11/4/2020 Board of Education Meeting

001we're only two minutes so phil has the clicker um yeah okay all ready i'm going to call this meeting to order is this working okay this is a special board of education meeting for november 4th 2020 and if you would please rise and join me in the flag salute i pledge allegiance to the flag of the united states of america and to the republic for which it stands for origination indivisible with liberty and justice for all okay thank you everyone who is joining us here in person and thank you for people who are out in the audience who are zooming in and linda thank you for zooming in we see you out there i'll try to keep my eye on you so i know when you want to speak thank you so this is a

002meeting that is going to focus on the main topic will be eventually the evaluation of the special education learning and progress in the covet environment so that's going to be coming up right after our consent calendar so in any case um the consent calendar um has just two items does anyone want to pull one of those items no no linda need to pull an item yeah okay do i have a motion for the consent calendar okay of a motion by dr kaiser a second by tom lando uh we'll do a roll call vote to start out tom how do you lando i griffin i zorai robinson eye javi i okay that passes unanimously thank you so now we will move on to our discussion uh our information and diane olson i believe is going to

003lead this for us thank you diane thank you and thank you for having us here today to talk about the chico unified reopening plan for student support services and special education i have here with me today i'm diane olson i'm the director of student support and special education next to me is dana feingold she's the coordinator and with the specialty in mild moderate curriculum next to him her is aaron feingold sabaron and he has specialty in preschool and mod severe curriculum next is gina payton and gina is our specialist in behavior and then next to that is on damie trowbridge and damian is our specialist in mental health and social emotional well-being so we're going to be presenting to you information on how it's gone this year for special education reopening um and so you've

004received our packet and our topics and talking points today are on this page the challenge is faced and then how we've addressed those how we've done curriculum and how we move forward with that we're also going to be talking today about some of the challenges we've had and then talking about the challenges we have brought four speakers today there are online and zoom and so they're going to be sharing with you but overall our challenges are really around that area of providing meaningful instruction to students who aren't able to access and utilize technology during this time that we've had distance learning and then transitioning to online learning and then doing assessments so our presenters today are i'm going to start with margot henderson r-o-t margaret are you out there great i am i'm right here

005hi hi i'm margo henderson and i'm one of four occupational therapists working for chico unified and when all of this started we developed a short-term plan in march that quickly turned into a long-term plan and it stretched our brains to think more creatively how to reach our students and how to support our parents who were suddenly thrown in as full-time teachers initially wi-fi access and bandwidth were problems but they were quickly resolved and then also when students had their chromebooks accessible to them at home then the teletherapy sessions really became more manageable and successful one of our biggest challenges was meeting the needs of our students with higher needs as many were not able to sit at their computers and participate like they would in a one-to-one in-person treatment so it became our job to

006teach our parents their parents how to support their children at home we all provided packets of work and kits that were full of materials that they would be able to use for their teletherapy ot sessions and we also offered other larger supports to families that needed it to help address the sensory needs of some of our students we had a lot of very fun and positive challenges too we learned all learned how to make a google classroom and we all learned how to use different platforms to add content to our google cloud classrooms we bolstered our technology skills and learned much more about creating effective forms and resources and videos um like how to form your letters how to do yoga moves and how to tie your shoes so then back to at the beginning

007of school back to school in august and distance learning chico unified purchased a really great online platform called presence learning that's designed for delivery of special ed services and we have all successfully used it exclusively at the beginning of the year to serve all of our students 100 during distance learning and the the platform allows us to create files for each of our students that are age and developmentally appropriate it's filled with hundreds of resources that are easy to put in each student's file and then when when we're working with our students it's very simple to just grab it and work with them quickly um and we're the ots are very appreciative to chico unified for purchasing that it's been really terrific and effective and very user-friendly so back to in-person time with our students

008i think all of us were would say that it's been so positive and powerful and invigorating for me personally it's been a spark professionally and personally um currently all of the ots combined are seeing an average of 76 of our direct students in person at this time um i do want to say the cleaning practices at at the schools seem to be um fantastic my office and treatment space is located at emma wilson elementary and the number of times my space is cleaned throughout the day is significant um the staff continually comes in to clean surfaces doorknobs and the um the staff at the school in the office has been really supportive and terrific making sure if allah needed supplies plex a glass barrier face mask face shields a thermometer all the cleaning supplies gloves

009everything that i need it's just been wonderful and to finish up i'd just like to say a great big grateful thank you to our parents who have been so dedicated and given so much time and energy to attend to teletherapy every week it's taken a lot it's taken a lot of organization on their part it's taken a lot of patience and they've created areas for school in their homes so their kids could be successful and that was often done while supporting other school-aged kids and many other ages of kids in the um in the home thank you thank you very much margo i appreciate it and ot i don't know if i said that sounds for occupational therapist yes next up is emily gill emily gill is a preschool teacher in our moderate severe programs

010at marigold loma vista emily hello thank you um so yeah i um had the opportunity to of course chat with a few of my fellow you know preschool teachers co-workers there at loma vista and some of the common challenges that we talk about were definitely student engagement really you know our student population really benefits from having that hands-on learning experience and supports while also having face-to-face interactions especially our students with autism and our students who are socially and emotionally delayed you know our population consists of three four and five-year-old students um but some of our students are at the developmental level of a two-year-old so um you know learning through a screen was definitely hard and just what wasn't working for some of our students um the other challenge was definitely um the lack of

011parent involvement i mean unless a parent was you know physically sitting right with their child um that child just wasn't isn't going to attend um and then what was particularly challenging was coaching these parents to be the teachers you know as well so those were our two challenges that would come up quite often but with our challenges we definitely had success um i talk about lack of parent involvement but overall we are having more communication with our families than ever before and forming these close relationships um with our students families have just been so meaningful um creating that open and trusting line of uh communication and really just learning more about my students on a personal level and their home life and the experiences they're having um i'm just super grateful for that as well

012and continue to include that in my practice and also google classroom has been a great success it really is a reliable and easy platform for parents to access materials that we provide to our students along with you know our daily zoom links having an area in our google classrooms for our group zoom links and our one-on-one zoom links and and even our speech therapist zoom links um it just it held everything that parents needed to access um for their students to you know get these materials and services and supports uh we also have all developed our own classroom binder um each binder is a little different um but these we found were parents just really appreciated having these binders and extra materials to use at home from art projects to some worksheets all relating to

013kind of our theme of the week or two weeks and our letter of the week and color of the week as well as even having some matching folders that also were used as tangible props during our group zoom meetings [Music] as well as even just the visual supports that we would typically use in the classroom a first then visual a sitting and listening visual so parents seem to be very grateful for those binders and really accessing them as well thank you emily and i know you've had your hands full of those preschoolers running around coming back to the classroom now yes they're coming back okay next up is from our elementary level a mild moderate rsp education specialist kelly falner uh good evening school board members and as diane said i'm kelly felner i'm resource

014teacher um education specialist at citrus elementary um so there's been a variety of challenges but also successes as they've both ladies have been talking about that we have come across and for me one of the biggest challenges has been scheduling and students with ieps benefit from small group instruction and so taking for both reading writing and math working on their iep goals meeting their minutes or as close to possible of their minutes um pre-covered minutes of their ieps and then working around specialists like fine arts and music working around their schedules as well as the majority of my students are in general education for most of the day so i don't want to pull them out during times that they can be successful in gen x so when you put all those pieces together and

015then you add a two hour the two hour time crunch of the am and the two hour of the pm it becomes tricky so we've gotten super creative and um working together as a team with my support staff with my gen ed teachers in kind of how to meet their needs how to group kids together based upon some are all in person some are in person and zoom and then some are just zoom groups so um the the ones that are in person and zoom are definitely more challenging than i love them when they're right here sitting at the table with me and we can really work with manipulatives and all the hands-on things that they benefit from so being here at school they have tool boxes that have all their individual needs um their

016own counting blocks their own pencils all their own supplies so that they're not shared and then for my students who are at home and who are with us via zoom i've provided some pickup times or dropped off on some porches so that they also have the materials needed in order to do our small groups um another challenge especially early on was zoom as a whole lack of participation um students would go into their gen ed maybe for part of it and then disappear and so having them come back for their resource minutes um you know different times throughout the day was definitely a challenge as we built what does this look like what are some incentives how do we have the students participating as much as possible um a piece of that for some of

017my students became the social emotional health and how to support them with their mental health how they were at home not only supporting them but i became a support for many of their parents and their family members to provide ideas and strategies to really help them meet some of what their behavior goals might have been at school but it looked very different at home um so it was kind of the balance of being really creative of how to meet their needs when they were at home as they've transitioned back to school some of that is still in place so we're trying to meet those needs for some of my kiddos who um have difficulties with the social piece and recess was the hard time and some of those the transition has gone fairly well because

018we don't have recess right now so it's not quite as much social to navigate so it's been a little bit smooth of a transition i feel like to go here and then the next transition will be now we want to build those tools for when we can hopefully sometime soon transition to being able to be more in a social setting as times change um and so we're we're still working towards those and their goals um another the technology was of course a challenge at the beginning but as we got more technology and we all have our system set up of what works for us and our cameras and our videos the kids all having their chromebooks at home the technology became because we had the devices and the systems we needed and then we were

019learning about things for example we used something called reading a to z or raz kids and that was the online we used when we did guided reading groups so we had our students in guided reading groups and they're all level based upon their data um and their scores of where they needed to be and so the technology we got very creative and how to share a screen and share the book and the same kids could read the book thank you looking at so that kind of built into some of our successes a couple successes um particularly would be looking at the iups uh giving parents the choice to do ieps via zoom or via phone conference um was definitely something that helped i had much higher participation of parents in my iep meetings or attending

020my iep meetings quicker getting signatures of approval or having questions so i think giving parents a flexibility that's something that i know as a resource team we've kind of talked about having that flexibility in the future instead of them having to always get here so some parents could zoom in from work and didn't need to rearrange their schedule to come for the meeting so um you know that's something kind of coming out of it another success is we're looking at you know this as those students i kind of talked a little bit but as they're transitioning back to school how we can help them with that social emotional regulation of skills that we've built at home or via zoom and how we can support them here so really kind of when i think about as

021a whole i appreciate the support that myself or our team we as a resource team across the district there's 12 of us elementary resource teachers and so we meet to collaborate um so appreciating the support from them my students the families my site admin dana and diane you know just all having people to go to to brainstorm different ideas off of is really helpful thank you thank you very much callie it's great to hear about citrus and last question uh thank you um what uh uh grade levels did you have were they um varied or was it just one grade level that you pulled out of the gen ed classes so i have kindergarten through fifth grade so i have buried so i tend to try and do them typically there'll be one or two

022grade levels because i'm doing it needs based also so some of my groups might have a second and a third grader or some of them might have a first and the third grader and the kids the kids like that because i can pull the strengths from some of the higher or the lower the kind of a mentor and we just create it to be a successful um group or time that they're together thank you sure thank you kelly and last but not least at our secondary level we have nick castle he's a moderate severe teacher at bidwell junior high thank you diane yeah so i teach sixth seventh and eighth grade at bidwell junior for the mod severe level and i mean when we first went to distance learning in march you know it was

023kind of we all had this idea hopefully this is going to be short term so let's just get through it and then once we realize this is going to be kind of a long term our our thinking really shifted like okay how can we get our students to really buy in especially with ones that you know have the issues with technology so the one thing i really tried to do was create lessons that incorporated all the students in a certain way with their skill level so whether that's you know scaffolding something down instead of having actual questions to where they're using pictures and you know that way every kid was able to participate in every single lesson to show that you know they're understanding core concepts with what we're uh with what we were going

024over um this year has been i mean especially with our upgraded zoom package has been really helpful i mean that's allowed us to do breakout rooms where we were able to take a large group and break it down you know into small settings so i can send out my pair of professionals with a small group of maybe one to two kids you know and work on those individualized goals that are in the ieps so that's been really helpful this year and just like everybody said before you know scheduling especially at a middle school level i'm trying to juggle kids schedules with where they need to get into the gen ed and find pe and then you know be able to push in also with supports into those classes to make sure kids are successful i

025mean reintegrating back into on campus life i mean the one thing that's been really fun is you know how excited our kids are to actually be back on campus you know and getting to see them come every day and be you know i i think they realize now like don't take going to school for granted because of how many of them actually did miss it i mean i think we overlooked that part you know our kids are genuinely happy to be back on campus i mean at least for my class i can't say for everybody but i mean they they really enjoy it um it's also really helped to build pure collaboration i mean when we first started i shared multiple you know online resources with other teachers across the district and our i mean

026our google drives filled up real fast with different things shared across the board so i mean that's been kind of fun to see how other teachers teach and then you get to pick from that and you know implement that into your class so it's i mean it's it's been good team building but you know it's definitely had its challenges but we're making the best of it i think so thank you nick thank you thank you margo emily nick and kelly for sharing those creative ways that you are supporting your students i love to hear them and come into your classrooms so as we move on to enrollment and trends you can go ahead yep thank you um in special education for both the elementary and the secondary students we currently have 1871 students who are

027eligible for special education and last year we had close to 2000 students receiving services but with students graduating and moving it did change a little and then the next column over you can see in addition to our current eligible students we have 117 students who are in the process of a special education assessment currently and then moving to the far right of this graph is our transportation and we have 443 special education students who are eligible for transportation but not all of these students are utilizing the services at this time and then if we look down at our preschool we have 116 students that attend the marigold loma vista program and by may if past numbers go we will approximately double those numbers and then we have our dis preschoolers with 114 who receive speech

028services either in head start or via appointment based services one more sorry i just talked about both of those no we also have charter schools that we provide services to and other private schools so forest ranch and wildflower are the two charter schools that still receive services from for special education from chico unified we also provide um sends students to a more restrictive environment an off location environment that's an orbital net spaces and then we have two students in residential services right now in this past calendar year we've brought two back we had four so we're down to two right now and we're in the process of bringing one more of those back and then private schools and private preschools we provide limited services to private schools based on funding that's provided to the state

029for private schools funding usually what that amounts to is being able to provide them with assessments for what we call child find we are responsible for finding all students within the chico area that have disabilities and making sure we assess them the services to those schools are very limited it's usually consult services to give recommendations on what the family or that private school might do on their own to serve that student okay timeliness okay and then on the um state performance indicators i skipped one sorry so we have um every year now we have what's called our state performance indicators our state performance plan results these are tied very closely now to this dashboard and it's also tied to calpads so all of this reporting comes out of our special education system and it indicates

030what um special ed for chico unified where we're doing well and where we're struggling and um [Music] when you look at this the blue anything in blue those are things that are similar to the dashboard those are items that are also reported on the dashboard anything on another slide in green is going to be our preschool numbers anything a purple is going to be our adult and those will be on different slides our adult students which are 18 to 22 year olds which we continue to provide service to and then the white ones are special ed specific criteria that we have to meet so as you can see on this one the areas that we did not meet last year for the first time was participation in taking the s back tests and i i'm

031not quite sure we've been analyzing data i think there were a lot of parent requests last year to not participate so we're really working on educating parents on the benefit of participating in that the other area we still met ela but math as across the district that is a challenging point and most of those numbers are going to be at the 11th grade level where they're testing the im3 so for special education we need to really work at trying to get our students up to that im3 level and then the last area that we didn't meet on this page is having our students in general ed 80 of the day or more okay next slide this one goes over or the air in this resource okay i can't see very well but i can i

032think i can remember it so this is some new indicator groups that we're getting used to getting feedback on and so there's kind of two things that i think we're looking at and one is just functionally how are we going to use that information to make those improvements to get our students where we want them to be but then there's also the part where we're still learning how do we document what we're doing so that we're putting information into the system correctly so that it kind of gets spit out back accurately so we're in that early phase of trying to get those two right any questions about those the next slide is on our adult programs and some of our overall disproportionality has to do with over identifying certain ethnic groups for special education and

033so in the area of american indian and african-american they proportionately are over identified compared to other students and then our our part c the part b that's um preschool to kindergarten meeting timelines as far as having those ieps on time we missed that one by just a couple percentage points and then um by 99.76 we need 100 on transition goals more than likely that was a missed box check box on one of those so that was an area that we're working on with staff so when the statement is made that we are over identifying native american african-american how would one know what the quote unquote correct identification rate is if there's more stress in the household if there's other factors that might be compromising a child's ability to respond that's the unique part of these

034numbers is that we know the students have needs and so we have to identify those needs based on the disability and so we respond we have to do an audit with each of these numbers to show how we have identified those students so we just turn in the information on those students and true disability and once that goes through then they'll give us a okay you did the assessments correctly they do have disabilities they look at it's a very complicated computation comparing white students with eligibility and they do it's like three or four step process to calculate that versus the ratio to the um those of different ethnic groups so i don't have that calculation in my head but it is about three-step calculation to it i'm just wondering how campfire the north north fire

035all of the homelessness fits into that i mean it was disproportional in a number of ways in the trauma that went with that yes yeah all right next leg there we go and so um just like general education we had many timelines that were the same march 19th our governor announced the closure of in-person instruction in california and then starting march 23rd we came back from spring break and we started planning to address the services and the instruction for students with disabilities and then school ended on june 4th we did offer extended school year this year for three weeks and we were online with that as well during this whole time the timelines will go on through this time the next and the next slide i'm talking about the things that special ed did at

036the same time general ed was doing some of their process we had added processes of contacting families developing means to get parents signatures and times when we couldn't pass paper back and forth consulting with parents on support how to support their students to access and then our teams were required to complete service logs for the state on every contact with parents gina okay okay so this is our parent contacts that we made no the next one that's why she doesn't have it okay so is this working oh great so parent contacts that's something in special ed we've always been really good at but during this pandemic time we definitely increased our our frequency of that parent or case managers mostly took the lead and contacting each student's families right from the start in march when

037we went out to establish how we're going to move forward for that time we thought it was going to be short term then over the summer diane offered a full day's pay for our case managers to do a second reach out phone call to each of their families and to establish the start of the school year and then we frequently are checking in about iep services and how those are aligning to the progress that they were making through these options that we were able to provide throughout each different phase so and then another all of us coordinators did a second round of any family with an iep who chose oak bridge we made a personal phone call to them just to make sure we were addressing that specific child's iep needs and what that would

038look like if they did choose oak bridge versus if they chose to stay with us so and i would say that process we did get a lot of families to choose to stay with us rather than go over to oak bridge because of those special accommodations we were able to give them around their concerns so we certainly did get a number of email parent complaints though complaining that they weren't getting what their kid needed and i mean i don't know if we struck out the phrase special needs that would be any different than the other parent complaints we had but you know the aspect was that their kid wasn't getting and i think it was just hard on everybody that um i would agree with you i think it wasn't quote unquote normal life however

039family plays that one out right and yes it was very it was very different um addressing iep needs on a distance learning format than it is when we're in person and we're specialized in our field with a lot of support so that there's a whole other level layer kind of of training the families and the staff to support their students that because we all have special training too so there was a lot of concerns and a lot of worry about those services being met in an appropriate way i would say that now that we're back on campus and we're seeing these kids and like kind of testing and assessing where they're at on their goals they really overall in general are making tremendous progress even in this distance learning format and i i would say

040from my own perspective is that that increase in communication with the families and that extra coaching and and support we were giving while they were still have concerns about their ieps being met they were getting a lot of support in that way that did help kind of bring us together and that coupled with them coming back to school and that the students themselves really appreciating school in a different way that they haven't before um wow i mean they are attending they are sitting longer their their goal they really are making progress on their goals so in my small reflection as we're coming back over the last couple weeks i think a lot more good has come out of all of this than challenges in general which is kind of hard to say right actually actually

041kind of hard to say um as we came back in we really had to consider because for special education everything is so hands-on we had to consider curriculum how are we going to do curriculum in such a way last march and then continuing on today and so these next few slides are about all the services that we've done since march 2020. i think emily did a nice job already explaining what was happening in preschool and i'd say that for preschool and all the moderate to severe programs all of the same types of online instruction were provided as anywhere else but the content and the structure was very different and the nice thing in terms of that parent connection that and so many of us have mentioned is that at loma we have a grant we've

042probably in year three on called embedded instruction and the thrust for the embedded instruction grant was for inclusion and it's very simple about embedding the instruction in a in an inclusive naturalistic environment so because we had some of this language in place we were able to shift that concept into embedding the instruction into the naturalistic home environment so instead of let's say something that would happen at the table in the classroom you're now talking to a parent about how to embed you know instruction into their bath routine in the bathtub which for that age group is very appropriate so it was a nice opportunity to see another use for this outcome of the grant and we hope to keep that concept continuing because it's just it's so age appropriate okay then to get ready for

043students for the school year for the elementary um we had trainings for both our mild moderate and our mod severe teachers on curriculum that's listed here and as you can see there's a range of online programs that were purchased for students with ieps and in this district where students have a wide range of needs and then there's an example down there it's called unique which is a program purchased for students with more complex needs and it supports their learning towards more meaningful access to the general education is this the secondary one oh it's got an ic secondary okay so for secondary we had agenuity so for our students we first tried to customize edge annuity to meet individual kids needs with accommodations which you can actually customize at genuity quite a bit which is nice

044for the students that need a little more customization than we could do within that we also had my path which is an ex kind of a special ed component of edge annuity so some students went through that my path um one we also had read live up here and for some of our more mod severe students that's we use the unique curriculum that dana just talked about and touch math and then some students we really needed to focus on their specific iep goals and get really creative around how those can be implemented at home also so variety and now to professional development where we did a lot of professional development around distance learning of course and i think the tricky part was that we didn't have experts to pull from yet within the district right

045because none of us had done this yet so we did we pulled a lot of training in from outside the district for edge annuity for all those curriculums we mentioned just previous in the previous slides we had them come in and give trainings specific to those curriculums we did trainings around how to implement the emergency iep language and then trainings for new teachers that came in around the normal stuff we always train on anyway facilitating ieps and writing goals and communicating with parents yep and the regular stuff like zooms and google classrooms and it works one of the things i'm most proud of our staff are is the flexibility in following the lead that we put out there and when can we meet with our students when can we do an in-person appointment-based assessments one-on-one

046and in doing that we also had to work with the nurses so this slide and it gives you the links to all of the documents that we developed in coordination with butte county public health with our nurses to provide information on all the safety guidelines for parents what chico unified was doing to keep their child safe while they were in the classroom and then faqs about disappointment based services as it turned out the timing uh which you saw in those previous timelines of when we finally got the okay and guidance to start our in-person services came really close to when we started open schools so we would start open appointment based services about a week later we started our what we called pods at that time and then we moved into what we're doing now

047that was cohorts and then we moved into our in person for everyone with the pods so this is information on all the things we went through for that safety and then our nurses um really worked with us and as you saw before with the workday child care child supervision they developed codes screening flow charts we developed especially because of the concerns with face masks exemption processes and we are following all of the guidance from the butte county public health on implementation of cleaning safety we've worked really closely with kevin baltima and his team and with jim and his team as the mous have been developed to make sure that we're following all the district policies too all right so these are the california stages of reopening and down at the bottom there are how each

048tier affects the delivery of special education services and assessments it's a little bit different as we move through the tiers and these are the resource and special day class in-person options presence learning platform was purchased for our speech-language pathologists and school psychologists in august in order to continue to serve students at home through schools closures and this provides a platform to deliver direct teletherapy and assessments to students so oakbridge academy is also used as an online option for students receiving special education support services we two additional resource teachers were added in august to the school for a total of two and a half positions now serving the needs of students on ieps who also want to have an online independent study option okay and again i had already mentioned the workday child supervision we did

049work with tina keane and provided many of the instructional pair professionals since we were online we did have access staff that was able to support that that staff has all now returned to the classrooms because we can support general ed push in and what's happening in special ed classroom and then our next steps really to keep up the communication and professional development those are the two top key items for our special education staff as we move forward any additional questions well how i mean i think when we've had other assessments audits as a system we've done extremely well and been very proud of that how um how's the comparison i mean who's who's the marker where's the high bar the jump so for the areas that we have not met the targets most of those

050this was the first year um half of those markers were actually preschool which were brand new markers so it's a baseline and it was a very um they were trying to figure out what the market should be on that one so on preschool i think most districts missed that i'm part of a state work group on the state performance indicators and what those markers should be and the challenge is is that in those work groups if you've ever participated in mostly it's people not in education in them and they all want the markers to be a hundred percent or whatever the mat or zero whichever way is the most full inclusion and so being part of the education system and having that balanced conversation of what is realistic if they're not in education what the

051heck are they doing talk to tony thurman maybe i was just gonna say we've been getting some comments that were hard to hear so please speak up when you're speaking into the mic okay thank you and i think we're gonna switch out now okay i do want to thank diane and her team uh delivering special education in the online and in our modified traditional manner has been a challenge as has everything it's been a new experience for us every step of the way so thank you for stepping up to that challenge and making it work for our students and i know that you know as always we will have parents and students for whom it's not working and and we need to continue to hear from them and try to meet those needs as well

052and i know you do well i want to salute all of you for the really difficult path you're making yeah thank you very much for coming and sharing all of that with us okay um we are going to move forward this was an information item i didn't see that yeah yeah yeah um yeah so our next item that we're going to be uh discussing here is the modified traditional am pm model update and the educational update so the last time we gave you this update we were just had two days in our am pm so we're going to give you a little bit more of an update on what's going on and plus some attendance data for you we'll also be going over the third option with you guys tonight and we will also be

053going over as you were directed to us to go over the av schedule results okay as we did last time we're going to a number of students in each instructional model curriculum and instruction health and wellness safety and sanitation and communication and technology are the things that we're going to be covering tonight again and i'm going to pass it over to mr karis are you ready mr karas yes i'm all set uh so we wanted to set the stage for the discussion with some data points uh regarding coming back to to in-person instruction with the ampm model and i reported out this this point to you on on the at the last board meeting the percentage of students uh attending in person versus the attendant percentage of students attending online based online learners and we've

054remained very steady a little bit above 20 of our students chose the site-based online option and that that's held steady through the 28th the this this slide is just more for your reference this is schedule groups by sight we still do have a wide swing with rosedale uh leading with about fifty percent of their kids a little over fifty percent uh choosing on online instruction the attendance rate uh we're right up around ninety five percent which is kind of standard for us over the past few years this is all-day attendance rate as opposed to period attendance due to the way we're coding we're using two different sets of codes that don't really lend themselves to being analyzed in the same way i would need to separate those online learners and in-person learners from each other

055to report out as a as a larger group so we still do see our high needs populations in particular our homeless and foster students well below the average for all students we've been as you know the board receives a report uh monthly regarding chico unified enrollment and so we wanted to update you on where we were with that in the time of covid so the first three columns there are census day enrollments for 2019-20 1819 and and 1718. so you can see a steady rise in our census day enrollments that's the first wednesday in october following the high point last october we had dropped i believe that's 146. yeah we dropped 146 students just prior to covet on march 5th okay so from just prior to covid to last week we dropped 291 students so

056that's from march 5th to last week on the 27th of october do we have any idea why right before in march we dropped that many students it wasn't a drastic drop in march it was a steady decline from the census day enrollment and and we talk about this a lot in a lot of it times in the context of budget forecasting is that due to the campfire now due to covid our our population is you know really really hard to predict i'm going to get into some more details in a second on that and to the october 2nd 2019 is when we hit our high point with the campfire students correct is there we go so one of the things about a district our size is that we just by in a regular school year

057which we haven't had for a few years now but during a regular school year we have a significant amount of kids coming into the district at any given time and a significant amount of kids leading okay because we are dropping so much since cobit we wanted to dig deeper and see where are these students going okay so what i'm going to talk about is data from march 15th of this year to last week and the students moving out of our district during that time period looking back a year at the same period of time from march 19th to last october 26th 2019 which was by no means a regular year because we're just coming out of the campfire but we saw 901 students during that time period leave our district in 2019 okay during that

058same time period in 2020 we've seen 581 students leave our district so in a nutshell less students are leaving but significantly fewer are coming in take me back aside please uh this breaks down most the highest percentage of students are going to california districts outside of butte county so 36.5 are doing that 19.4 are going to butte county charter schools 17 are moving out of state we have one out of country even and 14.6 are going to other butte county schools that are non-charters and 72 at the time this data was was taken had moved to homeschooling just a quick update on oak bridge enrollment uh we took a little dip in september uh in the beginning of october uh down about 15 from this from the starting point of of 5 51 and now

059we're right back up to 5 50 so about where we started at oak bridge okay mr sullivan you're going to kind of go over the areas of strength so we've been uh we certainly have been trying to reflect on things that have gone decently well but also certainly some growth areas for ourselves uh during this last couple weeks with just everything going on and one of the things that we've seen we're going to throw kudos to erica over there she's done a phenomenal job with kind of coalescing information and putting it together on our website in a really user-friendly format to kind of answer a lot of covert related questions with those things i don't think erica was going to share for about two minutes here just kind of what it looks like so if

060there happens to be people watching we can maybe answer some questions about where they can find this information as well because we get a lot of questions and we're starting to try to refer them to the website and then the parts where erica has put all this together thank you so i am going to go ahead and pull up the chico unified school district website for those who are viewing there is information and two ways that you can access the covid 19 parent resources it's under serving you covid19 it is also available on the homepage under covid19 parent resources and just to quickly walk you through some of the materials you'll find we have the butte county public health department school guidance documents we are also have the information for daily wellness checks how parents

061can know symptoms and different ways when they should send their child to school and when they should keep them home low risk and high risk symptoms in addition we also have documentation from the butte county public health department about what to do if you expect covid19 exposure for those in the elementary world we do have information on the elementary school waiver back when the process first began and we also have the school reopening plan and videos and a timeline of events during the covid pandemic under the protocols for in-person instruction we once again go into symptoms related to covid19 and then public health documents when a student or employee tests positive returning to school after testing positive what to do if you're exposed and one other element that a lot of families have found useful

062is the cleaning ingredients and products that are utilized there's also a link to safety protocols including air filters and safety videos we have virus information prevention and facial coverings and then we also have the community dashboard which provides information for butte county covid updates the california state dashboard covit updates along with our chico unified community updates and the last element we have is our chico unified notification protocols we continue to add to these but what parents can expect when there is a confirmed case on campus how they'll be notified and where they can reach out to if they have additional questions or need additional information and that is a brief overview of the information currently available although it does continue to be updated kathy has a question yes my understanding is the requirements requirements from

063the health state level health department is if an employee tests positive for covet that business is under mandate to tell all their other employees and provide testing but i don't believe that applies to students so our procedure our protocol that has been embedded with our school nurses who have closely worked with butte county health department are that if if you are within six feet um stationed within six feet seated within six feet um or near the student or adult for for 15 minutes or more in a 24-hour period then you're quarantined regardless of test results if you're negative or positive if you're if you're exposed to someone who's determined to be positive so even if you get tested and you're negative you still have to remain in quarantine so the person can choose to or

064not just for their own [Music] peace of mind i guess but it doesn't matter they're not going to be able to return to work or to school depending on who they are i don't think you understood the question the parent isn't required to tell us that's true but if um if they are tested positive the health department will notify us did i still miss it well it's just interesting since there have been cases in high schools and other counties that apparently the parents didn't tell anybody until they came back from quarantine so if they're tested and the health department is notified at least in butte county and then it yeah and they have notified us um whenever it's happened even back in in uh since summer when we had um some cases in um the

065child care and then we've had several cases this year it just really it's so critical that parents take that responsibility very soon absolutely so some other things um we've been really impressed with kind of teachers using kind of some of the curriculum we've been bringing in place right now i know elementary has done a great job with wonders and ready math and a lot of marks are just using it and rolling forward with it now that we're back in person secondary in particular edge annuity a lot of them have been really blending ingenuity and kind of more personalized instruction as they've come back also and a lot of teachers have moved off ingenuity in the secondary world reconnecting students with peers teachers and support staff i mean them coming back we had lots of supports

066put in place so that when they did come back it was with um with a lot of supports in place whether it's mental health supports academic supports are happening with all those kinds of things as well um it's more of a secondary connection though lots of clubs and activities kind of geared to welcome students back also and make sure that when they do come back they are able to participate with kind of that high school experience a slightly different version of it obviously with what's going on but they definitely have those opportunities nutrition services doing a bang-up job providing all kinds of breakfast and lunch opportunities everything from pick up and go as you're leaving campus to coming on campus and having breakfast or lunch there available for them our transportation department has done a

067great job transporting a lot of students certainly our homeless foster students are getting transported different places during this time as well as they've been doing um let's see the following board adopted safety guidelines we've been really pleased and getting a lot of feedback from staff i mean john's doing it kelly's doing everybody's walking through classes and just kind of asking everybody we can do you feel like things are safe sanitized you know are things going well in that area and pretty consistently just hearing a very positive response from everybody they really feel like things are clean sterilized people people feel like it's a safe place to be working right now it's kind of over overwhelming the feedback i'm getting is unwalker and i think everybody else is hearing that as well online instruction at oak

068bridge is going um well now i think there are lots of good things about path blazer in particular compared to what was happening with aselus special education services i think diane went over that quite a bit but they've done a bang-up job with kind of some of their appointment-based services happening and just in small cohort groups coming in also and getting services with those areas as well so we've been we've been generally pleased with how things are going as far as certainly some areas for for growth as well and i think mr shepard will hit on those in a little bit coming up also i would like to give kudos to our superintendent kelly staley she actually dressed up as one of our custodians and worked with our one of our custodian crews and went

069through the process with them of cleaning the school not too many superintendents i'm guessing are doing that in the area but so she can she got a firsthand look at how we're doing on our safety protocol so i'm pretty impressed with that so i think mr vincent is going to talk a little bit about technology and what we've been doing in that area oh i'm sorry the wizard is behind me behind the curtain so with technology we've uh as you know we've deployed 350 actually 265 usonic tvs we've offered many trainings for our staff we have additional trainings uh coming up tomorrow i know mr morgan has been working with head services directly to set up those trainings uh we'll also have additional trainings coming out from usonic themselves we can do more advanced trainings

070exciting news today too 847 laptops arrived today from back east so they are in chico and we will start imaging those tomorrow with windows so starting next week we can start deploying those so any questions about technology mr vincent we also just handed out one of our last hot spots so how many did we originally purchase we purchased about 250 so we're ordering 25 more of those right now so we have reached out to our families that needed them between our foster and homeless liaison ratash has done an excellent job of finding those families that needed them and we just again like mr vincent said we purchased 25 more to them so we have them for our families that are continuing to need them ritesh has done a fantastic job on that yes okay and

071as with any implementation of a seemingly brand new school system implemented within two or three weeks there's always going to be some challenges and some areas for improvement and you'll you'll hear that some of the areas of of strength are also still areas of improvement because we're doing some things well but we want to continue to do them do them better and i think we can we'll be talking more about that later as we've been stressing throughout the conversation since basically since last march and even going back to november of 2018 there is a significant amount of instructional time that's been lost and so we're constantly going to be addressing learning loss specifically for our targeted student groups we had conversations today uh with our dlc group about uh focusing on learning loss through the

072rest of the semester and the beginning of next year during collaboration time it has to be at the forefront of all of our conversations because we're going to see some direct impacts of learning loss obviously as kids come back in person they're really excited to be there and seeing their friends and seeing their teachers but after that initial honeymoon period reality starts to set in some of the struggles they were facing while they were in isolation using that word loosely can be exposed when they're suddenly connected and dealing with some of their own their own trauma so we have teams of of staff as diane and her team have already explained working with specific kids with their specific needs we've been doing some more hiring and jay mr marchant just approved another prf a personnel

073requisition form for some additional tcm support targeted case manager support so we're continuing to add staff as we're moving back into the into the next environments we are talking with parents often about how we're going to continue to improve engagement when teachers are using their online environments we want to be sure that those kids are engaged that we utilize the most valuable resource we have and that's our teaching staff and trying to do everything we can to improve the the teacher and student engagement and just keeping our knees bent you know there's so much still happening that we need to be flexible we need to make sure that as new mandates come in as new expectations come in as people become more comfortable with what's going on in our environments that we adapt to those

074needs and maintaining that flexibility has been a benchmark of this school district since this has started we've maintained flexibility and and we all appreciate that okay so this is what i talked a little bit earlier so myself and mr maddie are going to kind of talk about these other other two options one was our option three teachers teaching in person while streaming in the classroom so we're going to talk a little bit about that and the challenges with that first some of the challenges were difficulty for staff to zoom while teachers while teaching in person finding out the kids that are online who need support while they're teaching women the students in class so that's been a challenge for them schedule restraints for option three students it's been um as you guys knew it took

075us an extra week um to get the schedules in place for the students that were using that option schedule impact impacts for in-person instruction it's not doable for hands-on cte courses so when people are zooming in our ct courses welding culinary they're have not able to do that while they're zooming increased unsustainable additional fiscal impact so adding um 32 um extra sections it was a cost a little over 300 000 for two months for to add up those sections to have that option three remember we do have there's two options that we use for online the one where teachers are zooming while they have students in their classroom and the other ones where they're just teaching online only from their class so those are the two options we're not having any issues when a teacher

076is just teaching online only in their class but they are having some issues and i'll have mr moretti if he's here talk a little bit about his survey about the option three thank you yeah so you know we have a little over 300 teachers doing that where they're doing it at the same time simultaneous in person and online and for more than half it's just not working well uh and and both groups are getting shortchanged according to the teachers and i sent you all the comments i don't know if you had it was 30 pages of comments but that seemed to be an overriding uh perception from the the staff that they weren't doing as good a job as they could whereas as jay just pointed out where they're especially at the elementary level where

077you have teachers doing in person say in the morning and only online in the afternoon that seems to be working well as well as in the secondary classes where that a teacher might have four sections of in person and one section of online which is working well um and if i could jay talk about the eight day b day because it kind of ties into this sure go ahead we have we only have three bargaining sessions left before winter break and if we it's and if you saw the results i sent you we are evenly split among those respondents um 50 50 that want to view it go into an 8 a b day and 50 that want to stay where they are and and that we saw those comments please no more changes was

078a real common one my concern is we have a couple of months before second semester where we could really dial in this uh the a that am pm model with and dump that simultaneous um bottle that we're using and try to figure out the scheduling of how to do it where you're either in person or online for those students that don't want to go to oak bridge if we spend that time looking at the a day b day model we'll have to spend our negotiating time on that and it would still have to go to a vote and getting feedback and i'm just thinking that some of the feedback i got from counselors were like we need time to get this worked out and and and if we go down that road they're not going

079to have the time to get that scheduling it will be in a situation like we just went through where they had a week to get it figured out we also talked with different leadership groups so we talked with our dlc math and our dlc english they both said please let us stay in our schedule that we have right now so we did ask our leadership council with those questions and they overwhelming said that they would like for us to stay in the am pm model also we asked our leadership team all of our principals if they could give us input um all said that they would do what we asked them to do but if they're if they had to choose they would like to stay in the am pm model and please do not

080change again and again we're talking about the spring semester we're staying status quo to get us through december 18th but we're just talking about this spring semester so these are the two things that um the board asked us to kind of check in on and how they were doing and what the surveys are telling us what the teachers are wanting as ms moretti said with the ab schedule it's split almost evenly down it's kind of like our country right now so it's it's split down evenly um which model that they want and so there would be really no way to want to to choose model either way it's going to be tough eileen thank you and thank you kevin for forwarding those um comments and and i did want to uh you really did make

081it pos impossible to identify the uh the person making the comment but um i i really appreciated the teachers making the comments so that we could or this that as a board member it was as valuable as all of the emails we got from parents after july when you know when we were headed into making different decisions to actually get that much feedback um from all different directions was very helpful and i appreciate the time you spent kevin in um you know and putting all of those comments together so we could review them i reached out to um families that two didn't reach out beyond two that have secondary students and the comments were please don't make any more changes that the am pm is is working as well as you know they they just

082don't want us to make any more changes the the parents and the kids were definitely unanimous in that there's also i believe an issue that if we if we play around with what we're doing now our after-school child care issues might be affected and that would definitely not be a positive thing some the the cost of maintaining option three not only financially but in the reduction of productivity for instruction that the teachers were indicating they were seeing in not being able to give their online students what they what they deserve they really don't feel that that option is giving those students a fair shake and if we're spending that amount of money to produce an educational experience that's not a very good educational experience why would we continue it so i you know i don't

083have any support for myself for continuing option three that's just where i am okay so real quick i just wanted to let you know ms moretti you can speak on this too we do have two schools chico junior and rosedale um they had a majority of their teachers and like kevin sent me those numbers um i believe they were like 65 percent if i remember correctly but wanted to stay with that because of the immersion program um and again on a slide you saw earlier that mr carrick showed that we have a high number of students at rosedale that are zooming in and both those schools at least through their survey majority of them said they would like to continue to do it and both of their principals said that they would and just to

084clarify and this is not an important point but it is a point that they're cost neutral it'd be cost neutral to continue those okay it's cost neutral wouldn't it doesn't cost us anything oh it doesn't cost the same thing correct your mask is [Laughter] that's not the data that i saw what i sent you um but but but at chico junior there was there was a vast majority of the teachers were doing it and it was working well but i didn't see them wanting to continue it at rosedale very very few were doing it and i'm only talking about simultaneous i think most of the roselle teachers are doing uh um to the the one in person in the morning say only and [Music] in online afternoon after lunch yeah you're correct on that but

085the the the chico junior numbers and i didn't ask the question the way it should have been asked for what we're talking about it was the way we said it was would you want to make it man the only way the district thinks it could work that's this option three simultaneous if we made it mandatory and the vast majority of chico junior was worth no on that yeah but that's a different question i think than what we're talking about here correct if it's okay mr marshawn i have mr moretti's notes here just to be specific so according to the notes here there were 28 teachers at chico junior out of the 49 that were using it and of those 28 5 said it wasn't working well the 23 said it was just so we have

086the information from the survey yeah tom so i'm just having a little bit of a semantic issue here i'm afraid um when we proposed option three um i think a lot of us said hey this asynchronous the synchronous hybrid is not gonna work so i'm not super surprised that's being borne out but the other version of option three which is teachers doing a secondary uh four one or a three two split to me that's still option three we have some other special code name for that now and if we were to switch all of the uh if we were to remove the hybrid synchronous option and just do three two or four one splits at secondary or am pm um is there an additional cost there so i think what we're looking for here is

087direction from the board because uh when we first started if you remember way back in july we had two options um for the am pm or for the modified traditional and if you wanted to be online it would be oak bridge if you wanted to come back in person you would come back in person and stay with your school site so when we were making the transition to modified traditional am pm it became very clear that we still had families that weren't comfortable coming back in person but were really connected to their teachers and their school site and wanted to stay there and the first one that really jumped forward was rosedale and they said you know what we've got an option that will work can we have flexibility to do something for our families

088we're like absolutely and then many other and eventually all of the elementary schools came forward with that that really did not happen um at the secondary level initially there were some isolated cases where some teachers were like absolutely zoom in stay with our class but we did not have um a well-articulated or even articulated plan for secondary so it is no surprise that um when there was direction from the board that let's go with uh let's try to find an option three and it came from all of us we wanted to do we want to meet the needs of our kids we want to meet the needs of our families and we really work to try to make this happen but i think the idea going in for secondary was exactly what you said our

089you know the way to make it work when you have so many different options on a high school campus you cannot replicate all of those classes and many of them are singletons so you know the way that people went about doing it was can kids zoom in or do the passive zoom or you know watch online and that is really difficult and i can say just from you know the teachers that i've seen doing it they're like i feel like i am letting the kids that are joining in from online down i'm not meeting their needs so one of the options that we are now looking at for secondary is completely blowing up the master schedule rebuilding a master schedule that has options that are online only with a teacher that is at their home

090school however i mean we just have to be very clear and i want this to be clear to the board as you consider direction for us we will not be able to offer all the classes that we offer on our high school campuses right now in both an in-person and an online format and in fact you know we have a we struggle at times to fill all of the classes that we want to offer in a cte sequence or in an ap sequence you know sometimes we'll have to alternate ap classes so um to do it both in person and online is just not going to be doable it's not feasible so i just want to be real clear about that but yes you know that is an option that we're looking at at the

091secondary level yeah kathy so my understanding uh was that the the brunt of the complaints and i'm separating that from the wishes the brunt of the complaints at about going to oak bridge in secondary was that their typically elevated course desires weren't provided they wanted ap and ap wasn't provided correct there are some ap classes that are provided through edge annuity not all of the courses that we currently offer are provided through edgenuity and so then the question would be i mean oakbridge went up in enrollment quite a bit is it feasible that where the online classes at a particular school are really low enrollment that we could move them to oakbridge and gain a greater fiscal impact one of the other things that we were looking at sorry kelly one of the other things

092that we're looking at uh ap teacher at chico high or an ap teacher at pv if they combine the class together that's okay yeah so we can use you know a teacher one of the schools to teach that class at both schools online right i mean i think that some of the expressed desires were wishes i really like my teacher this particular but if we could do that kind of collaborative um compression i guess you would say and still offer through oakbridge you know one of those courses that would seem like that would be really helpful from reading the comments that kevin got and i think that it wasn't just that the teachers are frustrated with the workload the kid checks in and then disappears they can't monitor what the kid's doing and if the

093parent isn't home nobody's monitoring so that makes it really really difficult when our big big concern is loss of learning right just really quickly another option we plan to offer students is the additional instructional services options that provide ap seat licenses per student and so it's in a low enrollment ap class we could take three or four students and they could they could take four of their classes still on their comprehensive site and then take two ap classes through seat licenses and they're individual and it'd be a significantly less cost again this isn't all about money but it is a little bit about money and so we feel like we can take care of the needs of some students using using the edge annuity instructional services as well and tom i just want to let

094you know you're correct if teachers were teaching four and one there isn't really a cost if it all works out we we feel it's going to be a lot less we probably might have to um have a few sections here and there added but not like what we're doing right now with the 32. we really wanted to try to meet the needs of our families when they're asking that they wanted to be stay in touch with their teachers and stuff like that in this environment and and we gave it that effort and we will continue that through this semester but we just at this point we don't feel and again this is not me it's it's a tough decision to make move forward okay i have a question with those many concerns about ingenuity as

095we've heard why would we continue to use edgenuity as the basis for online-only curriculum for our secondary kids so i think there's a difference here when you choose to be in an online only program as the students that are at oak ridge did you want that flexibility to do your work within your own time sequence a lot of times we have people that want to travel i mean there's various reasons that people go to an online only format and it does work well for those that if that's their choice where it did not work well is if what you want is interaction with your teacher to be surrounded by your peers whether that's online or in person that is not ingenuity ingenuity is very you know one-on-one instruction it is standards-based it is rigorous you

096definitely get learning i mean learning takes place if you are engaged with the program but it is not for all kids and i think we learned that i don't think we ever had any intention that we would be on it as long as we were but we did want to ensure that our kids started off the year with a very standard space definite instructional program and you know what we've learned through that is again it's great for some kids but we really have a lot of kids that what keeps them engaged what keeps them coming to school is that connection with their teacher and that isn't provided through edge annuity so that's why we're looking at the site based program where yes we could have some online courses that we could have them at the

097site that are ingenuity but if we have teachers that are teaching a course they can be doing their own course specific instruction via google classroom so that's what we're that's what we're really uh distinguishing here is this third option was an effort to have teachers kind of combine both right their teaching and allowing the zooming in which wasn't hasn't been working hasn't been affected hasn't been well liked by the teachers they're not thinking it's been effective with the students so what's being proposed then is that you'd either have you would schedule things where students could either have an online experience where the teacher is actually teaching it's not an ingenuity based it's the teacher is teaching their own way the the class correct or but well it either has to be ingenuity based or not

098right well just like we have right now we do have teachers that are using ingenuity still even in an in-person environment and we have teachers that are doing their own instruction based on their curriculum so right now we do have both going on but uh is our plan to come the next semester come you know spring whatever switch over where you will choose then you will either have in-person instruction where your teacher you're there you're in the classroom or you are going to have this online version but we're not saying we're going to mandate that it be non-ingenuity we're just gonna we're not gonna mandate that so that is a discussion that is coming up uh in negotiations tomorrow they're having discussions about instructional methodologies i will tell you that if you are at a

099school site it would be my preference i don't get to make this decision but it would be my preference that we have teachers teaching and delivering their curriculum if you want the edge annuity experience you can take courses at oak bridge and we do offer the ability we always have have the ability for students to take some courses at oak bridge and some courses on the comprehensive high school campus uh so are we yeah sorry yeah linda was that you oh yes it's me i didn't i didn't see your face sorry go ahead okay how many students are we talking about with option three maybe if someone from district office can tell me approximately how many secondary and how many elementary students are taking advantage of this option three yeah all versions of it i

100can talk about the high schools first so i think we had about 600 schedule changes three um 300 at each at each high school and all of the um currently all three junior highs have kids using option three uh it's bidwell and chico junior are one hundred percent marsh is is almost one hundred percent so i don't know if the number of students right now would be reflected in the second semester we still need to have parents complete a enrollment selection to make that determination but i can tell you at the high school level we have about 600 kids whose schedules had to be changed to offer them that option and the counseling staff by the way were fantastic that's a lot that is a lot have we gained any students back since we've moved

101into tier orange coming back to school in person looks like oak bridge actually stayed about the same if my correct on your slide earlier tim oak bridge has actually raised about 15 since pre-covet or i'm sorry since we were completely online okay and how about elementary how many students are using a third option in elementary i'm sorry my internet cut out in the middle of your response there mr shepherd so in the elementary world linda there's um we have a lot of classes doing like what mr marshawn was talking about with kind of a morning session live and at 8am and pm yeah there's a lot of those that are happening in elementary i would say as far as live streaming and additionally those are more of the outliers like maybe a couple students here

102a couple of students there where the i call it a puzzle putting a puzzle together where families and staff could match up to what people are looking for there was an outlier student or two where it didn't fit in so there might be two students zooming in while teachers teaching in person here or there so i'm we're talking a couple hundred students kind of scattered maybe three or four hundred students kind of scattered that with a couple here and a couple of there i would add since i'm i'm doing in my household the second grade and you're doing kindergarten that those kids it's harder for them to be engaged consistently with the class because it is just a few the feedback i heard linda was a lot of teachers were very frustrated the the the

103technology was difficult for them but they were very frustrated that they just couldn't provide the experience like mr murray was talking about for those students they just knew they were not sure i understand i was just curious okay thank you so you did mention that the kids would where it is working in the elementary and the middle schools we would be able to continue correct that's what the plan would be if if this is that roast demon rosedale and chico junior is that wait right right but i mean if they're all if they're functioning well the way things are then why would we want to change it but most of uh the elementary of mr sullivan is saying is they're doing just zooming with the students in the pm right um sections they're not actually

104doing and as tom said earlier whatever we're calling it hybrid where they're actually zooming with students and so we would want to continue that and we would actually want to continue that at the high school whether it's zooming or doing ingenuity um just with students not doing the mix where we had them in the classroom and at home right right right right elementary very much like to have that option there just to do am pm with one in person and one zooming yeah yeah and if we have something that's working at a school site and the school site wants to do it i don't know why we would take that away if the families are happy the staff is happy right that's the ideal situation i mean this seems to be really largely a problem

105at the high schools and you know that just makes perfect sense because of the way that you know the classes are and everything so um yeah tom thank you um on that note i know we do have some teachers who are still using ingenuity even that well their site based do we have any numbers on that about how many classes we have that are using ingenuity with on in-person students yeah we believe it's about 70 percent that are still using ingenuity 7-0 7-0 wow yeah wow and as ms daley said earlier we'll be discussing that in negotiations what that looks like in the second semester um tomorrow we'll start that with our union about what it's going to look like if that's going to continue or not mr shepard may be able to address this

106better but i do believe within the edge annuity there were some cycles that teachers needed to finish for grading periods within edge of duty and maybe cycling off i don't know if you have some added insight there john yeah with cycles and units and modules because there was so much customization and they're moving things around they had they had their pacing planned out and not knowing where this was going to go the most consistent thing for them to do was to stay with ingenuity although they were really excited to see their kids again you know so it was um that was that part was working out well that they could continue with the pacing continue with the the rest of the semester and and also get to see some kids so tom what what we

107are seeing what they're saying is we're having teachers once they finish that module are now going back to their regular instruction and it's trickling into that as what we're seeing or hearing from teachers i guess what i'm trying to get some clarity on is if we uh chose or tried to get rid of ingenuity everywhere except oak bridge for the second semester would we be who would you be upsetting at that point can you rephrase that get rid of ingenuity at oak ridge at all sites except oak bridge if you were to pull edge annuity from all the regular site-based schools would we be upsetting any large group of people would that be a bad thing for some reason i think that's a question that we need to ask the teachers just the fact that

108we have so many that are still on it could be a function of the fact that we've already talked about that's where they started that they want some continuity to in the semester i have had some conversations with some teachers who said i really like edgineoti because it has given me the option to do the flipped classroom approach and they're getting instruction and then i can do small group individualized instruction with kids that are struggling in a particular area i also had a conversation with the teacher who said this has been really good for me i didn't want to do it at first but it's been really good because i've seen a clear articulation of curriculum with the standards and i've picked up things that i should be doing that will help my students with

109their testing and assessments that you know were pieces i was missing before going into second semester um you know again personally i really believe that those people that are choosing their school sites what they are wanting is that interaction with their teacher um and for those that are in person with their peer and online with their peers as well so i do think it would be at semester not now but at semester would be timely to transition back to teachers teaching their curriculum and their courses we have had comments from principals expressed that students are saying if i'm going to do ingenuity in classroom that i've been doing at home why should i even come in so we have to be very careful about that because i think the kids want the interaction also in

110that give and take so wait eileen you had your hand i did thank you madam president my um my support is like i think i've heard from the other board members is at the semester i think that we should do as much as possible to limit the amount of ingenuity being used i mean our our whole the whole beauty of having students in front of a teacher is our teachers chico unified has amazing teachers and to substitute that teacher time with ingenuity does not appeal to me kathy well i want us to be careful here they're getting two hours with their teacher they're not getting a normal day and then the zoom interaction a teacher may be using a component of ingenuity to quote unquote keep kiss on track i'm concerned and we had no

111way of testing at the end of spring and no way of measuring what the learning loss was at that point we know there was significant learning loss so the problem is we won't see another testing cycle till the end of spring semester we don't have major testing that happens in december so we're kind of on a bicycle with not knowing what the pace is or how far the the ride is um so if if a teacher wanted to have a genuity as a resource i i'm not want to tell them no i think the critical thing will be what i'm hearing is we're probably going to stay am pm and then what happens in the zooming part i think needs to be developed you may have teachers that are go thank god that's over and

112i can do my own thing but you may have other teachers who given the range of learning loss and the student mix they have and all the confusion that we were forced to engage in while we tried to do the schedule match they may want that as a quote unquote footprint i think ingenuity as a resource is one thing but it should not be a replacement for direct instruction from the teacher and as was already mentioned we have the best of the best in terms of teachers and they need to be able to do what they do whether that is in an online format or whether that is in person at the high school they are going three hours a day at the elementary their two hours so do you want us at this point

113to decide something we need some direction on two different things one the you know option three um is is it the direction of the board i can i can see multiple directions we can go but you know do we want to continue with the program that we have right now that i think we are hearing uh is going to be very difficult for our teachers and you know probably very difficult to negotiate as a result but where we were where people were trying to do the simultaneous zoom and teach do do we want to go back to where we originally started and if you want to be online then oakbridge is your option and if you want to be in person then you're at the school site or do we want to look at an

114option where we blow up our master schedules for second semester and work into our master schedules where teachers teach some dedicate dedicated online courses knowing and i need to be really clear with um you know staff the board and most of all our students and community that we cannot offer the breadth of courses that we offer in our comprehensive high schools for every you know option for every student so they will have to make choices but we could have that option so those are and there's probably a dozen more options but we need some direction on that okay so so really it's it's this third option which we kind of yeah um bumbled into in a sense because we saw that it it you know at rosedale and then it just sort of bloomed into

115this sort of massive thing and uh but it doesn't seem to be working eileen did you well i um there was some mention of how do we assess um some things and normally you when you get in this point in a semester you get probable failure notices sent home from your class and if edge annuity has assessment tools that they've been being that have been being used we should be able to know how many students need you know to be alerted or their parents too that hey they're they're not going to pass this first semester why can't we do that i think i think that was a big a big deal that that so many of the students were failing per edge annuity correct i i haven't heard that report yeah we had at the

116at the two high schools we had about 100 close to 100 percent increase in fs from the first progress report last year to the first progress report this year um i don't i the numbers were close to like i believe chico high was 400 and something the year before 430 then they went up to 742 or something and then pv was similar uh on their rate also um we did see an increase in that we also believe the the slow start that we had with ingenuity was part of that but yes our students were struggling learning online and as we know it takes a certain family and a certain student to be able to learn that way we just had to be able to do that and try to get as much learning as we

117can with our students but yes they were struggling in that environment and there were a lot of emails you know from parents saying you know my my student is getting these horrendous grades and you know it's because of the way ingenuity the grading happens inside that program and they don't understand it and you know very disturbing so however we need to be you know upfront about that as well because when you you know it is um tied to the amount of time that you spend on it so if you're on you know when you're at school you're in a class for 56 minute periods so the expectation would be you would spend 15 56 minutes on ingenuity and in most cases that did not happen and i think what we're also hearing now is online

118is hard for some students for many students whether it's edge annuity or we're hearing from teachers that when they show up for the synchronous zoom um even then they're having a hard time reaching them but a lot aren't even showing up they're not zooming in so if you're not attending and not participating then you're not going to have the the grades that said ingenuity is rigorous it is time consuming it is nowhere near as engaging as being with a live instructor so that too adds to those failure rates but i don't want to blame it all on ingenuity because at oak bridge um we had a higher rate of passing because the families chose that and they know knew what was going into that to that model so we had a higher rate of passing

119those classes um so that again when the family chooses and they know what they're doing they're getting into that to that model we've had a higher success rate yeah tim i just wanted to add that progress reports did go home as normal in in october notifying parents okay yeah kathy so i don't i think we are making decisions i don't want to get us in a situation where we think we agreed to one thing and we agreed to maybe something else so it seems pretty clear to me um that we've got from kevin's comments uh and feedback that we have um boy this is hard to state we don't have a ground swell of everybody going back in a classroom in the normal load all day school for spring i haven't heard any ground swell

120around that tame is still purple um there are several reds around us we're orange thank god there's three yellows above us but um you know many many comments from teachers and some and some parents were we still have thanksgiving we still have christmas and the national head she said yesterday that the worst is yet to come so i don't think we're making a decision that we're going to put all our normal students back in their classrooms right for a full day we're still talking am pm so i don't want well what's she waving no linda linda wants to speak oh oh okay okay she's no no no i was just stretching i'm good okay okay so we're talking am pm the question is what happens with the kids who get two hours or three hours

121in the morning and then go home where is their educational structure going to come from zooming personal information from a particular teacher or something like a genuity i hate to make us such a narrow box that we leave out something that might work with that particular teacher that's okay well we need to somehow draw this together linda do you did you need to say something yeah yeah let me just make a comment it's become way too complicated i still don't know how we got to the asynchronous learning and it's been a mystery to me but i'm might ask my board colleagues to consider and this may cost us an enrollment but to really do away with that third option unless a school like rosedale wants to use it do not mandate it for teachers okay

122well let's just have a motion consider that and let's discuss that because it's become way too cut we don't even know what it's called like tom was saying yeah there's too many person i think that uh people are feeling that way so is that emotion i second your motion for the sake of the minutes we do need to be clear what that motion is now let's be clear what that is okay so did you make the motion go ahead in at spring semester we will not offer a third option we will not offer a mandatory third option for teachers uh families will have to choose in-person instruction or oak bridge academy well no no no that's not it they won't be mandated to zoom their class to the students who don't want to come in

123person at all that's the third option you they they have to be able to you go ahead and make them okay we are moving to stop mandating that a teacher will at the same time she's teaching in person be zooming to other students just for the sake of language it's not mandatory it's voluntary we haven't mentioned it okay can i can i make a suggestion yeah that's not right either to make it for the teachers and for when we begin to um select send out our selections for our parents if we can make it in the affirmative this is what we are going to offer okay i think that would help us be really clear about what the parents are going to be able to select so here are the options that you have to

124choose from okay so i my understanding and i wrote this down was and we talked about this a little earlier that it was either going to be online with the teacher preferably not teaching via ingenuity but that the person could utilize that as a resource or you would be in person you'd be going to school in person those would be the two choices but you only go to imper in person two hours or three hours well but that's and then you have to have uh by the state you have to have a online option to finish off that experience so dr kaiser just to clarify for so for example if a student was in an in-person first period english 9 class for a certain amount of time in addition to those minutes there's asynchronous expectation

125from the teacher that does count as the instructional minutes that we require from the state so it wouldn't necessarily be another platform or google classroom it would be additional asynchronous learning that would be the additional and does not have to be online it could be reading it could be a writing assignment it isn't your isn't your student that you're working with your child like my grandson he he goes in the morning to school for two hours he comes home and he has to do a half hour of math and a half hour of english those are his asynchronous assignments and we'd use the language coursework instead of homework so then it's included in the instructional minute yeah but there's also art and pe that's online but live after that and there's reading groups so there's

126also special groups so i don't want to limit those options i don't want us to get into the thing of if it happened on the computer and the teacher was there no no no this this those that's not even part of option three what we're talking about this is synchronous no but we're trying to make it in the affirmative correct so i a suggestion for language could be our options are in person learning with with asynchronous expectations okay online only courses offered from the site and oak bridge all right okay is that good linda did you get all that i did get that and i like that but that still costs us what three hundred thousand dollars no no no no no no that's not including that's not including what they're doing now because now

127they've opened up all these additional special sections sections and in order to accommodate this this way of doing things so it would just be the schedule tom was talking about 4-1 or whatever okay yeah yep i'm all in favor of it so can i try and put that into one sentence sure try it please try let's see all right um i move that in the event we are still in the am pm schedule for the second semester we will offer either fully online zoom courses or fully in-person site-based instruction as in the current model or students parents may choose to take their students to oak ridge okay and there would be an assumption that with either of the zoom and the in person that there would be asynchronous because there's more time and that's how

128it's going now yeah okay i'll i'll second that if erica can actually read it back josie harrison member lando moved that the in person i can't hear it board member lando moved the in-person instructions still if we are still in the am pm model at the beginning of the second semester we'll offer online only courses online in person instruction or take our students to oakbridge academy seconded by board member kaiser okay and and so all right are we okay to vote on this now well could i i have to ask a question sure so what if we have that high school student who um their class schedule there's not online classes available like i'm still seeing some gaps you mean only online right the only online so just like during a typical year at some

129point you know you do have to make decisions um you know we sometimes have times when we can't fit everything into a student's schedule because of singleton courses right so and and that was my point earlier is that we will not be able to offer the very rich course offering that we have at our comprehensive high schools fully online so i just want to be clear about that yep let's make sure we're clear but yes i am ready to vote okay eileen just one more clarification i thought somebody said that at the secondary level the students could take um courses at both oak ridge and uh they still can so yes they always i just didn't want us to think that we were excluding kids from filling out their their schedule because they couldn't get

130all the classes they wanted at their home school because you can it's almost like the uh you know being co-enrolled at butte this motion um addresses those options okay all right so we'll do let's do a roll call vote just in case so linda how do you vote the eye okay robinson robinson i kaiser i griffin i landed i okay so that that passes so we're all clear about that but the other thing that came up with this and that we've also been discussing in which mr moretti was talking about was this whole business of investigating and spending time at this point checking out the a b schedule which you know several people have sat now 50 apparently with the teachers and i'm not sure if if that was high school teachers or is that

131all teachers kevin all teachers that that was all the teachers all teachers okay it was 56 it was it was more uh broken out it was more elementary than than secondary but if you combine them all it was within one vote exactly 50 50. okay but there were other issues surrounding that and things that you brought up which made you believe that for this for for now we really shouldn't be spending our time considering that is that correct that that is correct especially now that we've you voted we're going to need to blow up the the schedules to rearrange and put these kids in if we can't tell the counselors and the school staff what schedule they're going to be going to they can't do that work yet okay so it would it would it

132would be a mess and we do need a good amount of lead time in order to accomplish that because we know those counselors and schedulers have been just going nuts with having to to do all this stuff so so that's the other day tomorrow and that's so that's the other decision is to vote on do we table that consideration of the a b schedule at this point i move yes i i don't i want to go beyond tabling i want to just vote that we will not consider the a b schedule for second semester this 2021 school year okay um okay i'm a little confused here because you made a motion and then you need a motion so we gotta okay just the procedurally where we go on this can you two i was just

133offering a friendly amendment to make it clear what we were doing if okay dr kaiser agreed that that's what her intent was okay yes that's fine thank you and do we want to put that in a positive going with john's suggestion earlier that um you know make a motion that we will remain in the am pm for the right we had actually said that already um in the first motion we'll just put a smiley face on it okay so the motion is if i understand correctly that we will remain in the am pm schedule or sprint for spring should we need should we need to do that rather than be should we still require having social distancing right you mean instead of instead of being full-on yeah back to you i don't want to make

134the motion and stick it in there if you suddenly drop the yellow yeah yeah and with with tom's friendly amendment that in consideration of the fact that we are not uh that we are not going backwards but that if we should fully open up then we wouldn't need to do that so maybe the the motion should be specific to the modified traditional that uh chico unified's modified traditional schedule will be an am pm schedule okay so that we don't confuse it with you know going into purple or going into yellow okay okay is it is does that make sense erica kelly we're gonna see if she can repeat it back okay so what i have here is a motion made by board vice president kaiser to table the consideration of the a b schedule with

135a friendly amendment made by robinson to move that we not consider the a b model for the second semester for the 2021 school year and then further clarifying we will rem chico unified will remain in a modified traditional schedule with an am pm schedule for the spring 2020 21 school year unless we go totally out of coven correct should we need to be in social distancing settings is what i originally had okay unless that needs to be does that work that works so if we want to look at our i mean just to be clear and keep everything in line with what we have done so far we should be specific our stage 2 tier red modified traditional schedule will be am pm you know otherwise you're making if we're saying that we are going

136to be in modified traditional am pm for the second semester if we fall into purple you have no options if we go out of kobe do you have no options okay okay but the problem i have with that is we're not in red we're in orange and so are we officially in orange yes was it today okay we've been in much yeah it wasn't official until we were there for two weeks yeah yeah it is it is now okay so yeah but if we say it that way then should we go into stage yellow or even we're totally back to normal we couldn't go back to normal but then we wouldn't have a modified so as long as we say it's the modified traditional schedule okay as long as we if we phrase it that

137way is the modified okay okay i just want to make sure that the language is i know what the language is okay all right so yes well i don't want to change anything i'm just just clarifying sure the the point that even if we have changed into the orange yellow yellow yellow okay we still or at least i as a board member want us to continue the mask requirements the social distancing the cleaning protocols that's what's going to keep us in session yeah you know i i don't want it just because we changed into a lower tier to just have it be an automatic you know reaction that that doesn't maintain all of our protocols to keep us safe right so i think we're talking apples and oranges here so right now we are talking

138about what will our schedule be when we are in a modified traditional instructional model um i don't think in fact i think we told our public that that the decision about next semester whether we were in orange yellow purple what our instructional model was going to be would be made in december it is consistent but this this um makes that not necessary because we were going to come back in december and and actually have considered the the a b thing but now we're not but no we're not right so so then now we're saying this and this is what we're sticking with and so i think the decision that would be made in december is if we are in orange do we come back like our stages of reopening initially as adopted by the board

139state back in person with safety measures um or if we're in yellow we come back i mean the whole stages of reopening the that the board voted on how we come back for second semester regardless of the color that we're in the board said that would be decided in december okay okay so are we ready to vote on this now any questions linda are we good no we're good to go all righty if we're all good to go all those in favor please say aye all right okay we got that boy it took us a while again but we got there all right so are we doing anything further now with this discussion or did we resolve everything that needed to be resolved uh the staff has direction from the board thank you very much

140okay thank you uh kevin for all the information you supplied it was very very helpful yes thanks kevin um all right so then we will move on to the notice of instructional materials mr shepherd this is just our annual report of obsolete materials just need action by the board okay i moved three point i mean yeah three point three excuse me oh second bet is it really like yeah it's three point three three point three okay yeah let's do that it's obsolete materials okay all those in favor please say aye aye aye okay next is business services uh district office new building update hi good evening can you hear me yes we can hello julie hi thank you for your time tonight appreciate it very much just wanted to give the board an update on

141direction that you provided back in late june when you were evaluating the purchase of the lifetouch building and decided not to proceed with the purchase you directed the district to investigate a plan b to house the programs administrative programs that support services the district provides that were currently not adequately housed so if i could bring up erica or john could bring up the plan view i want to share with you um what we've been looking at as far as this site so on the view that you're looking at right now the upper right hand corner of the drawing is the existing district office building and then in the lower right hand corner you see the hatched area that's showing sort of the footprint of where the new building might be placed and this has been

142vetted through the district leadership and we've been working on it uh to get it to a point where we can broach the issue with the city of chico the city of chico will be the um building official on the project since this is not a school site so the current district office large conference room which is a portable building and the special education offices that is also portable building will be removed from the site in order to make way for this new building to occur before we move to the next slide uh the district office parking analysis is on the left hand oh go ahead linda i see you julie i just had a question you said that this um city of chico would have to be the entity on this because it's not a

143school but i thought we were moving oak bridge in there yes but it's not a field act site like our schools are so it will fall under the purview of a city of chico building permit great thank you sure no no problem as i was saying on the left hand side of the screen you show the district office parking analysis as you might know the city of chico has requirements for the number of parking spaces the medians in between and the shading with the trees on the parking lot so we're working on those issues as you can see on the site plan as well are there any questions about the site plan before we move on to the programming the city is that more the city of chico's success in getting anything done at all

144for the last year through building has been almost zero that's why i was asking that question earlier julie is this more or less parking spaces than we currently have more more okay definitely more one of the key features linda um and the rest of the board will be that we will fence off a portion of it that can be closed so that employee parking is more secure and then there'll be an area for visitors that's open parking area good yeah that will be a a good safety measure to put in place and as you all know we do have a really good working relationship with the city of chico they are aware that we're working on the baby steps of this project so they're expecting to hear from us if you can move on to

145the next slide now you'll see the the ingredients of the new building if you want to say what is going to be held in the new building and what are the square footages that are being allotted for each different space so well we plan to house a board room uh oak bridge academy and the business services department as and that includes fiscal services directors marie and jacqueline and their groups as well as restrooms for the students at oak bridge restrooms for the public a lobby for the public and a lunch room for the district office all of the district office employees to utilize which will also be able to serve a secondary purpose of providing a concession sort of kitchen area with coffee for when the board is meeting at night and they may have

146dinner or there's a meeting that they want to have you know uh snacks or uh coffee and that sort of thing so it will be a double duty room we're really trying to be economical and flexible with those spaces and make sure that the spaces can serve more than one purpose would cte hospitality participate not likely it would be something like what's in the large conference room now where you have the kitchenette area where you have some storage and the ability to put things on the counter and bring them into the conference room to to serve so if you look at the bottom of the spreadsheet you'll see the total there is 8 820 square feet we've plugged in a number of 1323 square feet additional that would provide space for corridors and walkways and

147circulation space that are necessary making a grand total of 10 143 square feet this is utilizing the program that we originally worked on for the life touch building so the space allocations are the same space allocations that we were using for these departments over there at that building we need to mention that because of covid the oak bridge program is certainly expanded blown up and expanded so they're serving a lot more students now than we had anticipated at that time we don't think that we will continue to serve that many students forever but we do need to revisit this and make sure that we're getting a right fit for a footage allocation for that program so we'll be working really closely with ronda and john sheppard just to make sure that we we get the

148right fit for that program one thing i also want to mention is that the board room and the seating area for the boardroom as i mentioned earlier we're planning to integrate as much flexibility and use of the building as possible we want to make the room dividable so that it can be separated into different meeting spaces that can be used all day long and with the area that the board room or the board sits where the equipment for presentation is housed could be closed and locked off so that it is always set up for board meetings to take place so we'll save on having to set up that equipment on a regular basis or have somebody have to borrow a microphone or a cable or something when you don't expect it and so that our

149board setup will always be ready to go i will let kevin uh chime in here and address the the cost estimate and the funding mechanism kevin if you can do that for us and we can open it up for any questions sure just as a reminder of the board we had a presentation on our fund 42 which is the former redevelopment pass-through dollars um we are expecting to receive over 17 million dollars through 2045. currently the only earmark on those dollars is for support of our security camera system which we budget annually about 250 to 000 a year we have been receiving anywhere from seven hundred thousand dollars to a million dollars annually in this fund the current balance at the end of last year was three million dollars and so we really are bringing

150this to you as we think an investment of those rda dollars versus just using them operationally towards a building that will benefit the district for a long period of time so we would use whatever cash balance was in fund 42 to put down a substantial down payment for this for this construction but we would want to finance a portion of it with the future revenues from the pass-through which are very secure they're really an increment tax increment of property taxes so that's how we would pay for this the cost estimate you have is a very rough cost estimate we believe it's conservative and it's really just based on square footage okay do we need to uh to take any action are we just here for information julie have a quick question how many teachers are

151accommodated at oak bridge academy in this plan julie you're my you're muted sorry about that uh if this spreadsheet shows two teachers as being accommodated and we understand now they have 10 teachers in the morning and 10 teachers in the afternoon however if you look at the top of the oak bridge spreadsheet portion there's a large classroom of 1300 square feet that could easily be divided into working areas for that many teachers in the morning and in the afternoon they do not need separate office spaces it's more of a an open bullpen space with a desk and a place for the student to work when they come in to visit them twice a week does that help answer the question yeah i do think we need to continue to work with oak bridge staff on

152that because i think sometimes the noise carry over um when they're too close to each other we'll just need to work closely with them i reviewed this yesterday with rhonda odlum and talked about the expansion uh what's nice about the flexibility of the boardroom is those the dividable space so she we've been talking about projections what enrollment could look like for oak bridge and adapting the space again this is a document that was based on much different enrollment numbers i think we're good plus we're also thinking on 13 and 14 julie if i'm correct that we would probably keep our grant it'll go down to one um after this year unfortunately um they'll probably be in them in the district office and not in the new building we also talked about the restroom space that's

153allocated there it could be adjusted so that we there's there are many things within this that we think we can adjust to make it work and i think we're at the point where we want to bring this back to the board um get your input but then we also understand it's going to be a necessity to engage neighbors and more make this to the public but we don't have the answers to all those questions yet so it was really conceptual to get this drawing down have julie go to work work with the city figure out what the answers to those questions are and then really invite neighbors and the public into this conversation as we get further along in the planning process so it sounds like uh we should mr baltzma you have a question

154kevin yes do you have any idea a ballpark idea of what the debt financing would cost us not offhand uh linda depends on um our ability probably for a a loan this frankly small compared to some of the other ones that we do um we may actually look for a private placement so right now interest rates are low and so it'd be actually a good time to take maybe advantage of that so i think one the timing would be good for us but we do have a very steady revenue stream my suggestion would be always when you're dealing with debt to try and have the lowest repayment term you possibly can to reduce those interest costs overall so you know we'd have to take a look at the amount of revenue we're expecting making sure

155we have enough to take care of our security system uh over those years as well but there's certainly even a large surplus um even after we made this investment um in the future so i think to answer your question i don't have the exact numbers but the goal would be a short repayment term 10 15 years and pay it right out of the fund 42 extra dollars thank you thank you so i want to move that we give staff and julie the go-ahead on this i think that not just our questions but our ability to have understandable discussion with the neighborhood it's going to require that the city stepped in actively and start to facilitate this it's happy what sorry dr kaiser um this is on the agenda as an informational only yeah it's informational

156oh i thought you said that you needed uh actually if i said that i apologize it was really to bring this is back to to to tell you where we were with that that part b that's right yeah he i think he was just explaining that i think it's exciting i'm yeah looking forward to it yeah okay well is um does anyone else have any questions for kevin while we're here okay well great so we'll expect to get that back and and for you to go through the rest of that process with the neighbors and city of chico and you know as it goes along so the next item isn't discussion action item and it has to do with the charter schools measure k project requests yes so um core butte charter is requesting and

157it's been approved by the measure k charter facility committee that they would like to purchase some more laptops because of kovid they do not want their students having to share computers and they're moving toward a one-to-one ratio for every student having their own and so they're requesting that you authorize forty thousand dollars uh for the purchase of the new units they would have brought these to you much sooner but they've been in such short supply um it was actually on the agenda for several months ago and so we're bringing it forward to you now because the units are available for them to purchase great i'd like to move approval if i might second okay um motion by linda hubby second by dr kaiser any further discussion needed all those in favor please say aye aye

158aye aye passes unanimously all righty the next item has to do thank you julie has to do with um setting the date of our organizational meeting um the proposed date is december 9th so that would be the time when um new uh members are sworn in old members exit stage left and new officers are elected i moved past three point three point one okay oh second oh second oh tom beach to it sorry okay okay motion by dr kaiser second by tom lando all those in favor of having the organizational meeting on december 9th please say aye aye aye okay that passes alrighty that closes our meeting i'm going to adjourn it and we are going to go into closed session