate with families moving forward um on that end so this again just information for you and any questions you have now or later you you're welcome to give me or Andrew a call um Tina and Andrew hi Andrew um on this um program and and the application and approval for the grant are there statistics on whether or not your interventions are having a difference I like you said the the Cal kids are hard to

149follow because they're in and out um sometimes so quickly but do we have any statistics that are showing how good good question how the state runs that is they look at the dashboard indicator so uh interestingly with timing of course this happened during the uh 2018 Dash board as we all know we did not have a dashboard and any indicators last year so we didn't have a way according to the state to measure on how we were doing with that this year uh we will have a little bit more is my understanding as far as some indicators so that will that's primarily what the state looks at any other board questions okay thank you Tina thank you do we have any public uh requests for input thank you do not have any okay oops X

150didn't Mark the Spot okay on number four or number 8.4 discussion action approval of the new board policy oh Caitlyn yes ma'am Miss I'm sorry I've been taking a really long time to process this because I I was trying to follow along Tina's first presentation um and just I I would like to see just a table that says the number of students served preco and during this like amm model under each funding source and the after school program I can't figure it out through the slides in like your presentation does that make sense like sure and then the total number of students again a reminder of the total number of students in the district just for like percentages sake I just for some reason I can't wrap my head around it and I couldn't catch

151all the numbers and I can't find it in the presentation it's okay there's a lot of information to it and I apologize I I know for throwing a lot of information that on a daily basis I kind of just roll around with but uh I I do understand that so I'm happy to um get that together and pass it on to Kelly to give to all of you yeah I just want to make sure that it's like very clearly laid out on the record for everybody to take a look at and do we have that information easily available Tina we do okay okay thank you you're welcome okay okay um we are now on uh 8 or 8.1.4 um and this is the discussion approval for board policy 61721 uh that we um tabled last

152meeting it's the concurrent enrollment in college classes correct thank you this is just this is the second reading so my understanding is it is an action item and this is just expanding our opport opportunities uh to provide various again opportunities for eligible District students uh to enroll concurrently in courses offered at post postsecondary institutions and these this board policy would work hand inand with um current board policy 614 6.1 and 614 6.11 and the ARs that are associated with it this is a brandy correct Mr yes correct so uh I was really excited that a you pulled it and B it comes back like this so one do I think of the because of the parents who are very worried about their um High performing kids uh getting access to courses that we haven't been

153able to do at Oakbridge then that's been a really good I mean a really major concern for them but I'm just absolutely tantalized by the approval of concurrent enrollment right there where it says any age or grade level yes so if we have a genius I don't know Caitlyn or whatever we have a genius kid at 11 we can con oh that is hot stuff we do have fifth graders that are excited about accelerating all right that's incredible thank you very much okay this is an action item I need a motion oh I move this one I need a second for thank you the uh motion was uh moved by Dr Kaiser seconded by Miss Doby um Mr tennis under discussion yes please thanks fundamentally what is different between this policy and what we had

154before this we didn't have them before no policy because I'm I happen I I I was one of those genius kids actually I attended a college course when I was in Chico hyp so I wonder how that came together so this is different than just taking a college course this is a course that is concurrently offered through a Junior College Community College and Chico Unified so it wouldn't be just going out to BU college and taking a math class when we move when we if this is approved and you move to the next item you'll see and Kristen laau is also on the zoom I believe to if there are any specific questions about the differences between dual enrollment let's say and concurrent enrollment um but we do have do have opportunities for our students

155that would be improved by the passage of this policy um I know you're all dying to know what it was it was a drama class that I took in college no uh this is in addition to uh like college connection um with but and we we did have uh Chico State classes that um especially our Chico high students in the math and sciences programs did I'm searching for the name of the program um there is a program that is um supported by the by the forest service that is focusing on um creating more opportunities for uh bipox students in stem classes so that's one example of a support structure that this would um expand thank you um we're ready for vote all those in favor of Passage of new board policy 617 2.1 in favor

156I I I it's unanimous thank you board okay College and Career access Pathways y so this is a specific agreement with bu college to continue some of the services that would now be expanded by this um this concurrent enrollment and we've been working with uh two of The Bu College uh support staff to identify um expanded opportunities because some of the limitations for example um some of the specifications for uh previously adopted not by Chico Unified but by other governing organizations criteria for teachers to be able to offer these included things like master's degrees or do degrees and now that um we've established a stronger relationship with bu College we have the opportunity for our teachers to work with bu College staff and um continue to expand our opportunities for kids thank you any questions

157uh Miss Dolby yeah can can you help me understand more how this looks because I know uh superintendent Staley just said that it's not these aren't just kids going to take a class at college but then I'm so I'm kind of having trouble wrapping my head around what it is so if it's opportunities for CTE growth which is amazing I'm a huge fan of like expanding our CTE opportunities for kids um do is the program coming to them at the school site are they getting bust out to View College it's on the school sites correct okay and and it could be any school site it can be well there's some there are some limitations and that's why I referenced the uh board policy and ARS that are associated with a concurrent enrollment because there are

158some criteria um it's not just you know any any comers on any site um we want to make sure we stick to to you know current board policy Kristen low do you want to give us an example of what this could look like specifically at one of our school sites and it actually could be taught and in fact when we were having previous conversations about it it was to be taught on the high school campus yeah so um can you can you hear me thanks Kristen yep okay perfect so just to to make this as simple as possible because it's not totally simple there are three different types of ways that students can achieve College college credit one of them is articulation and our CTE classes Caitlyn I know you mentioned CTE our CTE classes

159have a ton of articulation in the Capstone classes and that means that kids get college credit um on a but College transcript but it's not as transfer a because it shows up as something called an articulation and doesn't require quite as much alignment between the high school class and the college class on the um on the course outline then the next level and what John is talking about is dual enrollment and that's what the CCAP agreement allows us to do dual enrollment means that these are dedicated classes taught by our instructors our instructors meet but College's minimum qualifications which are being adjusted because not a lot of before when master's degrees in the content areas were required it was harder for our our teachers to meet that requirement and so we had to do a

160lot of articulation now um dual enrollment it looks like it's going to be um more accessible because they have changed some of the dual enrollment requirements in various departments and so that's what we're working on right now is connecting teachers with but College departments to figure out where the possibilities lie um and then the other type of credit you were talking about previously was concurrent enrollment and those are more open classes for example where kids are truly taking a but College course whereas the dual enrollment they're closed it's just our students with our instructor teaching a course that is will show up as a be College course on a transcript though not open to the public that's the major difference is we have our kids with our teachers rather than having older older students students

161in with our kids awesome thank you so much for the clarification um I was just also part of my question or reasoning for my question was to ensure that there's no um accessibility constraints if that makes sense but it doesn't sound like there will be there won't be I can I mean if you want me to expand on that John I can or if you feel like that's good um no I appreciate the the simplistic um as best you could the description that the emphasis here is on expanding opportun ities for all kids um regardless of of grade and and achievement level and Caitlyn I I I hear what you're asking you're wondering well you know what if these duel and rolled classes perhaps they're going to be of a higher rigor because they are

162dual and rolled dispute it's possible for an instructor one of our instructors say at Chico High School to teach a dual enrolled course but not all students will be dual enrolled because if if a if an instructor consense that a student maybe is isn't going to meet the qualifications necessary like the final exam in the course the instructor can drop the student meaning the students that you know are ready can have the dual enrollment course college credit and the others would just have regular High School Credit in the same class and just to just to clarify the student will be dropped from The Bu College roster but not from the Chico Unified roster is um one of the the reasons why it's a closed kind of situation is if if you were to open it

163then uh students over the age of 19 would be able to enroll on a high school campus I think uh Inspire ran into that problem when they were trying to do um du dual enrollment so that's why it's closed to just our our high school kids as someone from the outside could not just walk onto our campus and enroll in the class you got it Miss Dolby um so my other question is is this any way possible to um disrupt the AP programs is it like going to be a conflict with ap programs or is it kind of to bolster that or go along with it I know for some of like the more academic classes it could go all kinds of ways I think one of the um the unique I keep using that

164word one of the unique components here is might be able to offer more of a level courses um instead of just the AP offerings that we have now and that would be that'd be exciting for our kids yeah and to add actually I'm just I'm like getting excited and I'm thinking more about this what's also really awesome is that the the college credit wouldn't be limited to getting a score on a test it's actually up to our teachers to to be able to provide that so that's really really cool thanks for clarifying all that well I'd like to move this one I think it's a fantastic opportunity Point one.5 thank you I would like a second is so that's okay Mr President thank you I have a motion by Dr Kaiser is second by Mr

165landow any further discussion do we have any discussion from the public requested no public comment on this item thank you okay board all those in favor signify by saying I I passes unanimously thank you Madame President I have a a question about a point of order yes um I noticed that on our agenda that um item 8.1.1 which was our mitigating the impacts of covid on learning uh was a discussion and action item but there was no uh request for a mo a motion um I didn't know if we missed that or if I just missed that um or if that's an issue to address or just move on with our our night no that's okay hold on let me find find it um because I know exactly what you're asking so on discussion action

166we don't have to take action but if uh it is listed so that if there is a desired action that the board wants to take the board has the ability to do that to do that thank you we kind of just moved past that we went on a break and then we we just didn't we came back on the next item instead of there even being a request for a motion um so I I I don't necessarily I'm not necessarily saying I had a motion to put on there I could have but I could also bring it up in our actions for next board meeting um so um it's not it's not an issue I just wanted to make sure I didn't miss something and yeah just make sure that we're we're always hitting that

167point just for you to I'm I'm working really hard on raising my hand and waiting for you to prompt us and trying not to cut anybody off anymore because I get so excited so um anyway I just wanted to make sure I didn't miss a step yeah uh I I absolutely hear what you're saying I was um listening during the dis discussion to see if there was um something that a board member was requesting that was something Beyond um what just uh you know getting the information look at the stuff and and we did direct I think the district to um bring some of the things that were highlighted as specific interests of board members to us when we look at the April um Madam superintendent we have a a look at next year and

168continuing stuff for is it the April 2 April 21st board meeting and so I saw that everything would huh would would fit nicely in there had I heard something that you know needed an action I would have definitely pointed it out but it like the superintendent said it's listed that way so if we have to take an action to accomplish what we're speaking to then it's there okay thank you okay we're on 82 one p jny oh here we are architect thank you I bet you Julie Kell's out there somewhere in the in space good evening can you hear me yes ma'am hello hello uh thank you for the opportunity to address you tonight um going to switch gears a little bit it's been super um interesting to hear all of the information put together

169by our ed services department uh tonight just an incredible amount of information thank you um we're going to talk now about master plan project at mcmah Elementary School we are very excited uh to get started on this project um if I can get John to pull up the slide here there you go first I want to talk a little bit about why mcmanis so mcmanis Elementary School was moved into um the prioritization that it is in for a number of reasons um one of the big reasons is to accommodate growth de developmental growth in the northern part of our town um as you know there's a lot of housing going on in the Emma Wilson Shasta um marold boundaries and we would like to make improvements to mcmanis elementary school in order to create an

170attractive um school that some of the growth may want to to go to to help us crowd you know with any overcrowding issues that we might face in the future um mcmanis is a little bit underutilized site if you look at our demographic analysis a lot of students that live in the boundary of mcmanis choose to go to other schools and we want to make mcmanis a fantastic looking school it's already a fantastic school but a fantastic looking school that is um attractive well planned campus so it attracts that growth um if there's any questions at any time please just uh stop me and I'll answer them so we're going to move on to the next um page which shows the existing campus in a small drawing on the left hand side of the screen

171so this shows uh what the campus looks like right now and you'll notice a lot of little blue boxes and those are all portable classroom buildings and it will be our goal to replace all of those portable classroom buildings with permanent construction and if you look over to the larger drawing on the right this is a conceptual plan that was developed by our Master planners and we may not end up exactly with this plan as we move forward um the first steps we'll take will be to meet with the the user groups at the school the parents the teachers and the staff to find out what their needs are so this is a concept and it could change as we go through the process but what you're looking at here in the upper area the

172buildings that are labeled S as in Sam will be a new kindergarten complex so it will be off of East Avenue tucked up into the heart of the campus with its own um small parking area for kindergarten parents to park and walk their children in which we know is is very important the r building will be a new multi-purpose the Q building will be a new Administration Julie could you identify those buildings by color from where we are here we can't read the um letter designations oh yes of course thank you for letting me know that um the r building is the one of the orange ones that's right in the center of what you're looking at right now just adjacent to the parking lot and the que building is lower and to the right

173side those two buildings will be the new front of mcmanis Elementary School we're going to reorient the campus so it faces North Avenue instead of East Avenue when this school was initially constructed East Avenue was a two-lane smaller um Street and as you all know it's a very very congested and fast-moving street now um we would not face an elementary school to it um the way it is now and it it causes quite a few issues um as you if you read through the master plan you'll understand what some of those issues are um if you can scroll down just a little bit John so the yellow buildings are existing permanent classroom buildings and those will be modernized as part of the project the purple A1 uh portion of the building that you see is

174the current multi-purpose and it will be repurposed into a new library facility and then B1 which is over to the right will be a new edition so there'll be new classrooms that will be added to the campus we will not be expanding this campus and making it larger it is a pretty large CL um school already and we just want to uh fill it up modernize it make it attractive and safe for our students are there any questions on the Master Plan before I go on nope doesn't look like it okay so back in 2018 the Board of Education approved a pool of architectural firms for our master plan projects the pool includes rainforth grow Architects Who provided designs for marsh Junior High um the Fairview High School construction Technology Building marold ENT Elementary School

175and LMA Vista DLR group uh provided designs for the chico High two-story classroom building Neil da Elementary School and Emma Wilson Darden architects developed this facility's master plan and design improvements for the uh new science building at Chico Junior High School as well as the modernization of Chico Junior High School and then lastly is lionakis architects who designed the modernization at Bidwell Junior High and our Shasta Elementary School Expansion Project each of these firms have performed very well for the district in the past and have helped us to provide beautiful safe and functional school facilities for our community so our goal when we're selecting architect for mcmanis was really to select a firm that we felt best fits the school community and that and their approach to the school and the process that they're going

176to go through um we did eliminate rainforth growl from the running for mcmanis simply because they're very busy for the school district now they have have five projects at Pleasant Valley high school and they're also working on Inspire School of Arts and Sciences at Canyon View um we asked a number of questions of the um Architects when we performed the interviews last Thursday and it was very difficult to decide um who of these firms we would recommend to the board this evening however the voted 3 to one uh finally for lion OAS Architects um some of the key points was that Lono has brought covid friendly technology into the conversation one of our questions was specifically about how is co changed your process and they had a polling system that they pulled up and rapidly

177gathered information from us the interviewers um during our meeting and it was a very useful tool for them to have have brought forward they also brought on a cultural Anthropologist onto their team um which we felt was really important that they recognize and understand the culture at mcmanis and then um they also brought forward a really clever phasing plan for us to consider about how we will um how students while undergoing a construction project at the same time uh so we are requesting tonight that the board select lion OAS as the architect for mcmanis and authorized staff to enter into an initial programming agreement for $400,000 to put together a conceptual plan that we will then bring back to the board uh for new board members it's um important for me to note that we

178do check in with the board at every step in this process and we also invite the board members to participate in in the programming efforts at each school so that they can be informed of of what we're hearing from the students and the staff and the parents uh so I'll open it up for any questions and comments I also want to mention that Chris Weaver is with us tonight he's the principal from mcmanis and he can share his experience with the interviews as well thank you than thank you Julie um uh I I would like Chris Weaver to weigh in at this point um Chris during our deliberations one of the things you walked through that I was very supportive of is the process that you envisioned to bring in uh involvement from our uh

179non-english speaking parents and one of the things that I thought was very enlightening for me was that we don't get a lot of communication from those families because culturally it's not a level of involvement that they Envision having with their schools and the work that you've done to pull them in to let them know that yes we do want your input on how the school's going to look was um was was very enlightening for me so if you could just briefly walk through what you have planned already with involving your parent community in this process yes absolutely thank you so currently mcmanis um is working with a cultural Anthropologist um and we're in the process of doing a critical ethnography which is essentially a social inquiry from the inside out and um one of the

180auditable components or heart pains was exactly what you talked about just kind of um just getting more family and Community involvement at mcmanis we definitely have a lot um but we want to make sure that we're emphasizing um folks who are not primary um English speakers so in working with the the cultural Anthropologist at mcmanis with our um School Equity accountability team we're we're composing an action plan to you know seek out strategies to really increase the involvement thank you um Julie do we um we have any more information that you'd like to uh oh I know uh the um we're in phase four with this project do we have a um a timeline for um the plans and getting this uh uh shovel ready yes great question eileene it's really good timing um it

181being February that we're getting started on architect selection that means that we will have adequate amount of time to have our programming meetings with staff before they break for summer and we will get uh right into design after we bring forward a conceptual um plan to the board uh likely in late June and then we can get started on drawings um it usually takes about a year for planning and programming so that would set us up so that we could begin construction U summer of 22 thank you Bard do you have any any questions I have a question for Chris Chris can you tell us a little bit more about your cultural Anthropologist how did you find them um are they going to continue the work with the architect so the cultural Anthropologist that we're

182currently working with he's a professor at Chico State and he's also the men's soccer coach uh Dr Felipe ER Restrepo um somebody I've known for quite a quite a while and um he's actually been involved with mcmanis in the past um bringing soccer players over you know interacting with the kiddos here so he knows the he knows the the culture here as well um you know in response to the district-wide staff development where we were talking about racial bias and Equity um quick action was taken in mcmanis a lot of folks here wanted to do something and so we formed the equity accountability team and then um later on got some um some guidance from Dr Restrepo and um so I'm excited to work with the accountability team here at mcmanis Dr rreo and also

183Aaron from lonus who's the cultural Anthropologist um to truly just respond um to the the equity issues the physical building um and how it responds to the access for our our students and families great thank you Chris I think Chris you're supposed to yell goal after that thank you board um uh we are ready for a motion if anyone uh yes Miss Doby I'd like to move this would be moving approval of lion OAS as the um yes thank you I was going to clarify that on my motion okay is um I wanted to add too just that um I looked into all of the choices and this was my first choice uh simply based on the their sustainability um practices as well so I was really excited to see that on the Forefront of

184their information that was available online when I looked into it so looking forward to that piece as well is there a second oh thank you Dr Kaiser I'm yes ready now to check to see if we have any comments Kevin uh just two points uh the board will start to see uh in the next couple months some activity related to our next Bond sale uh measure K so just to point out that we'll have enough cash to make sure we can pay for all of this uh and then the second point is this work is really important because at the end of it the goal here is that we put buildings in place that the that are going to serve us well for the long Hall and that they're buildings that have as much input

185that when we build them they look like what we draw and they serve our students the best they possibly can at that site so it's a really important process and we really believe we're getting the best results when we go through it so thank you um thank you that that leads me to um board president comment when we began working on the facilities master plan one of the things that I heard for the first time was the goal was to build buildings that accommodated the education that we wanted to teach not that we were having to model our teaching to accommodate the buildings we lived in and ever since then um that's been in the back of my mind every time we work with a architect or Builder or planner is to make sure that

186what we are approving is accommodating how we want to deliver education so that was that's just my take on it we're ready for a vote all those in favor of lion OAS signify by saying I I hi it is unanimous thank you board uh just a quick question ien um the motion was to approve lonus but I was also requesting the the starter money the 400,000 to get going um yes you always want money yeah I I see the do not to exceed 400,000 it was not mentioned in the motion um would the maker of the motion uh accept a friendly amendment to uh include that not to exceed $400,000 statement please I I definitely had my statement written out I was ready for that and I didn't get to give the full motion so

187Dr Kaiser that the seconder okay then we have uh do we need to let's let's take another vote to make sure that we have um uh a notation that we did revote to make sure that that friendly amendment was accepted so all those in favor of amending the original motion to include the $400,000 not to exceed fee signify by saying I I okay now we are back to the main motion I would like to read revote again that the main motion is now to approve lion OAS um architectural firm for the pre-planning for mcmanis not to exceed 400,000 all those in favor oh no I we do need a motion on the um no thank you we do not it has already been moved and seconded we are at the voting stage uh all those

188in favor I I I it's unanimous did you get all of that confusing stuff Erica okay thank you okay Miss kle you're are up again we have all these lovely plans from pg& um we have an easement request do you want to charge in on that yes thank you uh the Board of Education had already approved easements for PG to under ground the utilities a long Warner behind the chico uh High School stadium um however once they went to actually do the work they realized that they had not provided space for their Transformer equipments to equipment to be maintained over time so this is a very simple easement that um in three locations the fence will jog out approximately 10 ft at three Transformer locations to allow space around the Transformers for their maintenance and

189they will be performing all of the work involved um with the process but this is um just the easement for them to be able to maintain their equipment on our property as shown in the drawings any questions any question from the board are we uh we have any questions or comments from the public we do not we do not okay thank you we are ready for a motion board I'll move 8.2.2 I'll second that a motion by Dr Kaiser and a second by Mr landow um all those in favor signify by saying I I I I passes unanimously Julie did you have something thank you very much you're welcome very much okay we are at the um discussion of uh the measure e and measure K General obligation Bond audit Mr Baltimore nothing more exciting

190than the ending the evening on an audit report of course but this is related to fiscal year ending June 30th of 2020 and this uh audit is related to um our bonds and B typically there's really two things to focus in our audit it's the opinion and its findings and so just to note the opinion on page two uh it says in our opinion the financial statements referred to above present fairly and all material respects the financial position of the bonds of the district as of June 30th 2020 and the changes in financial position thereof for the year then ended in accordance with accounting principles generally accepted in the United States of America basically it means that the financial statements were presented and no need for any audit adjustments there are no findings of any

191material weaknesses so there were no adjustments or um items that the board or the public needs to be aware of and probably more importantly in this audit is on page 22 where where it actually notes the and they call it a performance opinion and this is kind of the the Crux of um this report which is a little different than a typical audit and I'm just going to note it um because I think it's important um sorry let me get to that point so it's on the very final paragraph and it notes the results of our test indicated that in all significant aspects the district expended the bonds for the year ended June 30 2020 only for the specific projects developed by the district's Board of Trustees as approved by the voters in accordance with

192the requirements of proposition 3 39 as specified by Section 1 b3c of article 13A of the California Constitution and I won't even read that last part but the bottom line is that we only spent Bond dollars on approved projects related to the um Bond measur it s um and for our um facility master plan that go ahead yeah no that thank you Kevin uh that's that's very important it's letting the community know they're getting their money's worth for what they voted for and again if you might just we promised something very important when this Bond was passed that that their taxes would only be raised by amount and would not go beyond that if you might remind us again what that is and the fact that we've stayed within our promise yeah you'll get a

193um a report from the bond oversight committee at our your next meeting in in March um but two things to point out measure e which was passed in 2012 was what they call a tax rate extension measure so the promise to the taxpayer was approve $78 Million worth of bond authorization and we won't raise your taxes above what it was at the time which was $41.50 per $100,000 of assessed value measure K did not have that limitation on it however uh by code we can't really go past $60 per 100,000 on a specific issuance so on measure K we could go up to that full $60 per 100,000 assessed value uh both of those um amounts we've been under and fairly substantially which really speaks more towards the growth of the value of property within

194our District boundary so you'll see some more information I think from the bond oversight committee report and we can provide some detail on that as well Miko who is our financial adviser will also be providing some really good information I think you'll find helpful as we prepare to sell bonds um because it's important that we maintain that promise to the taxpayers as we sell Bonds in the future and our our rating is also I sat in on one of those Bond sales one time it's fantastic everybody should do it at least once but the our record is is another reason why we don't have any problem selling our bonds when we when we go out they uh they like us uh they do we don't have problem selling and we've been able to get take

195advantage of good interest rates and shockingly interest rates are still in good place so I'm hopeful in the next few months the market will continue to be strong for Bond sales and will continue to provide for these projects at the lowest possible cost of taxpayers that's the goal yes uh Dr Kaiser so Kevin uh just to make sure since you presented the issue before so the action to be taken here is simply to approve that audit correct that is correct this is an audit is done by an independent firm it's the same firm that did the audit of our financial statements for the district um so we are asking for the board to approve this report so I move then 8.2.3 do we have a second I'll second that thank you we have a motion

196by Dr Kaiser a second by Mr landow on approval of the um Bond audit thank you all those in favor signify by saying I I I I it's unanimous thank you okay item from the floor we heard all of our speakers that submitted speaker cards during the first items from the floor so we have no further speakers we have no further speakers thank you item number 10 board member requests to agendize an item is put here as kind of a placeholder if if a board member Dr Kaiser yeah I just wanted clarification so uh a cheve has their uh Charter submission uh here for us but did blue Oak submit or they submitting later I mean it was kind of no they did not submit they just wanted to welcome the board and and particularly

197the new board members thank you yes in in in blue Oak's uh request it it was just to communicate and say hi to the new board thank you Dr Kaiser okay dis uh we are items from the floor Mr Lando no I'm sorry board member request to agendize an item so uh given that our discussion today about child care uh supervision Solutions was purely informational I would like to uh hear back from staff with any and all kind of crazy outof the-box Solutions looking at Partnerships with other institutions in town I really believe that we do need to find some way to expand this program um I understand that looking at facilities off site may be um um May add extra wrinkles in terms of Transportation but uh given that we did move for the

198amm option and put a lot of people uh in a situation where they need supervision for their children I think it behooves us to really look as far as we can to find Solutions so I would love to hear back with maybe some some potential actions we could take so as um a K12 District we are not licensed to do child care we contract out with card for that so um would you be looking for us to bring forward card to discuss child care options absolutely okay so I guess formally um I move that we uh direct staff to come back at the next regular board meeting with some potentially actionable items regarding child tvision I'm uh I'm going to second that and I actually have a very similar thing on my list um if

199I might discuss it for a moment um so my item was very similar uh to Mr Lando's about providing looking into all the opportunities to provide extended extended day opportunities for students currently um on campuses for both academic and social emotional support uh because our families want us to turn over every single Stone to make sure that we're we're making every effort that we can to bring as many kids as we can on Camp campes in a safe way that is still following the guidelines that we are working within the constraints that we are working within um so perhaps we could get a cost analysis for adding temporary structures um I don't know like what the laws and rules and regulations are of doing you know even like um outdoor temporary tent structures uh if

200it's just for card activities I I know it sounds like out there and I don't I don't know how much extra work this could possibly cost but like like Mr Lando said uh just the like bizarre out of the box thinking Partnerships with um you know local stakeholders that are big business uh big businesses with lots of employees that are need this for themselves like Eno uh hospital for example um maybe even other other essential worker type um jobs maybe they'd be interested in partnering um for funding uh to support their employees um as Chico Unified is also supporting their employees with child care to the extent possible it would be nice if we could call on our partners among the community to do the same and we can all work together to solve this

201problem um uh including the cost max number of students we could serve how many students would likely experience a teacher change if we did this those all those issues that came up with the discussion of opening full day in general would still be you know an issue um so uh that's why I'm seconding and I'm sorry for like the diet tribe of like reasons but um I was going to make the same motion so I wanted to make sure that everybody understood my reasoning for for seconding Mr Lando's motion I would just stress that we want to be very careful we are not and will not be licensed for child care and so then the other aspect of this uh you scared me with the tent is there's real strong safety you know uh so

202I mean I think we could certainly look at uh what we might do but I know that my kids were with card I have other friends who kids were with card and card turned all of us down because they had no way to have that staff work so all those people they lost child care may I um on sorry thank you on a similar note um I know that car has been our main partner here I also know that uh Chico State has their child development lab I don't know if we've reached out out to them yet but that might be another place to look for expertise or people who can provide child care chica State's not open with their child development lab and no plans to open I was told by a card representative

203uh today that they're actually mostly utilizing college students who are from Chico who have returned to Chico so so Chico State per se is not a resource yeah and we're under discussion because we do have a motion in a second I have some concerns about um kind of staying within the lines of uh you you know what we can and can't do when we're stepping out into an area that we we can't even get licensing to do um and expending um staff time when we're already you know stretching Tina and the others with card um to the max to cover what we're already offering um I just I have some concerns and and I so that's why I wouldn't support um bringing it back I I don't see that um it would come back in

204in March um we'd be out of school um you know before we could even get any significant information back to us um so I'm not going to be in favor of of the motion yeah and just to be clear this would be for the March 3D meeting I'm understanding which is before spring break right the workshop meeting oh okay so it would it would come back for some information the March 3rd meeting and then wouldn't be back again until April and April is the meeting where we're going to be looking at next year yeah if it was an action item for March 3D we could take action on it and and and see if we could get implemented by the return from spring break I know I'm talking in like very extreme like lots of

205work to be done but I do just I want to emphasize that we are empathizing with our our families who are really struggling and that that we are showing I just want to show that we're making the the best good faith effort possible to provide this need and if this is all we can do with what we have then this is all we can do with what we have but I want to make sure that the public knows that we are we are searching every single nook and cranny and if I'm you know if I'm at a line I suppose the board will will vote against this motion so just to be clear yeah the board agenda item would all be due uh on the 23rd so we're looking at a week to put put

206it together and and it sounds like there's a lot of magnitude you know depth and breadth to this particular agenda item uh isn't the agenda do the third three days before a board meeting no it's 72 hours actually so it has to be posted right but there's all the work that goes in putting the whole agenda together so those agenda items Erica just gave it to me it um they're all due on the Tuesday the 23rd okay so it does I mean if we were looking at March which would be a a short turnaround time I just want to be upfront about the inability to do much depth and research in that amount of time Dr Kaiser I uh because again I had two kids uh with the card program my friend had two kids

207with the card program Elementary and when they said there was no space they were telling that to almost every single parent who was already paying them the money to have their kid under cards what was the constraint of space though like what's the constraint was they didn't have people they enough people not physical space but they didn't have enough staff and so do we know that card couldn't possibly expand their staff what cart said what cart said was it would be at least two weeks before them for them to even recruit so how are they going to even look at this as a possibility and have something ready for March 3rd I just don't see how they could even possibly process that it's certainly a good thing that we discusses a whole group and no

208one person makes a decision yeah no right I think what we you know very definitely could do in that short of time is ask card to join us um and you know explain their program explain what goes into setting up a program uh since they have been our primary child care provider and if there is someone um from Chico State you know we could certainly have them available as well what I was more concerned about is our ability to do a very in-depth look at the variety of options that are out there um with a week less than a week away okay um we have a motion and a second um going to call for the vote all those in favor are you clear on what we're voting Caitlyn yes do I need to make

209any kind of a statement as to why I'm going to vote the way that I am if you're voting no I I am voting no okay um my statement is I think that we need to orient all the resources of this school district toward the fall and reopening in the fall and if we are trying to create more opportunities to you know expand and can continue with daycare programs that's going to take up space and resources that we should be orienting toward um what our obvious goals should be given the plummeting case rates we're now down to7 people per 1,000 in in bu County who have an active case of covid it is clearly not a a real and present danger to our student population and probably not to our staff either and so what

210we should be doing is our job um thank you okay the all those in favor of the uh motion on the floor I I all those against no nay so so it fails uh three to two three NOS two yeses did you get the identification on the nose and yes it's okay thank you okay any other item yes Caitlyn um I'd like to make a move to um add agendize to all of our meetings and not just our regular board meetings um that way we don't miss a full month of opportunity to bring things up um um I understand that these are trying times and not typical of you know what may happen but occasionally we have these catastrophic events and sometimes it's nice to only have a two week turnaround rather than wait a

211whole month to be able to put something on the agenda so I would like to move to place uh this task on every board meeting agenda that we have to have the opportunity to add to the agenda for the next meeting whether it's a special meeting Workshop or regular board meeting I believe that was the action we took when we said this no we I think we all believed that that was the action we took but this thing that we just voted no on I was gonna agendize for this meeting last time uh so um I that it was not on our last okay superintendent state I'm going to ask for some clarification because I'm confused yeah when we set the agenda we set the agenda for the regular board meeting that's yes okay I

212see the difference and so the request uh is that there be one on all meetings the request is to add the board member request to agendize item to each to both the regular board meetings and the special board meetings I need a second because I really don't know um since our our workshops are uh to a real specific group and topic is that is that legal for us to do that that's I just don't literally know to have it on a workshop where people might not pay attention yeah the the board sets their agenda so if the board votes to add that to their agenda the board has the right to do that I will certainly second that okay I have a motion in a second to be able to add um board member requests

213to agendize item to all regularly scheduled board meetings and workshops okay all those in favor I opposed no and the reason I'm voting no is that um that I I I think we need to have more time to allow staff to develop our ideas rather than from one board meeting to the next and um this doesn't have a provision to request an agendize item and then be able to move it out two or three months and I don't that that prerogative actually lies with the board president when you set the agenda and that is in the board bylaws of when to place an item on the agenda yes ma'am it does say that in my board responsibilities so um thank you I will consider that responsibility a big one okay uh all those in we'

214already taken the vote I already voted no it's a 4 to one uh approval of the uh of the item and I was the known the loan no vote you want the known low vote yeah it's it's a good thing we are at the end of the meeting because I'm getting real foggy okay thank you it is yes Mr tennis I have four items actually oh okay under item of the flag pole and we can take them in Rapid Fire we don't have to talk at Great length about them um I have been approached by um some a number of constituents um who are concerned about um increased transient activity near schools um is there any interest besides me in maybe doing an assessment merely maybe just by way of information of this issue potentially

215um I was provided with phot photograph of you know somebody camping in a dome tent on on um on one of our school campuses um I thought maybe something as simple as PLL or surveying the principles on each campus maybe and just getting their assessment as to whether they see a problem or an issue um with with this have there been thefts of you know children's property on on weekends or you know is there a big Pres pres socially um near the schools near the kids I know it's been an issue does anyone want to respond as to what we've already encountered and done well we haven't done much recently um we did have some concerns that about safety of students walking to and from school and our safe school routes safe routes to school

216uh and we worked with Chico police Department to ensure that we did have those safe routes we uh do have fairly safe campuses in terms of we have cameras on the campuses that can monitor what's happening our biggest issues have been on weekends when the cameras are not um monitored so Kaitlyn um yeah so to speak to to Mr tennis's um uh concern uh I I have been made aware that there are some um there are some some things that we have the authority to do as a governing board um especially during a housing crisis which Chico is still in a housing crisis um until this summer um and that is that we could um look into using Chico Unified property to partner with other organizations in the community to House unhoused people people who

217are unhoused um so maybe that's something we could possibly look into it would would alleviate um the concern of of the sprawl of our unhoused people um if if we could find a way to collaborate as a community and house them possibly on the um the Henshaw Gwyn property um just a thought I'm just throwing it out there kind of playing on on Mr tennis's uh thoughts as well I think my the constituents I'm referring to were concerned about the safety um of kids so no I'm I'm personally not interested in housing homeless people on Chico Unified properties um but I would move that we as a board direct staff to survey School principles and report back to us as to whether principles in communication with their families and staff think that there are any

218any issues relating to safety that need to be addressed by this board well we do I'm sorry are are are you aware that we do have cameras live being monitored by our maintenance staff correct Mr Baltimore no it's it's important to note they are not monitored they are always active and they are recording um and we do check them on a very regular basis but um we don't have active monitoring going on okay so the cameras have been very effective quite frankly of um really kind of dealing with any issue of any Transit because we've been able to like we found a somebody camping we kind of see it and we go out there and deal with it the other thing that's been effective is is fencing in our campuses yeah um so but you

219know those are things we've done kind of related to the facilities themselves so I I guess I'll leave it at that yeah we have there there certainly would would be an interest it seems to um getting an indication by just asking the question principles is there a problem and report back to the board would that be yes I'd be very appreciative of okay consensus yeah I move oh okay I'm sorry uh I wasn't going to do something official because we do lots of consensus things do I have a second to get clarification the motion is to survey principles regarding safety issues on their campuses yes you know I'd like to pick up on the the the past what was the phraseology somebody used to refer to the routs that kids take to get to and

220from school safe routes safe School safe school routs is there an issue with with either on campus safety and safe school routes and that is um I think In fairness I think we should say in general you know in that case I'll be happy to second that motion any further discussion members okay all those in favor of the um request to have a report on safety to and from and on campus and this must be a a Voice vote because the last vote was not unanimous so Miss Dolby Doby I tennis I Lando I Robinson I unanimous thank you you had another issue thank you yes um have three more actually so um how do we feel about a um socially distanced Graduation Ceremony this year uh point of order real quick um and this

221is not a a knock on you at all Mr tennis I promise um during this time should we make sure that we're just setting a motion on the floor and maybe giving your purpose so that we're not having discussion that's you know um Towing the line of the brown act possibly uh I move that we have a socially distanced graduation ceremony okay we have a motion do we have a second we have a second Tom I'll second it okay we have a motion and a second U now we're into discussion yes I just want to double check that we are not double booking ourselves um will there be a conversation already agendized or our usual discussion about um graduation ceremonies at a later date we do typically bring um forward graduation information and last year

222because it was different we certainly brought forward the plans of uh the different schools in doing so I do know those discussions are already underway much of it is going to be dependent upon you know what tier we're in at that particular point so do you feel the next meeting would be an appropriate time to have that discussion you know I don't think that we have had a lot of discussion about it yet I defer to Jay and John but um yeah we again just started I know that the last sa they just brought it up for the first time about uh you know where we're at and with our numbers and what we're going to be doing for graduation again not knowing what the numbers are going to be looking like again we're planning

223for all different type of situations if it's going to be a drive up one or in person one if there's going to be a six foot or a 4ot mandate in the bleachers and those types of things uh we have to work through all all that um but at this time that's just started the conversation this last week Dr geyser yeah I am really concerned about a bringing this up and asking how do you feel because we're not supposed to be discussing things but the second part of this is every single School site because there's an elementary promotion and every single School site had a school culture process that they used and I don't want to detract from them doing that process initially uh and as you note um we don't know what the tiar

224are going to be yet so I just would really encourage us not to take this step ahead of the school schols I I think school culture I mean if you see the signs from Roseville and citrus and they're very proud of what they their School site is going to do and the schools are planning and I can tell you just from the conversations we've had the schools definitely want to have um some form of inperson graduation I think that's their goal um but they are also planning in case you know they cannot do that they're looking at options just as they did last year so certainly happy uh as we get closer to bring this item open or bring it back to the board um and frankly I think it would be best if the

225board heard directly from the principes and perhaps some students on the topic uh but if it's the will the board will certainly bring It Forward at a sooner time as well so well I move we um PL place the question of a in-person socially distan graduation for at Le the high schools on the agenda I'm I'm going to vote no on that for all the reasons that Dr Kaiser mentioned and and having past experience with everything that goes into that we don't need I I mean it's going to be there and we'll we'll be complied with what we are mandated to do and it'll happen any further discussion we have a motion in a second in order to allow discussion correct okay all those in favor signify by saying I I all those against no

226no yes um I move that we put the subject of Elementary School waivers back on or on the agenda for very limited use this semester if you have a a classroom where the teacher and the families who are involved in that all want to want to utilize that um I've been contacted by some families from one particular School site where they think they might have that situation in their classroom and so I would like to maybe create an opportunity for them to use those Elementary School waivers so the elementary school waivers no longer exist period H correct okay um is there an equivalent step that could be taken by the board to allow a standalone classroom where where everybody involved you know wanted to go full-time including the teacher to do that that would be

227action on behalf of the board the board could take that action um we would have to make sure that we are meeting all of the safety requirements that are laid out by the state um but that would be action of the board I guess I move that we discuss that and create that opportunity um I believe also Mr tennis I believe also that may need to be negotiated because we are in a negotiated um agreement with our unions for an PM day also so I don't think we can arbitrarily just pick and choose without having those discussions with our unions there's there's also the the issue of this subject uh was before the board before and cannot be brought back before the board unless uh 2third majority of the board that voted to restrict vote

228to reopen the discussion well I mean that was I mean we voted on the issue of waivers but as uh phy pointed out this is something different we haven't voted on an issue like uh negotiating to open a specific single classroom uh by Fiat without uh any of the process before I think this is new the board voted for Am Pm across the district in in conjunction with theou that was approved um Mr Lando is correct it would be a different motion that would come forward to the board uh and Mr hanin's correct as well we would need to make sure that we negotiate that and make sure it's not necessarily a long negotiation um it's just it's an issue of a simple waiver um but cuta and CSAA would have to be willing to

229do both of those things so um if it's the will of the board I can certainly enter that into negotiations in our next meetings we have a motion with no second sorry no I just wanted to clarify uh Mr tennis's request so um is what what's being asked is for staff to um look into what it would take to extend the learning day for certain classrooms at certain Elementary School sites um is would is that what is that what we're discussing here just to get clarity on Mr tennis's ask yeah I think that that that probably hits it you know um on a Class by class basis so I'm gonna second this and I'm going to say why um when I when we discussed this a few minutes ago about looking into turning over every

230Rock nook and cranny about possibilities of extending the day for groups of students um this would be part of that um and maybe there isn't the a capacity but maybe there is some capacity to do that um it it it would we'll see if it would have to be done in an equitable way um but I think it's worth the discussion um in the the presentation so I'm going to I'm going to second that if you didn't second it I would have thank you is there F Is there further discussion um I'm going to vote no again because of needing to stay with our decision to keep um our issues about kids back in school for more than the amm as a settled issue that's I I can't Envision in an amm model how we

231could expand one classroom's um time I I I need help from someone who would be able to so can I just to clarify and and if this isn't enough of course um so what I'm I'm wondering is um what what staff's already doing to extend some of the the time for students so for example in Elementary classroom a um there is you know 14 students in am and 15 students in PM but three of those students really need to be there all day so there's three students who stay am am PM like that would be the example of an extended day opportunity for students so what I'm wondering is is what's the capacity for that how much of that could we possibly do if we're not already doing it so I could be confused I

232did not think that that was the um ask what I thought was the ask is if a teacher wanted to teach in a full day model with all other students present that we look at if they can be allowed to do that did I not understand that correctly because we have the ability now um as as long as we don't go over the maximums in our case load for teachers to add students to their class have a student from am in PM if they feel that need as long as we don't go over the class maximums Dr Kaiser I am really concerned about the kind of literally it might actually be hostility that might occur if one set of parents parents perceive that they get to have a special Arrangement maybe the only class on

233that campus and everybody else is like what did they do to get that I just find not only negotiations but I just find this to be an enormously uh difficult conundrum to explain why this would happen I really do I'm I'm just no I agree with you I agree with you I think that that's definitely a point to be taken I I might that's not what I would Envision it being so yeah so if that's what the if that was what was presented I would vote no if we were to vote on it next meeting but if I was presenting something different like I just said a more Equitable approach where we say you know in this classroom there's a capacity to increase it by five students let's do that there and this classroom could

234increase by two students and do it you know based on targeted needs and all those things I would be for that so and if we're already doing that or maybe you could at least just present how much of that Hasen happening that's that's that's all I'm saying and I'm totally hijacking Mr tennis's motion so I don't even know if we're even on track anymore I apologize for that Mr Dennis yeah no I'll let that motion go as it stands um you know we can take it or leave it um but yeah I I just you know we know what I think about this and and I think that uh if an entire class wants to have um all day school on a traditional schedule and they can do it meeting the requirements that are out

235there you know that's my that's my motion okay I think we're all clear on on the motion um how of if I might ask how often do you think this is currently happening you said that it was that teachers were able to keep kids both AM and PM if it you know if there was room and it worked I'm just saying we have the ability to do that that would be within the confines we would not be violating theou and that certainly would work with in in conjunction with cohorting and giving extra support to students so okay um you know I could not say how often or even if that is happening I just said that we have theity what we are voting on would be to bring it back to the March meeting as

236a an action item with a report of what it would look like I'm I'm confused voting on whether or not to bring uh the item that Mr tennis just um mentioned back to a board meeting the board president has the prerogative to set the meeting that that would be scheduled for okay are we all clear all those in favor signify by saying I I I no no okay four eyes one no Dr Kaiser voted no thank you Mr tennis did you have another one last one um thank you for your patience so uh Madam superintendent you sent us a question a board question that I guess had been put to you what kind of planning are we engaged in for fall 2021 and when will we tell people how we plan to reopen in the

237fall um I've been getting this comment non-stop um parents uh families our community community of Chico which depends on this school district in so many ways is hungry to know that we're going to be there for them in the fall I move that we step up the estimation that you provided to us in this response here referring to the April 21st discussion time I think that we should have it as as soon as as possible and um and and my motion is that we that we agend it as soon as possible to to firm up whether or not we are going to you know reopen fully in the fall which I know that so many people want and they need to plan so that's why that's the motivation behind my raising this now is there

238a second you know maybe I can't even be clear about what date I would I would put it at I mean um if that would be helpful if it's not helpful no the the date determination is mine oh okay so what we have is a request that I believe is going to be fulfilled without action at this meeting because there are plans so April 21st 2021 is is what the date that that I got that's the that would be a regular board meeting MH and why did we choose such a late date for that discussion because I haven't had a chance to take a look at what would be involved with bringing um something beyond what we're already planning back what we're already planning by that you mean well as everyone H not everyone as

239has been mentioned there are um discussions going forward on how to prepare for what are we going to do when fall gets here and there are lots of different um things to bring into account Caitlyn um so we've got presented a lot of things tonight that we're looking at doing starting in the summer and the fall and those are going to require decisions to spend money which we're going to have to approve and we're going to have to approve that before any plans can be made to do our reopening plans and I'm not saying that it would be nice to to know them sooner if that was possible if there was enough time it would be nice to know if it was sooner um but I I just you know I think it's important to

240remember that that we have to actually approve spending on all of these things where that we're going to be presented a menu right of spending is that for the March 3rd meeting am I correct in that thinking uh yes that's our intent okay just to come that back and that is specifically to the Esser cares dollars that 10.2 million so once staff knows where the board would like to see that spending being done then staff will have the opportunity to plan for the programs that will be happening in the in the fall for reopening and and I I'm also hoping or I think it's my interpretation that that there are multiple uh plans in progress so they're basically doing double time planning for the start of the school year um to to to uh decipher

241different scenarios and be prepared for any case scenario am I am I reasonably accurate at that well I'm not going to say that we're going to be able to be prepared for any I would scenario I would never say like hard and fast but but ideally you know you're trying to uh have a few plans in place for best and worst case or something along those lines I'm not like I'm not putting you in a box here I promise um but but for example why that April 21st or whatever 20th date I don't even remember I'm sorry uh is probably the most likely time that you could get it together the soonest is because next meeting we identify where we're spending money and then staff can get to work to determine reopening plans yes Mr

242Baltimore um at the March meeting we'll also be presenting the second which is um the the additional update to the current year budget but part of that is a multi-year projection so we project out the year so we typically budget not only in the current year but in the oute um so you have an idea of what it costs to open up school really in any different model that you have because the teacher is going to be paid their annual salary whether they're in a amm model or a full day so we kind of provide that framework for um operations to provide for the next year the 10.2 is that extra it's that onetime money that will'll need direction from the board of how do we put those programs in place again keeping in mind

243it's onetime money um so I just want to point out that I would think that the board is going to feel somewhat comfortable when they look at the budget update along with the multi-year projection of what the core program is going to cost you whether there's a deficit or whether there's not um and then also in conjunction with that that kind of menu of list of the one time Dollar so I just kind of point out from a budgetary standpoint we should not I don't think be standing in the way of your conversation regarding the program for next year so to answer your question the reason that we did land on the uh April 21st board meeting is that we are looking at budget at the next meeting and um you know really we don't

244know and we're not going to know for a while exactly where our County stands but what we want to be able to do is make plans regardless of where our county is at that point so that whatever plans we have in place if goodness forbid that this were to happen but that we're completely shut down again that we have in place a very solid online um learning program for kids and I cannot say enough I hope that is not the case I think I can speak for everyone here that we want to have our kids back in school full-time when we come back to the fall we want to be able to provide all the extracurricular activities that they have the interactions with their staff their interactions with their peers that is my goal and

245I think that's probably every every one's goal um but if we are in a situation again this year like we got thrown into last year um and blame this one on me you know I really did not believe we would ever start a year with no school so we were not as well prepared as we we could have been um so I'm not going to let that happen again we will have plans in place regardless of what um the status is of our County what the reopening status comes from the state and we want those to be as strong as possible that's not going going to happen in a week's time so um I think as we look and develop and as we look at the resources that are available and how that we provide

246supports in place regardless of what program um that we're in you know that that will take some time and uh our next board meeting is March 3rd the following one is our board Workshop that is a jampa agenda that is looking at Social Justice and bias and equity and so I don't think that those two big items would be ones that we would want to have there together so the next available date was the April 21st I think the fear that people have is not that we'll be totally closed the fear that people have is that we'll still be in Am Pm at the beginning of fall 20121 and I want to give this I guess organization an opportunity to send a different message um you know early on so that people can plan their

247their schedules so um I I I guess I move with the expectation that maybe this will not be seconded and maybe not approved that we step up our conversation to assure the community that we here at Chico Unified are um prepared to serve our community in the fall 2021 with a full-time Traditional School schedule we will be prepared I have not heard a second so we are at that point do you have another issue Mr tennis no that concludes my items thank you okay are we are we feeling that we are ready to adjourn can I just summarize what we're bringing back I have two items um that we're bringing back one is that we uh survey principles regarding the safety to and from campus of of students so making sure Mr maron's on board

248here here to and uh that we bring forward uh how we would look at allowing teachers that want to teach full day to be allowed to do so just want to make sure I have that correct from the board okay okay we are adjourned