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Board of Education to order. I think you all, one, two, three, four, five people here and a couple people on Zoom for joining us this evening.

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Tonight, I'm going to start the meeting by reciting the Pledge of Allegiance. Please join me if you choose.

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All right. I will now call roll. As I say the name of each of our board members, please respond present. And then staff, you can introduce yourselves as you present this evening.

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Board Vice President Megan Sweet,

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President, Board Clerk Gary Lim,

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Board Member Ryan Lalone, I am here

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and Board Member Jennifer Williams

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is going to be absent this evening.

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Moving on to our closed session action report,

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the Board did not take any action

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in closed session this evening.

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We now have modifications to the agenda.

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Are there any requests to modify the agenda this evening?

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Seeing none, I will move on.

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Next we have approval of the minutes

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minutes from our May 31st special board meeting.

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Do I have a motion to approve the minutes

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from the May 31st special board meeting

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of the Board of Education?

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I move.

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Oh, that was a tie.

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I'll second.

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Okay, so that was a clerk limb

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and vice president's suite as a second,

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so I have a motion and a second.

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Board members, all those in favor say aye.

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Aye.

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Aye, and that passes four to zero.

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We now have the communications portion of our agenda.

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The first item on this agenda is public comments.

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It's Ms. Lonergan.

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Can you explain to anyone in the audience here or on Zoom

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how we will be receiving public comments

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under this communications agenda this evening?

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Thank you, President Little.

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The first public comment period is for items

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that are not on tonight's agenda

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but are under the board's jurisdiction.

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If you have a public comment

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on something related to school district business

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that is not on our agenda tonight,

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please either turn a speaker slip in

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or if you are joining us via Zoom,

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please find and use the raise your hand feature now.

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Once we have hands raised, President, I'll call your name, and you will have up to three

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minutes to make a public comment.

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A timer will be displayed to help you keep track of how long you've been speaking.

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When the timer ends, please wrap up your comments.

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Once we start public comments, we will be unable to accept additional raised hands.

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Thank you.

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Thank you very much.

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I don't have any speaker slips.

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do we have anybody on zoom with their hands raised we do not okay three two one

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we're gonna keep going now we move into the written correspondence miss

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london do we have any written correspondence related to this evening's

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agenda thank you president little the board did not receive any written

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correspondence related to tonight's agenda all righty now we are going to

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move on to our reports from our employee organizations starting with the

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AEA, is Charlie Sutterfield on Zoom?

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He is not.

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He is not.

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But I do have a super special cameo

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that I would like to introduce.

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This is Ms. Nancy Reed.

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She is a teacher at Alameda High,

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and she is one of the incoming co-AEA presidents.

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So maybe take it away a little bit.

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I know it's-

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Take it away a little bit.

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Hi, I'm Nancy Reed, and Brian,

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and it's nice to see you again.

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And I've been teaching at Alameda High for nine years now,

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teaching computer science and multimedia art.

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And I really look forward to working with you all

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and staff on a smooth transition

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and to keep moving forward on the district's goals

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and a successful parcel tax.

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Thank you, the elephant in the room.

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Which is important to all of us.

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Absolutely.

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Wonderful, thank you so much.

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Welcome and we look forward to hearing your reports and partnering with you as well. Oh, and yes, and I'm representing also Martha Zank

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Who is the co-president and she should be here later?

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Expected sounds great. Thank you

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Miss Azo I don't see any Keegan CSA 27 president, but is she online? No, we don't have

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Any reps from CSA or 27 or 860 tonight on

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Okay, so we're going to move on. I don't see our PTA council representative Gabby Badia in the audience, but is she on Zoom?

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She is. Yay.

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Ms. Badia, you should be able to unmute yourself and whenever you're ready.

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Can everybody hear me?

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We can.

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Yes.

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So good evening everybody, good evening President Niddle School Board members and President

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de Scuderia and General Public.

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I'm sorry I'm not able to be there but I just want to acknowledge the tremendous work that

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was this year during the school.

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Most of the school had their first activities in campus after these two years of pandemic

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and every family was very happy also the students.

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I think it's very important to say that is a tremendous work that everybody did and we're

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doing the best for continue the support for make the best public education and everybody

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is already talking about the parcel tax and I think that's a really important work that

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we can work together and that's it.

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Have a great summer.

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Thank you so much.

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Next we'll move on to our board member report starting with Vice President Sweet.

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I don't have much to report except for to thank all the teachers, staff, leadership for a really

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great school year and I hope you have a restful summer. Fabulous. Board clerk Gary Lim. Yes,

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I just want to take this opportunity for our last meeting of the school year to thank my

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outstanding colleagues on this board. You're extremely exceptional. I wanted to let you

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I know how much I appreciate your sacrifices that each one of you have made to step up and do what's best for the students of Alameda.

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You're an incredible team and I think that issue being knowledge, the sacrifices that each and every one of you make.

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I know you have to balance your families, your careers and for that I think that I couldn't be more happy to again come back on this board to be with this phenomenal group.

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Thank you, Superintendent Sugaderi, for the outstanding job that you do day in and day out.

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Thank you to all your staff, but most of all, thank you for being such a great partner with this governance team.

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And last but not least, thank you, Kerry, for always making our lives so much easier and

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always attending to our needs.

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And again, what a great school year and I look forward to August when we all come back because I couldn't imagine a better team to work with.

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Beat that, board member Lalone.

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I want to take mine back and do it with Gary.

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I have no idea.

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Did you just say you had nothing?

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Wow.

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If you can't beat it, join it.

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I just, yeah, I'll just say did not everything.

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It's been a crazy last five months or so, six months.

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And I look forward to seeing everybody in August and hoping that all of you have a refreshing break.

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break and a well-deserved break ahead.

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Next we move on to Superintendent Scuderi's report.

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I think my report's embedded in item one tonight,

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so I'll defer to that.

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Okay, fabulous.

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All right, we're now gonna go on to the approval

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of the Consent Calendar.

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Prior to hearing a motion on this action item,

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do we have any public comments on the Consent Calendar?

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I see no public speaker slips.

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Ms. Lonergan, but are there any hands raised?

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There are not, so I'm just going to announce,

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Again, that it is time for public comments on our consent calendar.

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If you're joining us on Zoom and you have a comment on anything on the consent calendar,

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please raise your hand now or we will move on.

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There are no hands raised.

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Okay, great.

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Do I have a motion to approve the consent calendar?

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A move.

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Vice President Sweet moves, do I have a second?

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And Clerk Lim seconds.

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So we have a motion and a second.

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All those in favor say aye.

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Aye.

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Aye.

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And it sounds like that item votes passes unanimously.

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Ms. Lonergan, before we move on

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to the general business portion of this evening,

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could you please explain to folks

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how we will be taking public comment

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on the general business items this evening?

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Yes, thank you, President Little.

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As we move through this part of the agenda,

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Board President Little will read the title

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of the agenda item.

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If a member of the audience or a member joining us

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on Zoom would like to make a public comment

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on that agenda item, please find and use the raise your hand feature on Zoom and

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you can do that as soon as you hear the title of the item. Staff will give the

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board their presentation and then it'll be time for public comments. Depending on

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the number of speakers we have, we'll probably have three minutes per public

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comment tonight.

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A timer will be displayed to help you keep track of

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how long you've been speaking. When the timer ends, please wrap up your

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comments and once the public comment period starts for each one of our

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agenda items we will be unable to accept additional raised hands on that

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agenda item.

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All right let's get down to it. Our first general business item this

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evening is the year-end review celebrating our progress and sustaining

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focus on the challenges. This is an informational item being presented this

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evening by our very own Superintendent Scuderi. Take it away. Thank you very

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much present little and members of the board and members of the community and

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staff even though we don't exactly have a sellout crowd tonight it's a good

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opportunity to read I think some important acknowledgments into the

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record at the very least last time we came to you we sort of articulated

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Is that work?

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It's pointing, but it's not clicking.

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Oh, I'm not trying to point.

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I'm trying to advance the slide.

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Point towards there.

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Should I just go down there?

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Is that easier?

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No, I'll do it.

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Mine's not advancing.

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I guess we could...

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We're just wrapping up the challenges

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and milestones from last week

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just before we get to

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your own review and celebration.

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Okay.

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Okay.

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There we go.

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Oh, look at that.

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It's like sliding, sliding.

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So I'll just stay here because we don't need one more transition.

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So last time we came before you, we tried to outline and map some of the significant

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challenges and milestones ahead, but we really thought it would be important to end the

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year.

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Not to gloss over the challenges that still exist, but really to acknowledge some of

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of the meaningful progress that our staff has made this year.

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Been leaning on the work of a person named Theresa Amabile

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who really talks about the fact that accountability

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is often the first thing we look at

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when we talk about making progress in systems.

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And I think that plays an important place.

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On the other end, there can be broad

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and sometimes somewhat empty recognition and affirmation

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but really in the middle what she contends

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is that one way to continue to motivate people

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is to acknowledge their progress in meaningful work. Actually, making progress in meaningful

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work is the motivator for the workforce that we have and acknowledging that as a way to

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kind of keep momentum and motivation. So just briefly across the system, I certainly won't

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read these slides. This one I might read a few things of because I want to start, Member

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Sweet acknowledged our teachers and really just a central, central part of what we

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we do here. It's hard to calculate all the variables that our teachers solve for during

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the day. It is difficult to imagine the unpredictable nature of the job, though I think if you've

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never done it, you can imagine that it flows more often than it actually does. This was

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something that Peter Green wrote in Forbes in 2021, and I thought it was just a good

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exemplar of one secondary teacher's two-week period of time. Certainly examples at elementary,

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at preschool, all over the system.

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150 pages about, papers about colonial developments do.

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15 minutes for each.

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A thorough reading and thoughtful response or grading.

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That's 37 hours of work.

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We don't actually play 37 hours of overtime to our staff.

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Designing multiple lessons a day for five days a week

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at a pretty intense pace.

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Quizzes, how do we assess where our students are

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and support them in their learning?

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The most time economical ways of doing that

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are things like traditionally true false tests

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or quizzes, multiple choice quizzes,

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but we also know that those provide sometimes

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the least useful information.

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So to really assess our students,

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our best teachers are out there using essays,

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projects and presentations.

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Those things take a long time to assess.

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We know about the power of connecting with students

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one-on-one, but to do that with 25 to 30

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elementary contacts or 150 secondary contacts

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is doable but incredibly hard to do.

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So I give this example just by way of acknowledging the complexity.

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Sometimes we just say, hey, we appreciate our staff, but that's just emblematic of one variation of the challenge

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that a lot of our teachers face.

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Our principals and our assistant principals at the end of the year want to acknowledge them.

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I've often leaned into this study because when I reread it, it's still compelling.

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2010, University of Minnesota, University of Toronto, a joint study.

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Looking at 180 schools in I think six or seven states.

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No findings that a school that was really showing improvement for students or improvement

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in school culture was doing that without the presence of a quality school leader.

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So thank you to our principals.

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I wanted to point to that drawing in the middle of this slide as we close the year.

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That was done by a first grader at Love. It's hanging in Ms. Lagderman's office. Dear Ms.

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Lagderman, thank you for making sure that we are good. It's just a simple kind of moving

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thing to me. And from where I come from in terms of an instructional presence, the thing

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that I like most about that is the idea that a child or a student has become acclimated

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and comfortable with a principal being present in the classroom regularly, not a plant manager

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or a disciplinarian, but a genuine instructional leader.

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Our classified staff, too many contributions to acknowledge, so what we thought we'd do

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is just put every job classification that we have in the classified service as a way

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of expressing how many different people do so many different things to make this school

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district work.

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I want to thank all of those folks as we close the year.

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District level progress, I was really shocked when I saw myself in this picture and

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then somewhat relieved that the board was in this picture as well.

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so it wouldn't look like I just completely put my own self in there, but our district-level

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progress just wanted to acknowledge that we have distilled our strategic goals into eight

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project areas.

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We've been talking to you all about a lot of those areas this spring.

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We have sustained that focus over the year.

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That's via the contribution of many of our staff.

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And frankly, the support of this board.

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We have identified and shared multi-year decision and project timelines for the board and

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community, I think as President Little alluded to just before the meeting, we really need

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to kind of get that information out relative to those challenges we talked about last time.

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And at this Board's request, we've made our LCAP and budget processes a year-round discussion,

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which I think has led to a little more work on the front end, but a lot more alignment

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in terms of how we're talking about resources and programs together.

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Grading policies and practices, I won't, again, read all of these slides you heard

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from Dr. Walton and Ms. Carol earlier this spring, we have been working with the contributions

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again of a group of teachers who are piloting one or more equitable grading practices.

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There is a formal cohort that will be working with Joe Feldman's group, Crescendo Learning,

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this coming, they've been meeting in the spring but will be meeting again formally

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in the fall.

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There is a full day of professional learning at all of our secondary schools coming

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this August and our goal is then to bring suggested changes after talking with AEA,

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our academic committee, and our teacher pilot group to bring proposed revisions to that

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board policy and subcommittee late summer or early fall.

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We wanted to do it at the end of this year but we slid behind just a little bit.

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I would acknowledge that it is encouraging that after surveying our secondary teachers,

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a substantial number of those secondary teachers, I think about 65, 66 percent are using

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one or more of these practices already. Language and literacy, I can't articulate this progress

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better than Nancy Lai did when she came here this spring, but we are completing with Nancy's

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leadership the first sections of a clearly articulated approach to early literacy in

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this district, something that we've needed clarity, coherence, and calibration on for

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a long time in my view, and in the view of many of our early literacy experts.

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I'm not one of them, but thank God we've got plenty of them on staff.

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This work is being designed around teacher feedback.

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There were multiple engagements this year.

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There was a committee that met regularly.

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There will be a professional learning on early literacy for TK II in August.

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And not only our team, but teachers will be facilitating that work as well.

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Pre-K to three alignment progress in that area this year.

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I want to point to our commitment to expand kindergarten day in 23 and 24 at 25. Let me

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roll that back. 23, 24, and again extending to a completely full day in 24, 25. This board

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made that decision earlier this year. Kinder committee was formed by our new-ish Director

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of Elementary, Ms. Harris, and we will continue to include preschool and TK classes in our

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instructional observations moving forward. On the Ed Services side, we've talked

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about this. Ms. Zazo, who has facilitated a lot of this work, really facilitated this

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work also in a collaborative way. We've mentioned to you before and hope the community has heard.

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We reached an agreement on weekly collaboration with AEA, really changing the structure of

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teacher learning, allocating funding and building capacity of our teachers this spring

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to lead that work in the fall, implementing the district-wide master schedule to better

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support, academic blocks, literacy, social and emotional sports, et cetera.

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Stuff that you've heard before, but stuff that I feel is worth reiterating and celebrating.

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African American student achievement, it is all of our responsibility, but I do want

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to point to some achievements Ms. Edwards and her team have drafted the job description

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for the advisor and mentoring program that will start in the fall.

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The initial orientation with those staffs and the practitioners, all who have been

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hired, was completed this spring. The scholar practices that we saw during the CCASE work

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have expanded in terms of their use at multiple sites. We'll talk about that in just a second.

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And this summer, we are running an algebra course funded through the Antibias Grant that

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we're hoping helps chip away at the deficient numbers in A to G eligibility that we still

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see in our African-American students. Be going out there with Dr. Walton next week

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to observe the summer session. And if anyone wants to come along with us, please let

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us know. Again, much more to do, but as I say at the bottom of this slide, small wins in

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our view are the building blocks of large-scale transformation. So acknowledging that we have

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a ton more to do, but there has been some progress.

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Reading in grades one through five, the CSAIS work that started two years ago, 71% of

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the CSAIS scholar students showed typical or high growth. That's about a 9% improvement

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from last year. If we're able to scale that over three years, that could potentially

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look like 25 to 30%. Math in grades one to five, the number of our African-American students

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with typical or high growth grew by 6% to 60% overall, still an unacceptable gap overall.

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But again, if we could sustain 6% over a three to four-year period, we're starting to look

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at things like 20, 25% change numbers. Overall, Lindsay will talk a little bit about this

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later tonight. We have seen a year-to-year improvement in terms of the responses that

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we're getting from African-American families on our trust survey and she'll talk about

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that.

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And I think really wanting to acknowledge that the C-State's work really started fast

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and furious about two to three years ago with the over-identification being flagged

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for over identifying African-American students in OHI or other health impaired.

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And that number of students is trending downward.

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We know there are a lot of variables at play, but it's an indicator that collectively

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what we're doing.

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You see that number of students identified go from 34 to 22 and a projected 18 in this

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fall, meaning if those numbers hold, we're one year away from exiting significant disproportionality

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for African-American students in other health impairments.

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Special education, lots of point too, but I think the thing that I'll focus in on

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briefly is an expansion of outreach to families, monthly listening sessions, the post-IEP

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surveys that they've been utilizing, and what you'll see in Lindsay's presentation

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a little later on tonight is year-to-year improvement in terms of what we're hearing

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from the survey on student-family relationships, particularly those families exclusively in

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terms of that recent to families with disabilities.

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Strategy evaluation assessment, I want to point to a few accomplishments here.

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I've already touched on the fact that our strategic plan has been distilled down to

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eight priority project areas.

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We're utilizing data more for decision-making in this district, and I want to appreciate

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Lindsay and her team for that. Four or five years ago, SchoolZilla, which is the program

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we use to look at literacy and math data regularly and to disaggregate that, I think, had four

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users in terms of school leaders in district office. That number is about 70 people regularly

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accessing that. So I could point to that as a way that we are, at least on the

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front end, in terms of a leading indicator, more people accessing data. And we've made

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multiple improvement to a number of data systems over the course of the year.

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On the HR side, last time we talked, I did note for you that there are some really challenging

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looking numbers in terms of the pool of potential teacher candidates, but our HR team is still

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working.

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HR team is now actually sitting in on interviews at the school site level to try to do quality

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assurance and some sustained calibration around those processes, making sure that

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the equity statements, the questions that we use during those interviews are used regularly.

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We will at last be integrated in introducing and implementing our new differentiated professional

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growth system. It's a new teacher evaluation tool that is less checklisty, more narrative

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and really more designed around growth than just stark yes or no answers. So we have

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a lot of work to do, obviously in terms of diversifying our staff and just filling

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positions as we talked about last time. But those are some of the things we want to outline

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as positives. Business and fiscal services. Again, as we wrap up, I really want to appreciate

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our business team and our fiscal services team. They have built, in my view, what

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is an extremely responsible budget that contains contingencies for a couple of the

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worst case scenarios that we talked about the last time we met with you in June.

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some additional cushioning that could allow us to solve some pretty significant problems

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over a 12-month timeline as opposed to a six-month or mid-year cut timeline.

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At the request of this board, we mentioned it earlier.

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We're now talking about budget year-round and tying it closer to resources.

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And our fiscal and business team have really taken on the additional challenge of diving

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deeper into the two areas that are particularly challenging for us in terms of special education

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costs, that's transportation and contract costs, and we'll have some recommendations

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and some actual steps that we've already taken by the time we see you in the fall.

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Communications, collaborated with technology department to launch the new AUSD website.

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We have gotten uniformly positive feedback on our website this year versus the previous

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this year, we have the ability to kind of do some quality control on district-wide messaging

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through individual school sites. So we're still working at that, but we think overall the

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functionality, accessibility, and design have improved. A public-facing version of

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the strategic plan was released this spring to make kind of our broader goals more

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accessible and digestible to the general public. We have initiated the inclusion

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of more students and staff voice in our weekly communications. I think you see that

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reflected in our weekly bulletin, supported the HR department in promoting the job opportunities

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that we have out there. And we're really happy to let you know that along with business services

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creating a family-friendly or hopefully more community accessible budget guide that will

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be done in August, our new and revised communications plan will be done in August

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as well that's really built around the major focus areas of the strategic plan.

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Headed for the homestretch, but I cannot not thank our operations team. Again, lots of

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things to celebrate this year. Actively monitoring and managing nine, yes, nine, construction

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and modernization projects. We have upgraded to multiple IT components and systems. I think

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we were acknowledged recently as having some of the best server and database security

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in the county in terms of public school district. We talked about the new website.

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We've developed accessible standards for custodial work to monitor and streamline how we kind

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of keep that work aligned across sites.

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Another area where it's tough because so much of our workforce is still substitute.

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And really, thanks to the intersection of business services and food services, technology,

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for streamlining the process for qualifying students for free or reduced meals.

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This was a big accomplishment this year that had a dual benefit.

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that more families who qualify

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for free and reduced price meals, receiving them,

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and as a result, the district's allocation

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of state supplemental funds increasing,

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not immensely, but notably in response to that effort.

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So again, we present this stuff to you tonight,

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not to sugarcoat things, not to gloss over

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or be dismissive of the fact

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that we still have significant challenges

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and a lot of work to do,

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But I think one of the key responsibilities I have as a leader in this system is to constantly

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be thinking of how to keep our workforce engaged and motivated on the challenges that we are

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all collectively working on.

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And we really felt that it was a good opportunity to be before you, the board tonight, read

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into the record.

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Our appreciation for some of that progress and what we think is meaningful work moving

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forward.

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Thank you for listening.

436
00:28:16,360 --> 00:28:22,200
All right. Thank you so much. So before we go on to board comment or questions, we will

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take public comment. Ms. Lonergan, I don't have any speaker slips on this item, but are

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there any hands raised? Yes, we have one hand raised. Ms. Carolyn

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00:28:31,980 --> 00:28:36,200
Broussard and James, can you please put three minutes on the clock for us?

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Okay, Ms. Broussard,

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as soon as you start, as soon as you start, the timer will start as well.

442
00:28:51,480 --> 00:28:52,040
Hi, everyone.

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One, can you hear me?

444
00:28:52,860 --> 00:28:53,220
We can.

445
00:28:54,780 --> 00:28:56,500
Great, thank you so much for the opportunity

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to make a comment, I appreciate it.

447
00:28:58,040 --> 00:28:59,540
And thank you, Superintendent Scuderri

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for your presentation.

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There were a couple of things

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that came to mind as you were presenting.

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The first one was I believe

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teacher training and professional development

453
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was mentioned a few times in your presentation.

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And I was curious about whether or not

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those training sessions are mandatory

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and how do you ensure maximum participation

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and those teacher training and professional development opportunities.

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I also want to speak to some of the African American student achievement data, while some

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of the growth data is really great, I think it would be really helpful to see data that

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talks about where these students are as far as distance to grade level, but I'm appreciative

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00:29:43,340 --> 00:29:46,660
of the acknowledgement that we're still pretty far from where we need to be in

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certain areas, particularly in math. The other thing around the number of

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students where we're seeing continued significant disproportionality of

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African Americans.

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It's great that the data is trending downward and I don't want to take away from the incredible

466
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efforts that this district is doing to address the significant disproportionality. I'm also

467
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interested in seeing is that downward trend also related to the fact that we may be graduating

468
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students from special education. They're just graduating from high school or leaving

469
00:30:26,040 --> 00:30:33,040
the district by some other for some other reason and that could be a reason why the trend is

470
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downward. So again, not to take away from the efforts that the district is making, but

471
00:30:37,820 --> 00:30:41,640
it also comes down to some degree as being a numbers game. So we just want to make

472
00:30:41,640 --> 00:30:46,860
sure that we're not overlooking the natural exiting of students as a reason as to why

473
00:30:48,200 --> 00:30:49,940
those trends are heading downward.

474
00:30:54,820 --> 00:30:56,280
And I think that's the end of my comment.

475
00:30:56,560 --> 00:30:57,180
Thank you so much.

476
00:30:57,180 --> 00:31:01,380
Thank you, Ms. Prisard. Any other hands raised, Carrie?

477
00:31:02,160 --> 00:31:03,500
No, that was the only hand.

478
00:31:03,720 --> 00:31:07,120
Okay, we'll move on to board questions and comments. Anything?

479
00:31:09,750 --> 00:31:10,050
Go ahead.

480
00:31:11,550 --> 00:31:15,750
I want to thank you for taking the time to outline all of the work that everyone's doing.

481
00:31:16,790 --> 00:31:26,250
Mr. Skidari, because I do think it's really important. I think people often miss just how much effort goes into teaching a lesson, grading work,

482
00:31:27,570 --> 00:31:30,750
communicating to the level that we have in communicating around all the work

483
00:31:30,750 --> 00:31:37,150
that we're doing. I'm deeply appreciative of the district's pivot to

484
00:31:37,150 --> 00:31:41,070
sharing about the LCAP and the budget together and on an ongoing basis. I think

485
00:31:41,070 --> 00:31:45,090
multiple times this year allowed us as board members to be able to point to the

486
00:31:45,090 --> 00:31:50,070
communication that's been ongoing and to clarify for the public why we're

487
00:31:50,070 --> 00:31:53,650
making some of the choices that we're making and without the benefit of

488
00:31:53,650 --> 00:31:56,090
being able to say that actually we've spoken about this same thing there

489
00:31:56,090 --> 00:32:01,450
voting on now 10 times that's really helpful not only for making sure that

490
00:32:01,450 --> 00:32:04,690
people have had access to the information but to making sure that

491
00:32:04,690 --> 00:32:07,450
everybody here on the dais has the information they need to be able to

492
00:32:07,450 --> 00:32:13,050
act with integrity and clarity so I appreciate all that time and effort I

493
00:32:13,050 --> 00:32:16,850
agree we always do keep our eye on the students that haven't been succeeding in

494
00:32:16,850 --> 00:32:20,090
this district and I didn't take your presentation as one of saying that

495
00:32:20,090 --> 00:32:24,690
we've we can kind of dust our hands and we're done and ready to move

496
00:32:24,690 --> 00:32:28,410
forward. I know we have a lot of hard work to do and I see this first year of the strategic

497
00:32:28,410 --> 00:32:34,330
plan as a building year so that we can actually start to implement some of the more deep and

498
00:32:34,330 --> 00:32:38,330
transformative changes that we envision for our students that are furthest from opportunity

499
00:32:38,810 --> 00:32:42,390
in this district in the coming year. So thank you for all that you and the rest of the

500
00:32:42,390 --> 00:32:43,230
district staff have done.

501
00:32:48,930 --> 00:32:52,530
I will also name, I mean, I'm sitting here watching this

502
00:32:52,530 --> 00:32:58,450
presentation like talking point talking point talking point it's you know coming

503
00:32:58,450 --> 00:33:03,930
off of two weeks ago and having that very sobering conversation about the

504
00:33:03,930 --> 00:33:12,810
complexities knowing that we've wanted to do so much for three plus years since

505
00:33:12,810 --> 00:33:18,370
having you come on in this role and having that you know that huge segue

506
00:33:18,370 --> 00:33:23,870
way of a pandemic getting in our way and it just feels like the momentum and to have this

507
00:33:23,870 --> 00:33:32,150
list of accomplishments in a year doesn't obviously to what Vice President Sweet said

508
00:33:32,150 --> 00:33:37,890
doesn't detract from that hard conversation that we had two weeks ago but there's a moment

509
00:33:37,890 --> 00:33:43,610
when you do still have to just sit back and celebrate the hard work that everybody

510
00:33:43,610 --> 00:33:48,590
everybody has done. The kids have done. The families have done. And you and everybody

511
00:33:48,590 --> 00:33:55,750
on your team who come to work every day or volunteer in our classrooms, everyone has

512
00:33:55,750 --> 00:34:02,430
a piece of that that they should be proud of. And I know working with you, and I will

513
00:34:02,430 --> 00:34:07,670
just affirm this for anybody who's either here in the audience or listening, that you're

514
00:34:07,670 --> 00:34:13,050
no sugarcoater. You know, we have very hard conversations and you know the reality

515
00:34:13,050 --> 00:34:18,250
of what we're coming up against and I just hear like when we had that special

516
00:34:18,250 --> 00:34:22,770
meeting back in May and Miss Bickey Smith came and there were tears in her eyes

517
00:34:22,770 --> 00:34:28,990
and she was talking so from the heart about for 30 years we've been talking

518
00:34:28,990 --> 00:34:35,290
about trying to make structural systemic deep changes and shifts in the way

519
00:34:35,290 --> 00:34:41,130
that we approach this work and it just feels like on the backs of many

520
00:34:41,130 --> 00:34:46,070
other boards we're finally building upon that and we have a superintendent in

521
00:34:46,070 --> 00:34:50,330
place and a team in a place and a board in place that is allowing that work to

522
00:34:50,330 --> 00:34:54,230
go forward and I understand this was just the first year of the strategic plan

523
00:34:54,230 --> 00:34:58,230
and to your point it's a building year and I know we won't lose sight of those

524
00:34:58,230 --> 00:35:03,110
kids I know that we won't lose sight of like you know just because we're

525
00:35:03,110 --> 00:35:06,010
doing great we get to like pat ourselves on the back and keep going

526
00:35:06,010 --> 00:35:10,210
that's not the way this work goes and I can guarantee that the board won't

527
00:35:10,210 --> 00:35:12,410
allow that to happen, either in partnership with you.

528
00:35:13,630 --> 00:35:16,930
So thank you, and I appreciate it, and congratulations.

529
00:35:20,410 --> 00:35:21,730
All right, anything else?

530
00:35:22,970 --> 00:35:24,690
OK, thank you.

531
00:35:26,070 --> 00:35:27,010
Come join us.

532
00:35:28,450 --> 00:35:31,990
Only I think that, are you introducing our next folks?

533
00:35:32,330 --> 00:35:33,230
You want to do it from up here?

534
00:35:37,100 --> 00:35:38,420
He's not even listening to me.

535
00:35:38,860 --> 00:35:39,600
OK, so.

536
00:35:42,560 --> 00:35:44,640
Yes, transitions are so hard.

537
00:35:44,640 --> 00:35:49,840
No, we doubled our audience size in the span of one meeting or one presentation.

538
00:35:50,260 --> 00:35:55,100
Yeah, I do want to introduce Jeremy and Sarah who are going to introduce themselves.

539
00:35:55,720 --> 00:36:02,580
And they are here tonight from Team Civics and EMC Research respectively, primarily to

540
00:36:02,580 --> 00:36:06,500
just take this thing out of my prior presentation and nervousness and transition.

541
00:36:06,680 --> 00:36:10,060
So thank you for coming in and I don't even know what I'm saying anymore.

542
00:36:11,080 --> 00:36:17,000
So Jeremy and Sarah are here because we have some very, I think, deeply important information.

543
00:36:17,740 --> 00:36:24,120
We talked last time at our first meeting in June about the forthcoming prospect of a parcel

544
00:36:24,120 --> 00:36:31,600
tax being run in March, and some preliminary polling has been conducted in regard to that

545
00:36:31,600 --> 00:36:34,440
proposition and concepts associated with it.

546
00:36:34,560 --> 00:36:38,840
So I'll turn it over to Jeremy Hauser first, and I think Sarah will be along

547
00:36:38,840 --> 00:36:43,380
as well. Well, thank you very much, Superintendent Scuderi and Madam President, members of the

548
00:36:43,380 --> 00:36:48,680
Board. It's nice to see you all. Jeremy Hauser, a founding partner with Team Civics. We've

549
00:36:48,680 --> 00:36:54,880
been hired by the district to help you undertake the process of beginning to look at renewing

550
00:36:54,880 --> 00:36:59,980
both of your parcel taxes. And tonight, we're going to talk about the first key step

551
00:36:59,980 --> 00:37:05,080
of that renewal process, which is a feasibility study, to help you determine what might

552
00:37:05,080 --> 00:37:10,340
be possible in a renewal and what is feasible in the eyes of your community.

553
00:37:11,080 --> 00:37:14,860
So before I get over to Sarah LeBat from EMC who's going to dive into the numbers from

554
00:37:14,860 --> 00:37:19,640
the polling, I thought it might be helpful to just set the context for what our big picture

555
00:37:19,640 --> 00:37:24,080
goals were in this feasibility study and to help you understand how we went about

556
00:37:24,080 --> 00:37:24,940
achieving those goals.

557
00:37:26,400 --> 00:37:30,740
So really in this process there were three goals that we were trying to accomplish.

558
00:37:31,680 --> 00:37:37,480
First and foremost, we were looking to design potential measures that would keep you whole

559
00:37:37,480 --> 00:37:39,080
as a district from a funding perspective.

560
00:37:39,700 --> 00:37:44,600
I think we all know that measures A and B-1 are a critical component of your district's

561
00:37:44,600 --> 00:37:49,260
operating budget, and those dollars are really baked in on a year-by-year basis.

562
00:37:49,620 --> 00:37:53,920
So we wanted to make sure that we were looking at options and giving you options that

563
00:37:53,920 --> 00:37:56,720
at the very minimum maintained your current levels of funding.

564
00:37:57,120 --> 00:37:57,840
So that was our first goal.

565
00:37:58,500 --> 00:38:05,020
Our second goal was to start to look at converting the rate structure of your parcel taxes to

566
00:38:05,020 --> 00:38:09,200
what we would term more litigation-proof rate structures.

567
00:38:09,820 --> 00:38:14,960
So you'll see here in a few slides that we've presented three options that we vetted with

568
00:38:14,960 --> 00:38:17,240
legal counsel to help accomplish that goal.

569
00:38:17,800 --> 00:38:22,440
And then finally, we're looking at combining both measures and A and B1.

570
00:38:22,820 --> 00:38:25,060
I know that they were authorized in different elections.

571
00:38:26,060 --> 00:38:31,460
Partial tax law is fairly flexible in when and how you renew a measure, and combining

572
00:38:31,460 --> 00:38:34,240
sources of funding is one option available to you.

573
00:38:34,660 --> 00:38:38,300
And so the numbers that you're looking at tonight are going to be looking at a measure

574
00:38:38,300 --> 00:38:40,380
that combines both A and B1.

575
00:38:42,560 --> 00:38:43,280
So how do we do this?

576
00:38:43,560 --> 00:38:51,320
We looked at three possible tax rate structures that accomplished those three goals, and then

577
00:38:51,320 --> 00:38:56,120
Then we tested them in the polling that Sarah is going to walk you through in order to understand

578
00:38:56,120 --> 00:38:59,740
the feasibility of each of these different options.

579
00:39:00,660 --> 00:39:05,620
So our first option, which we are deeming option A, is the most similar to your current

580
00:39:05,620 --> 00:39:06,200
rate structure.

581
00:39:06,820 --> 00:39:13,920
It is also a square foot per parcel rate with one key difference from your current

582
00:39:13,920 --> 00:39:14,140
measures.

583
00:39:14,640 --> 00:39:21,300
Your current measures have a cap of $7,999 that no individual property owner can pay

584
00:39:21,300 --> 00:39:28,180
more per parcel under the current rates. Option A would remove that cap and as a

585
00:39:28,180 --> 00:39:34,780
result we would actually see a decrease in the per parcel rate paid annually in

586
00:39:34,780 --> 00:39:39,480
order to generate the same amount of revenue. So in combination to maintain

587
00:39:39,480 --> 00:39:44,680
current funding levels we'd be looking at a 49 cent per square foot rate that

588
00:39:44,680 --> 00:39:49,580
would be a nine and a half cent decrease from your current rate in real

589
00:39:49,580 --> 00:39:54,760
dollars for your average single family homeowner, that's about $170 annual decrease.

590
00:39:55,500 --> 00:40:00,120
Because we are lowering the rate, we would actually see a decrease in the annual tax

591
00:40:00,120 --> 00:40:06,180
burden for every property in your community under 32,649 square feet.

592
00:40:07,340 --> 00:40:11,840
Now the flip side of that coin is that any property over that square footage would

593
00:40:11,840 --> 00:40:13,220
see an increase, right?

594
00:40:13,580 --> 00:40:17,300
And you can see on your slide here the range of what those increases might look

595
00:40:17,300 --> 00:40:18,460
like at the top end.

596
00:40:19,900 --> 00:40:26,880
So that's option A. Option B is a bit of a hybrid approach, which combines a more traditional

597
00:40:27,680 --> 00:40:33,360
flat rate parcel tax and adds a smaller square footage rate on top of that.

598
00:40:33,900 --> 00:40:40,160
The idea here is that we are raising the floor, i.e. the lower end of the rates that

599
00:40:40,160 --> 00:40:45,040
any one property owner would pay, and we're also lowering the ceiling at the high end

600
00:40:45,040 --> 00:40:48,540
in order to more equitably distribute the funding

601
00:40:48,540 --> 00:40:50,060
across different property types.

602
00:40:50,640 --> 00:40:55,060
In order to do that, we would start with a $435 per parcel

603
00:40:55,060 --> 00:40:58,400
rate, meaning that every parcel in Alameda would start

604
00:40:58,400 --> 00:41:01,800
at that rate, and then you would add 34 cents per square

605
00:41:01,800 --> 00:41:04,220
foot of building area on those properties.

606
00:41:05,460 --> 00:41:07,360
For the average single family homeowner,

607
00:41:07,620 --> 00:41:10,200
that looks virtually the same as what they are paying

608
00:41:10,200 --> 00:41:10,480
today.

609
00:41:10,920 --> 00:41:13,100
It would be a dollar and 10 cent decrease

610
00:41:13,100 --> 00:41:15,060
for the average single family homeowner.

611
00:41:15,640 --> 00:41:18,840
And we would see decreases on property types

612
00:41:18,840 --> 00:41:19,940
in the middle of the spectrum.

613
00:41:20,380 --> 00:41:24,720
So if your property is larger than 1,776 square feet

614
00:41:24,720 --> 00:41:28,140
or smaller than 45,774,

615
00:41:28,540 --> 00:41:30,740
you would see a decrease in the rate

616
00:41:30,740 --> 00:41:31,860
you pay on an annual basis.

617
00:41:32,560 --> 00:41:35,780
Now we make that up on each end of the spectrum, right?

618
00:41:35,960 --> 00:41:37,100
So with our smallest properties

619
00:41:37,100 --> 00:41:38,340
and with our largest properties.

620
00:41:38,340 --> 00:41:49,020
Under this rate, anyone smaller than 1,776 square feet or larger than 45,774 would see an increase.

621
00:41:49,460 --> 00:41:53,540
And that is how we stay revenue neutral by decreasing taxes in the middle.

622
00:41:55,140 --> 00:42:05,920
And then finally is option C, which would be converting your square footage parcel tax to a pure flat rate where every parcel pays the exact same rate.

623
00:42:07,020 --> 00:42:11,680
I know it's not common here in Alameda, but statewide this would probably represent the

624
00:42:11,680 --> 00:42:14,960
most common rate structure for school districts throughout the state.

625
00:42:15,620 --> 00:42:22,400
In order to remain revenue neutral, we'd be looking at a fairly large flat rate in combination

626
00:42:22,400 --> 00:42:24,340
between measures A and B1.

627
00:42:24,620 --> 00:42:27,520
We'd be looking at an annual rate of $1,359.

628
00:42:29,040 --> 00:42:32,360
For your average single-family homeowner, that means they're looking at an increase

629
00:42:32,360 --> 00:42:40,480
of $317.70 a year. If you're smaller than that, your increase is bigger. And all properties

630
00:42:40,480 --> 00:42:46,700
under 2,300 and 2,3 square feet would see a decrease. Obviously the flip side of that,

631
00:42:46,940 --> 00:42:53,580
any property, I'm sorry, would see an increase, and any property over that would see a decrease

632
00:42:53,580 --> 00:42:58,440
in the rate charged. So these are the three different rate structures that we

633
00:42:58,440 --> 00:43:05,920
tested in the poll to help give you a completely clear picture of the options available to you

634
00:43:05,920 --> 00:43:10,840
as you look to renew your parcel taxes. Again, accomplishing those three goals that we identified

635
00:43:11,360 --> 00:43:15,840
at the top. With that, I will kick it over to Sarah LeBat, who is going to jump into

636
00:43:15,840 --> 00:43:20,340
the numbers themselves and the results of the survey, and then we can talk about key

637
00:43:20,340 --> 00:43:21,260
findings and next steps.

638
00:43:25,440 --> 00:43:30,500
Good evening. My name is Sarah LeBat. I'm a senior principal with EMC Research. It's

639
00:43:30,500 --> 00:43:31,040
It's a lot of data.

640
00:43:31,440 --> 00:43:33,060
I'll go through it sort of quickly.

641
00:43:33,360 --> 00:43:36,060
You all have it in your packet, too, and I'm happy to take questions at the end.

642
00:43:39,700 --> 00:43:41,180
One day I'll learn how to push buttons.

643
00:43:42,100 --> 00:43:43,120
It's not just you.

644
00:43:43,380 --> 00:43:43,720
Okay, good.

645
00:43:45,100 --> 00:43:45,940
It's for swallowing.

646
00:43:46,260 --> 00:43:46,560
Thank you.

647
00:43:46,800 --> 00:43:47,980
Best of all, I could do it if you ask me.

648
00:43:47,980 --> 00:43:48,380
Okay, good.

649
00:43:48,880 --> 00:43:49,160
Wow.

650
00:43:50,480 --> 00:43:51,640
He knows how now.

651
00:43:53,460 --> 00:43:54,160
Sorry, Sarah.

652
00:43:55,300 --> 00:43:55,640
Go ahead.

653
00:43:55,660 --> 00:43:58,800
I also want to say thanks for having me tonight, and I'm not only a pollster, but

654
00:43:58,800 --> 00:43:59,720
a parent in the district.

655
00:44:00,000 --> 00:44:02,520
Just graduated one from Alameda High, and one more.

656
00:44:02,520 --> 00:44:09,040
in two years, so thank you all for all the things as a parent here. It makes me proud

657
00:44:09,040 --> 00:44:14,480
to be here. Okay, so talking about the poll, so we did a survey of likely November 2024

658
00:44:14,480 --> 00:44:20,260
voters in the district. Everything in this report today generally represents a November

659
00:44:20,260 --> 00:44:26,060
2024 likely electorate, but in the context, we do look a little bit at a March electorate

660
00:44:26,060 --> 00:44:29,860
as well to understand the impact of potential turnout. The survey was done with a mixed

661
00:44:29,860 --> 00:44:34,580
mode methodology, meaning phone and online. And we offered it in both English and Chinese,

662
00:44:34,720 --> 00:44:40,220
which are the two languages most common among voters in Alameda. We did 600 interviews total

663
00:44:40,220 --> 00:44:47,320
among likely voters in Alameda. And to do what was laid out by Jeremy so nicely and

664
00:44:47,320 --> 00:44:54,240
understand each of the three measures, an independent understanding of how feasible

665
00:44:54,240 --> 00:44:59,700
each one is, we split that 600-interview sample into essentially three samples of 200 each.

666
00:45:00,000 --> 00:45:05,000
That are each a random representative sample of voters in the district. And so each person

667
00:45:05,000 --> 00:45:09,740
who took the survey got just one of those three questions when they got to the vote questions.

668
00:45:10,480 --> 00:45:13,800
Most of the other questions in the survey are the same, talking about additional information,

669
00:45:14,000 --> 00:45:18,820
what a measure would pay for. But this helps us get an independent measure where you don't,

670
00:45:18,960 --> 00:45:23,120
you know, it's not a realistic picture to ask them about one and then ask them about

671
00:45:23,120 --> 00:45:27,560
a different one. So rather, we split the sample to allow us to look at each of those

672
00:45:27,560 --> 00:45:28,120
independently.

673
00:45:29,460 --> 00:45:34,160
So big picture findings, what we learned here, we see and we've done a lot of polling with

674
00:45:34,160 --> 00:45:34,480
the district.

675
00:45:34,600 --> 00:45:37,600
You've done a lot of polling before all of your measures to understand where you stand.

676
00:45:38,000 --> 00:45:42,700
Voters continue to rate the district highly generally and on several key dimensions.

677
00:45:43,080 --> 00:45:47,440
We see widespread recognition that the district does need additional funding and many are

678
00:45:47,440 --> 00:45:50,680
willing to continue to pay taxes to maintain the quality of the local schools.

679
00:45:52,040 --> 00:45:56,400
Initial support for all three parcel tax measures falls a bit short of a two

680
00:45:56,400 --> 00:46:01,300
her threshold required for passage, but the square footage formula without a cap performs

681
00:46:01,300 --> 00:46:01,800
the highest.

682
00:46:02,000 --> 00:46:05,360
So that option A of the three Jeremy just walked through and we'll look at that data

683
00:46:05,360 --> 00:46:05,920
here in a moment.

684
00:46:06,340 --> 00:46:11,300
When we provide some basic clarifying information about the mechanism, it does result in significant

685
00:46:11,300 --> 00:46:13,800
additional support for the square foot no cap model.

686
00:46:13,920 --> 00:46:18,120
So just clarifying the replacement, the two measures and how it works with the

687
00:46:18,120 --> 00:46:18,460
revenue.

688
00:46:20,100 --> 00:46:24,260
It does not, that clarifying information isn't as effective with the other two

689
00:46:24,260 --> 00:46:24,540
measures.

690
00:46:24,540 --> 00:46:27,780
measures, although it does help every measure be a little bit more clear what we're asking.

691
00:46:28,500 --> 00:46:32,800
And then as we provide additional information throughout the poll, we do see additional

692
00:46:32,800 --> 00:46:38,160
potential support for a measure. The square foot no cap model, so that option A, maintains

693
00:46:38,160 --> 00:46:43,500
support around that two-thirds mark even when we deliver some potentially negative

694
00:46:43,500 --> 00:46:47,040
information that could come out in the course of a campaign. So we'll talk a little

695
00:46:47,040 --> 00:46:47,720
bit about that, too.

696
00:46:49,500 --> 00:46:54,620
Okay, so running through the data, are things in Alameda going in the right direction or

697
00:46:54,620 --> 00:46:55,580
off on the wrong track?

698
00:46:55,740 --> 00:47:00,220
We see 57% saying things are going in the right direction, 35% wrong track.

699
00:47:00,500 --> 00:47:01,220
It's pretty positive.

700
00:47:01,440 --> 00:47:06,820
We do a lot of polling here in California and in the Bay Area and it's the reverse

701
00:47:06,820 --> 00:47:08,040
in many other communities.

702
00:47:08,640 --> 00:47:12,660
You're not the only community with a pretty positive electorate, but we do see some

703
00:47:12,660 --> 00:47:17,180
significant negativity, especially as the economy feels shaky and people are concerned

704
00:47:17,180 --> 00:47:22,540
about inflation and other issues, but we see here people are in a pretty good mood and

705
00:47:22,540 --> 00:47:27,340
we do find that generally, not universally but generally, if the electorate is in a positive

706
00:47:27,340 --> 00:47:33,460
mood they are more likely to support things like revenue measures for services such as

707
00:47:33,460 --> 00:47:33,720
schools.

708
00:47:36,820 --> 00:47:41,780
We also see that voters are very likely to say that high quality schools are worth

709
00:47:41,780 --> 00:47:42,620
raising taxes.

710
00:47:42,620 --> 00:47:47,460
And, you know, we're not talking technically about a raise here, but rather replacing the

711
00:47:47,460 --> 00:47:48,340
two measures with one.

712
00:47:48,740 --> 00:47:53,140
But we see 79% agree with the statement, it's crucial to have high-quality local public

713
00:47:53,140 --> 00:47:55,060
schools even if it means raising taxes.

714
00:47:55,520 --> 00:47:57,080
And this has been consistent in this district.

715
00:47:57,420 --> 00:48:02,040
Every time we've asked it, people hear value, high-quality education, and they are willing

716
00:48:02,040 --> 00:48:04,500
to fund that through this district.

717
00:48:04,940 --> 00:48:08,000
They also trust the district to properly manage tax dollars.

718
00:48:08,000 --> 00:48:14,060
However, we do see some tax negativity, 45% agree with the statement taxes are already

719
00:48:14,060 --> 00:48:14,520
too high.

720
00:48:14,540 --> 00:48:19,440
I would never vote for a tax increase, but we see that that gets offset by the degree

721
00:48:19,440 --> 00:48:20,720
to which they value education.

722
00:48:20,980 --> 00:48:25,000
So we often see those in a little bit of conflict, and it really depends on how much

723
00:48:25,000 --> 00:48:29,220
do they value the thing as to whether they can overcome their tax sensitivity.

724
00:48:29,760 --> 00:48:30,480
We see that here.

725
00:48:31,720 --> 00:48:35,620
We also see that voters in Alameda School District don't believe that you need

726
00:48:35,620 --> 00:48:36,000
the money.

727
00:48:36,000 --> 00:48:41,840
A third believe you have a great need for money, another 49% some need and 10% a little

728
00:48:41,840 --> 00:48:42,160
need.

729
00:48:42,340 --> 00:48:49,420
So 90% are identifying that this district continues to need revenue to continue to operate.

730
00:48:52,710 --> 00:48:54,330
Failing at button pushing today.

731
00:48:55,270 --> 00:48:59,730
We also see a lot of positive ratings for the district, both overall the job the

732
00:48:59,730 --> 00:49:04,270
district is doing, the job your teachers are doing, people are very happy with the

733
00:49:04,270 --> 00:49:06,050
job teachers are doing, the quality of education.

734
00:49:06,670 --> 00:49:12,950
The job the Board of Trustees is doing, management of monies, we do see a little bit of softness

735
00:49:12,950 --> 00:49:16,010
in their satisfaction with paying adequate salaries and benefits.

736
00:49:16,750 --> 00:49:19,790
We've asked a lot of these questions over many years and they've been pretty similar.

737
00:49:20,990 --> 00:49:25,310
And I think you do a good job of maintaining a positive relationship with the community

738
00:49:25,310 --> 00:49:29,730
generally and they believe you're doing a pretty good job of doing what you do.

739
00:49:32,800 --> 00:49:35,520
Medial button lessons.

740
00:49:35,960 --> 00:49:36,080
Okay.

741
00:49:36,080 --> 00:49:36,140
Okay.

742
00:49:36,300 --> 00:49:38,560
So these are the three tax measures we tested.

743
00:49:38,700 --> 00:49:39,920
I'm not going to read them all out.

744
00:49:40,040 --> 00:49:44,180
They are in the packet for anybody who wants to read all the words, but we've bolded the

745
00:49:44,180 --> 00:49:45,120
difference in the three.

746
00:49:45,840 --> 00:49:49,700
So remember, we did 200 interviews with each of three groups of voters.

747
00:49:50,160 --> 00:49:56,260
So one group got the split A version, that's the no cap, square footage, split B, that's

748
00:49:56,260 --> 00:49:59,720
a second group that got the combo, and then split C got the flat rate.

749
00:50:00,120 --> 00:50:03,620
So these are the three we tested, otherwise all of the language in the three measures

750
00:50:03,620 --> 00:50:04,580
remained identical.

751
00:50:04,580 --> 00:50:15,780
with the idea that we wanted to make sure that we were controlling any differences in the measures that we were testing to just understand the difference in their support level for the three different mechanisms being tested.

752
00:50:18,930 --> 00:50:27,830
And when we asked them this question before we've really given them any information or told them anything about a measure, just asking them the question as it would appear on the ballot.

753
00:50:28,450 --> 00:50:32,630
We see support for each of them is short of that two-thirds threshold needed to pass.

754
00:50:32,630 --> 00:50:38,410
We do see a higher support for the A version, the square footage with no cap, as well as

755
00:50:38,410 --> 00:50:44,510
the C flat rate version, and the lowest support for the combo measure, but all of them below

756
00:50:44,510 --> 00:50:47,130
that two-thirds threshold to start.

757
00:50:48,910 --> 00:50:53,590
After the ballot questions, they each got a clarifying statement about the revenue mechanism

758
00:50:53,590 --> 00:50:54,490
they were asked about.

759
00:50:54,650 --> 00:50:57,870
So again, same groups got each of these three statements.

760
00:50:58,270 --> 00:51:02,550
We're at clarified, here's what you're paying now, 58.5 cents per square foot

761
00:51:02,550 --> 00:51:08,610
with the cap, remember there's two with a 7999 cap, so it totals to a cap of about $16,000.

762
00:51:09,390 --> 00:51:13,550
This replaces that with this one tax, and here's what that tax is.

763
00:51:13,670 --> 00:51:14,950
So it's a pretty basic statement.

764
00:51:15,650 --> 00:51:20,690
We also included in this statement a sentence that said, this is generating the same amount

765
00:51:20,690 --> 00:51:26,030
of revenue for the district, and then for each model we said the difference for A,

766
00:51:26,590 --> 00:51:31,210
reducing the total tax rate for most parcels, including all homeowners, for B, reducing

767
00:51:31,210 --> 00:51:36,250
for some and increasing for others, and for C, reducing the tax rate for half while increasing

768
00:51:36,250 --> 00:51:36,690
it for others.

769
00:51:36,810 --> 00:51:39,690
So try to give some perspective of what's the difference to you, the voter.

770
00:51:40,570 --> 00:51:44,890
And when we give just that clarifying statement, you can see here's A, B, and C again.

771
00:51:45,030 --> 00:51:46,410
We've already looked at that first vote.

772
00:51:46,490 --> 00:51:47,770
This is just the yes side.

773
00:51:48,090 --> 00:51:52,410
But the difference just in giving them this one piece of information, we see a strong

774
00:51:52,410 --> 00:51:57,270
increase in support for the square footage with no cap model to 74%.

775
00:51:57,270 --> 00:52:02,870
that, we don't see similar gains in the B or C model, giving them a similar sort of

776
00:52:02,870 --> 00:52:06,810
parallel statement. So, you know, one of the questions we had coming into this was not

777
00:52:06,810 --> 00:52:12,210
only is there a mechanism that voters are more receptive to, but also, when we give

778
00:52:12,210 --> 00:52:16,650
a basic explanation of what it means to them just mechanically on how much they're

779
00:52:16,650 --> 00:52:20,530
going to pay, how does that impact their interest in that particular mechanism?

780
00:52:20,590 --> 00:52:25,030
And when we see the no cap version, it's probably the easiest to explain, the most

781
00:52:25,030 --> 00:52:29,470
straightforward, and gain support most significantly after that statement.

782
00:52:32,190 --> 00:52:37,510
We also tested a number of priorities in the district, you know, the things that a measure

783
00:52:37,510 --> 00:52:43,390
could pay for and ask on a one to seven scale how important is it that this item is funded

784
00:52:43,390 --> 00:52:45,470
by a parcel tax in the school district.

785
00:52:45,810 --> 00:52:52,050
And we see very strong numbers for academic, maintaining strong academic programs, maintaining

786
00:52:52,050 --> 00:52:55,090
quality schools, attracting and retaining excellent teachers.

787
00:52:55,090 --> 00:53:00,210
So a lot of the things that if you read those ballot questions earlier, we included a lot

788
00:53:00,210 --> 00:53:02,030
of these phrases in the ballot question.

789
00:53:03,090 --> 00:53:05,390
You've done a lot of research in your district.

790
00:53:05,510 --> 00:53:07,230
You know what your voters are interested in.

791
00:53:08,290 --> 00:53:12,430
And so the things that are testing well here are the things that have been popular

792
00:53:12,430 --> 00:53:16,710
among your voters in prior polling and in your prior measures as well.

793
00:53:16,830 --> 00:53:21,670
And they're really interested in core academics, quality schools, attracting and retaining

794
00:53:21,670 --> 00:53:22,050
teachers.

795
00:53:29,860 --> 00:53:35,060
So after we gave all of those pieces of information, we also gave a few more pieces of information

796
00:53:35,060 --> 00:53:40,620
about reasons you'd be potentially placing a measure on the ballot, maintaining the health

797
00:53:40,620 --> 00:53:41,420
of local schools.

798
00:53:41,580 --> 00:53:46,800
The general quality of life in Alameda allows you to retain teachers, keeping funds local,

799
00:53:47,120 --> 00:53:50,620
all the things that a district or public agency can say about a revenue measure.

800
00:53:51,340 --> 00:53:54,640
We see all three measures gain and support.

801
00:53:54,640 --> 00:53:57,760
So we've already seen the initial vote and the vote after the explanation.

802
00:53:58,140 --> 00:54:00,660
Now we're looking at the vote after additional information.

803
00:54:01,020 --> 00:54:05,100
So that's the additional information that we gave following that basic explanation.

804
00:54:05,300 --> 00:54:10,920
And we see all the different versions, A, B, and C, all gain in support with that

805
00:54:10,920 --> 00:54:11,840
no-cap version.

806
00:54:12,400 --> 00:54:17,900
That's the green line, gaining the most up to 80 percent yes, which is astronomically

807
00:54:17,900 --> 00:54:20,380
high and we want to be thoughtful about what that means.

808
00:54:20,380 --> 00:54:24,120
But, you know, they do express a strong interest in that measure.

809
00:54:24,540 --> 00:54:25,360
I think it's very clear.

810
00:54:25,860 --> 00:54:30,120
The B, which is the purple, goes to 68% after additional information.

811
00:54:30,700 --> 00:54:34,420
And the C, which is the blue, the flat rate, goes to 67% also.

812
00:54:34,600 --> 00:54:37,460
So all three really reach that two-thirds plateau.

813
00:54:38,600 --> 00:54:43,160
The no-cap version, the square foot no-cap version does outperform the other two here.

814
00:54:44,380 --> 00:54:46,420
Finally, we give some opposing information.

815
00:54:46,760 --> 00:54:49,460
This is really to understand the potential vulnerability of a measure.

816
00:54:49,460 --> 00:54:54,460
And we do see that all three have vulnerability to some potential messaging that was talking

817
00:54:54,460 --> 00:55:00,000
about how the taxes are too high, the measure could hurt businesses, and that the cost of

818
00:55:00,000 --> 00:55:00,800
living are increasing.

819
00:55:02,540 --> 00:55:07,480
We see some vulnerability for all three, reducing support for the measure back to around the

820
00:55:07,480 --> 00:55:12,420
two-thirds level for the no cap, square foot no cap version, and down to about 60%

821
00:55:12,920 --> 00:55:13,940
for the B and C version.

822
00:55:15,100 --> 00:55:18,340
We've done, as I said, you've done a lot of polling in this district.

823
00:55:18,340 --> 00:55:22,420
This is pretty similar to what you've seen in your prior polls for your revenue measures.

824
00:55:22,600 --> 00:55:26,480
I think one thing you have going for you in this district is a district that is willing

825
00:55:26,480 --> 00:55:31,060
to do the work of educating the public to the degree that you're able to and a strong

826
00:55:31,060 --> 00:55:33,800
community that's willing to pick it up when things go to the ballot.

827
00:55:33,980 --> 00:55:38,220
And so, you know, this to us, you know, you're ending in a good place even with

828
00:55:38,220 --> 00:55:41,920
a potential negative campaign against a measure.

829
00:55:45,920 --> 00:55:48,960
We do want to look a little bit at what's the difference between November and March.

830
00:55:48,960 --> 00:55:51,780
So everything I've shown you so far has been November.

831
00:55:52,080 --> 00:55:54,100
We're going to look at that March turnout scenario.

832
00:55:54,480 --> 00:55:56,900
This is a fairly standard March turnout scenario.

833
00:55:57,160 --> 00:56:00,100
Of course, there are lots of ways the March election could go.

834
00:56:00,500 --> 00:56:02,040
It could be a little bit more Democrat heavy,

835
00:56:02,100 --> 00:56:05,780
but we wanted to give a reasonably conservative estimate here.

836
00:56:06,220 --> 00:56:08,840
Generally the primaries, lower turnout elections,

837
00:56:09,200 --> 00:56:12,280
tend to be a little bit less liberal,

838
00:56:12,820 --> 00:56:15,040
a little bit less tax supportive than a general rate,

839
00:56:15,160 --> 00:56:17,780
the four-year high water mark of the presidential election.

840
00:56:17,780 --> 00:56:20,020
And so that's what we see here.

841
00:56:20,400 --> 00:56:23,900
You know, I would not couch these as significant differences

842
00:56:23,900 --> 00:56:26,080
in support between November and March.

843
00:56:26,660 --> 00:56:29,140
They are essentially statistically the same

844
00:56:29,140 --> 00:56:30,880
when you look at those two electorates.

845
00:56:31,120 --> 00:56:33,160
So, you know, one thing we wanted to come back with

846
00:56:33,160 --> 00:56:36,100
is, is there a difference between going in November and March

847
00:56:36,100 --> 00:56:39,780
on the voter receptivity side based on who will vote?

848
00:56:39,960 --> 00:56:42,180
There are lots of other reasons to think about the timing,

849
00:56:42,460 --> 00:56:44,520
but from the voter receptivity standpoint,

850
00:56:45,020 --> 00:56:46,400
in terms of who is voting,

851
00:56:46,400 --> 00:56:53,940
We don't see a significant difference between the two and finally just wanted to show you some of the past polling

852
00:56:53,940 --> 00:57:00,320
We've done the purple represents your polls that we've done for the district then the two different blues

853
00:57:01,140 --> 00:57:07,400
Represent actual measures so the paler blue is bond measures and the darker blues parcel tax measures all have been

854
00:57:07,900 --> 00:57:10,140
Successful that we're showing here back to 2014

855
00:57:10,140 --> 00:57:16,020
So one thing we wanted to point out is your your initial polling is often below where you end up on the

856
00:57:16,020 --> 00:57:22,660
On election day, you know, and I think this is a credit that the initial polls are essentially all

857
00:57:23,300 --> 00:57:26,220
Before you start your significant public information effort

858
00:57:26,740 --> 00:57:31,820
Obviously before these are all district polls. So they're before the campaign gets rolling and going

859
00:57:31,820 --> 00:57:37,200
so I think this to me speaks to the strength of this district's willingness to

860
00:57:38,160 --> 00:57:44,260
Communicate as well as the fact that you have lots of community members that pick up that mantle when you place things on the ballot

861
00:57:44,260 --> 00:57:49,460
And you can see that support grows, particularly for parcel tax measures, which have that two-thirds

862
00:57:49,460 --> 00:57:50,500
threshold to pass.

863
00:57:50,740 --> 00:57:53,520
Bond measures require just 55 percent in most cases.

864
00:57:54,040 --> 00:57:58,740
So the effort level reflects what's needed, but with the parcel taxes, you can see.

865
00:57:59,100 --> 00:58:01,920
And you've needed most of those points that you've gained.

866
00:58:04,470 --> 00:58:06,370
Quick conclusions, and I'll pass it back to Jeremy.

867
00:58:07,510 --> 00:58:12,110
We do see that, overall, a single measure that replaces both of the two existing

868
00:58:12,110 --> 00:58:13,490
measures appears to be feasible.

869
00:58:14,050 --> 00:58:21,750
We see a supermajority of Alameda voters identifying a need for additional school funding and a willingness to pay taxes for quality schools.

870
00:58:22,570 --> 00:58:27,490
We see voters continuing to value maintaining strong academic programs, high quality schools, and great teachers.

871
00:58:28,630 --> 00:58:37,550
As these ballot measures were tested, the square foot rate without a cap seems to hold the most promise, more promise than a hybrid or a flat rate structure,

872
00:58:38,030 --> 00:58:40,890
and shows the most resistance to potential opposition messaging.

873
00:58:41,430 --> 00:58:46,410
And as I said, we don't see a significant difference in support for a tax between likely

874
00:58:46,410 --> 00:58:48,050
November and likely March voters.

875
00:58:49,070 --> 00:58:51,970
With that, I'll turn it back to Jeremy to close it out.

876
00:58:52,310 --> 00:58:53,430
And then I'll be here for questions.

877
00:58:54,050 --> 00:58:56,490
I'll be quick so you can stay up here if you want to.

878
00:58:56,930 --> 00:58:57,870
It's very exciting, I know.

879
00:58:59,150 --> 00:59:01,130
So next steps, right?

880
00:59:01,450 --> 00:59:06,650
Because the point came back and showed us that a partial tax renewal is feasible

881
00:59:06,650 --> 00:59:11,930
and that there was no significant difference between the March and November electorate.

882
00:59:12,290 --> 00:59:18,750
We are recommending that we proceed towards planning for a March 5th parcel tax renewal.

883
00:59:19,330 --> 00:59:23,810
Again, we are not making a final decision tonight, but our recommendation is that we keep the process

884
00:59:23,810 --> 00:59:27,150
moving forward towards that March 5th election.

885
00:59:27,910 --> 00:59:28,670
So how do we do that?

886
00:59:29,130 --> 00:59:34,110
Our deadline to qualify for that ballot is December 8th of this year.

887
00:59:34,110 --> 00:59:38,870
So, our timeline is really going to be geared towards hitting that deadline so that we can

888
00:59:38,870 --> 00:59:43,110
make sure that you get an adopted resolution to the county in time to make it for that

889
00:59:43,110 --> 00:59:44,050
March primary election.

890
00:59:44,690 --> 00:59:48,950
So we've completed phase one, the feasibility phase, and we are now recommending that we

891
00:59:48,950 --> 00:59:51,970
step into phase two of awareness building.

892
00:59:52,850 --> 00:59:56,850
What this looks like, frankly, is what the lead up to all of your previous bond

893
00:59:56,850 --> 00:59:58,690
and parcel tax measures has looked like.

894
00:59:58,690 --> 00:59:59,830
It's information.

895
01:00:00,000 --> 01:00:07,480
National outreach, it's public education, non-advocacy communications, helping you as a district tell

896
01:00:07,480 --> 01:00:13,760
your story to the community and parents. First about how parcel tax funding is a part of the

897
01:00:13,760 --> 01:00:19,100
overall budget and then introducing the need to renew those sources of funding through

898
01:00:19,100 --> 01:00:24,060
informational communications including direct mail, online content, frequently asked questions

899
01:00:24,060 --> 01:00:25,960
and any other materials as needed.

900
01:00:27,780 --> 01:00:32,980
We also will help you develop a plan to get out to your internal stakeholder community,

901
01:00:33,480 --> 01:00:39,480
your teachers, parents, bargaining units, oversight committees, folks who probably know a lot

902
01:00:39,480 --> 01:00:43,520
about the parts of tax measures already, but nonetheless will want to have a say in

903
01:00:43,520 --> 01:00:45,120
this process as it unfolds.

904
01:00:45,120 --> 01:00:49,440
And we'll also help you develop a communication strategy to your external stakeholders,

905
01:00:49,440 --> 01:00:51,840
elected officials, business groups,

906
01:00:52,340 --> 01:00:55,260
ethnic and community leaders who maybe don't know as much

907
01:00:55,260 --> 01:00:57,580
about the parcel taxes, but nonetheless,

908
01:00:57,700 --> 01:01:00,480
will want to have a say as well as we look towards

909
01:01:00,480 --> 01:01:01,560
placing a measure on the ballot.

910
01:01:02,220 --> 01:01:05,140
Once we feel comfortable that we've been building

911
01:01:05,140 --> 01:01:07,120
awareness and we're getting the word out into the

912
01:01:07,120 --> 01:01:09,600
community, we're going to recommend that we come back

913
01:01:09,600 --> 01:01:13,360
and do a tracking poll to recheck in with your

914
01:01:13,360 --> 01:01:16,560
community to make sure that the tax structure

915
01:01:16,560 --> 01:01:22,260
we are pursuing is still viable and tests some final components to help you make the

916
01:01:22,260 --> 01:01:27,760
most informed decision in late November or early December as you vote to place a measure

917
01:01:27,760 --> 01:01:28,300
on the ballot.

918
01:01:28,980 --> 01:01:33,280
And then finally, we will move into phase three, the actual development of the measure

919
01:01:33,280 --> 01:01:38,740
itself, where we will help you write the key 75 word question that will be printed

920
01:01:38,740 --> 01:01:43,500
in all ballots, mails, all voters, will help you write the measure itself and the

921
01:01:43,500 --> 01:01:48,780
resolution and clear and understandable language that voters can easily digest and we will

922
01:01:48,780 --> 01:01:52,800
bring all of the necessary resolutions and documents in coordination with your legal

923
01:01:52,800 --> 01:01:59,160
counsel to you as a board to adopt those resolutions and call an election again before

924
01:01:59,160 --> 01:02:00,240
that December 8th deadline.

925
01:02:00,960 --> 01:02:05,260
And then I'm sure as you know at that point there's a bit of a passing of a baton to

926
01:02:05,260 --> 01:02:06,200
an independent campaign.

927
01:02:06,660 --> 01:02:10,760
The district cannot advocate for the passage of a measure and so that work to do the

928
01:02:10,760 --> 01:02:16,420
grassroots organizing, communications, and endorsement gathering must be entirely privately

929
01:02:16,420 --> 01:02:18,520
fundraised and independently coordinated.

930
01:02:19,460 --> 01:02:23,720
So we include that on the slide here, but that would not be a phase as undertaken by

931
01:02:23,720 --> 01:02:24,060
the district.

932
01:02:24,800 --> 01:02:28,820
And I think with that, both Sarah and I are happy to answer any questions you have

933
01:02:29,340 --> 01:02:30,360
about this information.

934
01:02:31,820 --> 01:02:33,800
Thank you both so much.

935
01:02:35,380 --> 01:02:40,120
Ms. Lonergan, I don't have any speaker slips in hand, but are there any raised

936
01:02:40,120 --> 01:02:44,480
hands on Zoom. Yes, I have one raised hand, Ms. Carolyn Broussard.

937
01:02:50,790 --> 01:02:54,530
I'm sorry for the background

938
01:02:54,530 --> 01:03:01,830
noise. Thank you so much for the presentation. I will admit that I am far from being an

939
01:03:01,830 --> 01:03:07,430
expert in having background knowledge on how personal taxes are calculated. So I did

940
01:03:07,430 --> 01:03:12,930
find this presentation a little bit confusing. But the most significant part that I am

941
01:03:12,930 --> 01:03:21,270
seeking clarity on is what it didn't seem to understand is how it is that it seems that

942
01:03:21,270 --> 01:03:28,050
the smaller property sizes would ultimately see an increase in Brussels tax where larger

943
01:03:28,050 --> 01:03:33,190
property sizes would see a decrease. I would imagine it would be the opposite. So I was

944
01:03:33,190 --> 01:03:35,790
a bit confused by that. That's it. Thank you.

945
01:03:36,990 --> 01:03:42,390
Thank you very much. We'll move on to board questions and comments.

946
01:03:44,130 --> 01:03:45,130
Go ahead, Ryan.

947
01:03:45,630 --> 01:03:51,310
Yeah, all right. A couple questions just for community clarification.

948
01:03:52,310 --> 01:04:01,530
The all three ballot measures are revenue neutral, which means that we're not getting any more money from the community than what we were getting before.

949
01:04:01,530 --> 01:04:08,530
so that means really nothing new in our funding structure would kind of change, like we're

950
01:04:08,530 --> 01:04:12,150
not making anything new. It's exactly the same, correct?

951
01:04:13,090 --> 01:04:15,170
That is correct, and we're currently tested.

952
01:04:16,130 --> 01:04:23,250
And then all three options because they are parcel taxes still have the senior citizen

953
01:04:23,250 --> 01:04:28,070
income disparity handicap kind of opt out component?

954
01:04:28,070 --> 01:04:32,790
That's correct. You could continue any and all exemptions you currently are offering

955
01:04:32,790 --> 01:04:39,570
allowable under the law. And a portion of our parcel taxes also go to our public charter

956
01:04:39,570 --> 01:04:41,370
schools still under this?

957
01:04:43,440 --> 01:04:49,860
That is the current structure. You at the time of placing a measure

958
01:04:49,860 --> 01:04:56,020
on the ballot can write in any components and funding sources and funding goals that

959
01:04:56,020 --> 01:05:00,840
you want. But currently, as currently structured, yes, both parcel taxes support the charter

960
01:05:00,840 --> 01:05:01,160
schools.

961
01:05:01,600 --> 01:05:06,200
So no change from what we've been doing in the past currently. It wasn't in the language

962
01:05:06,200 --> 01:05:07,520
that we tested.

963
01:05:07,780 --> 01:05:12,960
It wasn't in the 75 word statement. It was in the list of possible programs to fund.

964
01:05:14,360 --> 01:05:20,760
And then for clarity, because I know that it can be confusing, I did understand the

965
01:05:20,760 --> 01:05:26,900
the difference in property and the difference in money,

966
01:05:26,960 --> 01:05:30,840
but maybe you wanna clarify why smaller parcels

967
01:05:30,840 --> 01:05:32,540
would take a bigger hit when it comes

968
01:05:32,540 --> 01:05:34,560
to these flat tax elements?

969
01:05:35,720 --> 01:05:38,320
Yes, so as currently structured,

970
01:05:38,660 --> 01:05:41,240
we pay or Alameda homeowners and residents

971
01:05:41,720 --> 01:05:44,220
pay partial tax based on the square footage

972
01:05:44,220 --> 01:05:48,420
of their home, and oftentimes the real square footage

973
01:05:48,420 --> 01:05:55,300
of those homes does not equal the $1,359 rate that would be needed in order to stay revenue

974
01:05:55,300 --> 01:05:55,700
neutral.

975
01:05:57,480 --> 01:06:02,480
The reason that is the case is because there are a lot of properties that pay a rate higher

976
01:06:02,480 --> 01:06:06,780
than that and thus by flattening out the rate for everybody, we're going to move some

977
01:06:07,360 --> 01:06:12,460
properties down, i.e. the larger properties and move some properties up, i.e. the

978
01:06:12,460 --> 01:06:14,220
smaller properties so that everyone is uniform.

979
01:06:14,600 --> 01:06:19,420
So with the flat rate tax, basically someone who has a really small property paying the

980
01:06:19,420 --> 01:06:24,480
same amount of money that someone who has a very large property would have in the very

981
01:06:24,480 --> 01:06:24,660
end.

982
01:06:24,760 --> 01:06:27,480
There's no, it doesn't really matter how big your property is, you're just all paying

983
01:06:27,480 --> 01:06:27,840
the same.

984
01:06:27,980 --> 01:06:29,220
So therefore there would be a disparity.

985
01:06:30,940 --> 01:06:34,400
I did have one other question, but I have to remember what it was, so I'll opt to

986
01:06:34,400 --> 01:06:35,200
let you guys go.

987
01:06:35,360 --> 01:06:39,760
I just also want to clarify one thing, and for Ms. Broussard who asked, option

988
01:06:39,760 --> 01:06:47,740
Option A does not see an increase, it actually sees an increase on pretty much all homeowners.

989
01:06:48,260 --> 01:06:52,560
There's a decrease from what we're currently paying for option A.

990
01:06:52,800 --> 01:07:00,340
Under option A, every property that is smaller than 32,000 square feet, we see a lower

991
01:07:00,340 --> 01:07:01,340
annual tax rate.

992
01:07:01,340 --> 01:07:01,540
Right.

993
01:07:01,680 --> 01:07:06,880
So there's a distinction between A where pretty much all homes.

994
01:07:06,880 --> 01:07:09,480
Can you put A up on the screen so we could show it?

995
01:07:09,620 --> 01:07:15,520
Yeah, all, so because I agree it can be confusing and this is the third time I'm seeing the presentation.

996
01:07:16,280 --> 01:07:25,540
So, so option A, anyone with a property under roughly 32,000 square feet will actually see

997
01:07:25,540 --> 01:07:30,440
a decrease in their annual property taxes based on this.

998
01:07:30,680 --> 01:07:35,720
It's properties that are larger than 32,600 roughly square feet.

999
01:07:35,720 --> 01:07:42,540
where those people because those people have also been living under the current cap where they

1000
01:07:42,540 --> 01:07:51,140
have not had to pay more than $7,995. It's exactly correct. So then you have B and C and to Ryan's

1001
01:07:51,140 --> 01:07:59,220
point just to make this very clear because in order to break even every single property owner

1002
01:07:59,220 --> 01:08:08,740
divided by $24 million would need to roughly be paying $1300 each year so I

1003
01:08:08,740 --> 01:08:14,140
as a property owner if I'm paying $800 now if we do the flat then I'm gonna see

1004
01:08:14,140 --> 01:08:18,980
that increase and it's not on every homeowner but it's gonna be on people

1005
01:08:18,980 --> 01:08:24,060
below a certain square footage roughly 1700 square feet something like that

1006
01:08:24,060 --> 01:08:31,120
where did it go? It's 23 for the flat rate. 23 for the flat rate. So yes, there are two

1007
01:08:31,120 --> 01:08:38,180
versions where people who have smaller properties will see an increase simply because those

1008
01:08:38,180 --> 01:08:45,000
people currently are paying less than what it would mean if every single person had to

1009
01:08:45,000 --> 01:08:50,300
pay the same amount. That's exactly correct. Okay, so I'm hoping that Ms. Broussard, if

1010
01:08:50,300 --> 01:08:55,420
if that's clear for her and anybody else who is equally as confused about it,

1011
01:08:55,440 --> 01:08:56,500
because it's confusing.

1012
01:08:57,420 --> 01:08:58,840
So hopefully that's helpful.

1013
01:08:59,380 --> 01:09:03,260
What's not helping us is that the options are also numbered the same as what our measures are,

1014
01:09:03,300 --> 01:09:05,380
which I think adds to our confusion.

1015
01:09:05,600 --> 01:09:09,460
But if you could go back to option A for me, I want to just underscore the same point.

1016
01:09:10,240 --> 01:09:15,320
And I'll be frank, any option that means that the people that have the smallest homes

1017
01:09:15,320 --> 01:09:17,920
paying more is one that I'm going to struggle with.

1018
01:09:17,920 --> 01:09:19,680
So, I just want to be very clear about that.

1019
01:09:20,320 --> 01:09:22,240
This is the one that wouldn't do that.

1020
01:09:22,340 --> 01:09:27,200
So, I just want to kind of clarify this one one more time for Ms. Broussard, anyone else

1021
01:09:27,200 --> 01:09:28,760
out there who's asking about it.

1022
01:09:29,560 --> 01:09:35,700
This would show a decrease for the smaller, for every single family homeowner would see

1023
01:09:35,700 --> 01:09:37,060
a decrease with this one.

1024
01:09:37,160 --> 01:09:44,240
So, actually, this one is square footage neutral unless you have over 32,000 square

1025
01:09:44,240 --> 01:09:44,660
feet.

1026
01:09:44,660 --> 01:09:50,580
Everyone else will see a decrease and anyone over 32,000 square feet will see an increase.

1027
01:09:50,980 --> 01:09:52,980
I just want to clarify it as simply as possible.

1028
01:09:53,840 --> 01:09:54,280
Great.

1029
01:09:54,880 --> 01:10:03,240
Option B would actually be what Ms. Brassard was concerned with and I think others as well,

1030
01:10:03,340 --> 01:10:08,440
which would mean that the burden of increases would go to the people with the smaller homes

1031
01:10:08,440 --> 01:10:13,300
and people with midsize to fairly large square footage would see a decrease.

1032
01:10:15,260 --> 01:10:18,320
And option C is

1033
01:10:21,970 --> 01:10:23,550
a flat rate no matter what.

1034
01:10:23,830 --> 01:10:30,150
So if you're a target or if you're somebody with a 700 square foot home,

1035
01:10:30,330 --> 01:10:31,910
you're paying the same amount.

1036
01:10:32,730 --> 01:10:33,830
Okay, thanks.

1037
01:10:37,180 --> 01:10:38,100
One other question.

1038
01:10:39,820 --> 01:10:44,080
When we do, you mentioned additional polling that we were going to do closer to December.

1039
01:10:44,600 --> 01:10:49,120
Are we planning on doing any other polling as part of the contract?

1040
01:10:49,120 --> 01:10:56,120
correct? Currently? Okay. Because one of the things that I would be curious about, because

1041
01:10:56,120 --> 01:11:02,480
I am very nervous about this whole... Oh, I know what it was. The amount of years that

1042
01:11:02,480 --> 01:11:07,360
we were proposing was not in any of the language that is still to be determined on when we

1043
01:11:07,360 --> 01:11:09,420
would have to renew this parcel tax.

1044
01:11:09,780 --> 01:11:12,100
So we tested a nine-year sunset.

1045
01:11:12,440 --> 01:11:12,600
Okay.

1046
01:11:12,800 --> 01:11:15,420
And we tested that across all three rate structures.

1047
01:11:15,420 --> 01:11:21,960
So my nervousness in locking into a revenue neutral for nine years makes me a little nervous.

1048
01:11:22,180 --> 01:11:30,580
And so I wondered if there's a possibility of us looking at the right now there's a nine

1049
01:11:30,580 --> 01:11:39,080
and a half point nine and a half percent decrease with a in the amount of money that people

1050
01:11:39,080 --> 01:11:40,320
would be paying in their taxes.

1051
01:11:40,320 --> 01:11:44,340
And I wonder, everyone loves a decrease, but does it have to be that large?

1052
01:11:44,340 --> 01:11:51,540
And do we test out something that's half that size in order to beef up the fact that while

1053
01:11:51,540 --> 01:11:57,820
this is revenue neutral, the things are costing more as we go year by year from transportation

1054
01:11:57,820 --> 01:12:03,540
to wanting to make sure that we increase and retain our teachers.

1055
01:12:03,960 --> 01:12:05,800
So I just proposed that.

1056
01:12:05,980 --> 01:12:12,380
But I'm really thankful for getting this information because we'll refer back to

1057
01:12:12,380 --> 01:12:17,080
it a lot as we go through this process and it's nice and easy for the community to come

1058
01:12:17,080 --> 01:12:22,300
and see this presentation anytime they want on our website and know that we're not hiding

1059
01:12:22,300 --> 01:12:26,340
anything, everything's there, you see who's paying for what and you can pretty much figure

1060
01:12:26,340 --> 01:12:27,400
out where you fall in that.

1061
01:12:27,920 --> 01:12:33,840
I appreciate what you're naming which is that you're right, over nine years we've

1062
01:12:33,840 --> 01:12:38,220
seen just in this last year how much more expensive things have become.

1063
01:12:39,700 --> 01:12:44,640
So, is there like ever a process for like a COLA increase or anything like that that

1064
01:12:44,640 --> 01:12:50,020
would go along with this so that as the cost of living goes up, the stake goes up?

1065
01:12:50,140 --> 01:12:58,540
Or is it more safe for us just to say like we're not, no one's getting a decrease but

1066
01:12:58,540 --> 01:13:03,240
no one's increasing and then we have that extra funding so I'm wondering because that's

1067
01:13:03,240 --> 01:13:03,940
a really great point.

1068
01:13:03,940 --> 01:13:09,880
So, to answer your first question, yes, you can add a cost of living adjustment to your

1069
01:13:09,880 --> 01:13:13,760
measure that is built in, and you can tie it to a number of indexes.

1070
01:13:13,800 --> 01:13:17,120
You can tie it to a flat percentage that is an option.

1071
01:13:18,080 --> 01:13:22,540
We have always thought of this process in two phases for polling for this very reason.

1072
01:13:23,640 --> 01:13:29,620
Phase one, this first poll, was all about answering the overall rate structure question,

1073
01:13:29,780 --> 01:13:30,040
right?

1074
01:13:30,040 --> 01:13:34,340
because even as we did it, we had three different variables,

1075
01:13:34,580 --> 01:13:37,140
three different essentially independent focus groups

1076
01:13:37,140 --> 01:13:37,720
that we tested.

1077
01:13:38,220 --> 01:13:39,940
The more variables that we threw into that,

1078
01:13:40,360 --> 01:13:42,580
the less reliable the data would be, right?

1079
01:13:42,880 --> 01:13:44,060
So that's why we went about it this way,

1080
01:13:44,260 --> 01:13:46,480
looking at revenue-neutral only, right?

1081
01:13:47,400 --> 01:13:49,440
With our second poll, our hope is that

1082
01:13:49,940 --> 01:13:51,800
the rate structure question is gonna be answered

1083
01:13:51,800 --> 01:13:53,680
and we're gonna choose one and go forward

1084
01:13:53,680 --> 01:13:54,680
with that one rate structure

1085
01:13:54,680 --> 01:13:57,380
and then we can determine other variables

1086
01:13:57,380 --> 01:14:03,060
variables and components that we want to test. As is the case here, the more variables that

1087
01:14:03,060 --> 01:14:07,620
we tinker with, the less reliable the data is that we're going to get back, right? So

1088
01:14:07,620 --> 01:14:12,860
for example, you could test various sunset rates, right? You could look at a nine-year

1089
01:14:12,860 --> 01:14:17,820
or a 15-year or a five-year, right? But we would recommend that the sunset is the

1090
01:14:17,820 --> 01:14:21,960
variable we test. We could also test the cost of living adjustment, right? A version

1091
01:14:21,960 --> 01:14:25,100
that has it and a version that doesn't. That would be the variable we could test.

1092
01:14:25,100 --> 01:14:31,560
Or we could test no cost of living adjustment, a set sunset, and then two different tax rates,

1093
01:14:31,780 --> 01:14:31,960
right?

1094
01:14:32,140 --> 01:14:36,220
So the 49-cent rate, and then 54 for the sake of argument.

1095
01:14:36,580 --> 01:14:39,900
Again, that would be something that's decided in collaboration with district staff.

1096
01:14:40,400 --> 01:14:45,120
But the idea here is that we use this first poll really to figure out our structure

1097
01:14:45,120 --> 01:14:49,700
and we use our next poll to kind of figure out, okay, within that structure, what

1098
01:14:49,700 --> 01:14:53,860
what other variables are available to us and what might be feasible or not.

1099
01:14:56,120 --> 01:14:59,940
Ryan brought up something that, so what is the current time frame for B1?

1100
01:15:00,000 --> 01:15:07,900
One and A, just so that the public's aware. What is it now? Seven years each. So 25 at sunsets

1101
01:15:07,900 --> 01:15:15,900
for A, 27 at sunsets for B. So in this polling you added an additional two years then. Correct.

1102
01:15:17,080 --> 01:15:21,300
But again, that is, that was just based on all of us working together and coming towards

1103
01:15:21,300 --> 01:15:25,780
a number that we thought was appropriate. It doesn't lock you into any decision as

1104
01:15:25,780 --> 01:15:28,840
a district and that would be part of the resolution that we would bring back to you

1105
01:15:28,840 --> 01:15:32,840
in November would be a sunset of any amount of years

1106
01:15:33,600 --> 01:15:35,380
as the district deemed appropriate.

1107
01:15:36,720 --> 01:15:39,880
It'd be great to have a message in talking point about how

1108
01:15:39,880 --> 01:15:42,800
the amount of money that we spend having to put this all together

1109
01:15:42,800 --> 01:15:46,860
and do all this, and if we did extend this, that we're actually saving money

1110
01:15:46,860 --> 01:15:50,420
by extending the amount of time that we ask for renewal.

1111
01:15:51,160 --> 01:15:52,700
And it creates more stability, right?

1112
01:15:52,820 --> 01:15:52,920
Yeah.

1113
01:15:53,080 --> 01:15:57,320
More stability of programming when we can count the money for a longer period of time,

1114
01:15:57,320 --> 01:16:03,260
which is important so yeah it's that and it's it's also campaign fatigue I mean

1115
01:16:03,260 --> 01:16:06,980
it's like every two years right now because of the way the structure is and

1116
01:16:06,980 --> 01:16:09,940
I think we've heard loud and clear from the public that we need to do

1117
01:16:09,940 --> 01:16:13,540
something different so I'm appreciative of you guys thinking around with

1118
01:16:13,540 --> 01:16:16,860
everybody to bring it forward and giving us some really great options to

1119
01:16:16,860 --> 01:16:21,900
ponder any other I just wanted to add to the point that was made about

1120
01:16:21,900 --> 01:16:26,000
stability over a long term I think local revenue as far out as you can

1121
01:16:26,000 --> 01:16:31,300
do it is probably our best shot at stability in the near term five to ten years. We're

1122
01:16:31,300 --> 01:16:34,820
starting to see an increasing amount of the revenue that we're getting being categorical

1123
01:16:34,820 --> 01:16:39,620
or restricted, things that you can't really rely on to build long-term programming in

1124
01:16:39,620 --> 01:16:43,160
terms of how many we're seeing kind of a return to the early 2000s and how we're getting

1125
01:16:43,160 --> 01:16:44,760
our money packaged from the state.

1126
01:16:46,560 --> 01:16:47,060
One thing.

1127
01:16:47,280 --> 01:16:48,300
I think to, I'm sorry.

1128
01:16:48,720 --> 01:16:52,120
I was going to ask, one topic that we didn't talk about that I want to make sure

1129
01:16:52,120 --> 01:16:55,620
that we have some clarity on is that the recommendation was

1130
01:16:55,620 --> 01:16:57,160
for March and not a November.

1131
01:16:58,120 --> 01:17:01,060
And I wanted to point out that that's probably really smart

1132
01:17:01,060 --> 01:17:03,860
in the case that if something were to happen negatively

1133
01:17:03,860 --> 01:17:06,800
in March that we're able to have the time to do potentially

1134
01:17:06,800 --> 01:17:07,380
in November.

1135
01:17:08,380 --> 01:17:10,460
But I also want to highlight for the public

1136
01:17:11,120 --> 01:17:12,760
are those that are possibly listening

1137
01:17:12,760 --> 01:17:14,080
or maybe we'll listen to this later.

1138
01:17:14,480 --> 01:17:15,520
They are three people.

1139
01:17:16,180 --> 01:17:20,940
Yeah, that this falls within a period in which

1140
01:17:20,940 --> 01:17:26,440
which we're very distracted as a community, that we're going to have lots of holidays and

1141
01:17:26,440 --> 01:17:31,480
winter breaks and our ski week and all that kind of stuff that happens within schools

1142
01:17:31,480 --> 01:17:37,920
and that we're going to really rely on a community to step up at a time in which they're probably

1143
01:17:37,920 --> 01:17:38,860
going to be really distracted.

1144
01:17:39,460 --> 01:17:44,740
And so it's good for us to start now telling everybody that this is the timeline and

1145
01:17:45,260 --> 01:17:49,260
build into that versus thinking so far off for November.

1146
01:17:49,260 --> 01:17:55,520
And I'll also say that, you know, it's not going to be alone on our ballot in March.

1147
01:17:56,300 --> 01:18:01,120
Unlike the previous bond measure where it was the only thing that was Alameda on there,

1148
01:18:01,400 --> 01:18:04,800
that we do have other things that are important for us as a community that we're going to

1149
01:18:04,800 --> 01:18:06,000
be voting on at that time.

1150
01:18:06,280 --> 01:18:10,980
So we will be able to latch onto those things in March, unlike what we've done

1151
01:18:10,980 --> 01:18:12,620
before in the last year.

1152
01:18:13,540 --> 01:18:13,980
Good points.

1153
01:18:17,500 --> 01:18:17,920
All right.

1154
01:18:17,920 --> 01:18:22,200
Yeah, this work kicks into high gear in about a month.

1155
01:18:23,720 --> 01:18:27,580
So definitely looking forward to you guys coming back

1156
01:18:27,580 --> 01:18:30,580
for us making some thoughtful decisions

1157
01:18:30,580 --> 01:18:32,620
and partnering with you in all of this.

1158
01:18:32,720 --> 01:18:33,500
And thank you very much.

1159
01:18:33,520 --> 01:18:34,780
And Sarah, really nice to see you.

1160
01:18:35,300 --> 01:18:35,760
Thank you.

1161
01:18:37,000 --> 01:18:38,280
Nice to see you too, Jeremy.

1162
01:18:38,400 --> 01:18:38,700
I'm sorry.

1163
01:18:38,940 --> 01:18:39,460
I just know.

1164
01:18:39,940 --> 01:18:41,020
No, actually just Sarah.

1165
01:18:41,040 --> 01:18:42,520
That was no slide, that's right.

1166
01:18:42,640 --> 01:18:47,780
And you see that someone was wearing an Oakland roots shirt.

1167
01:18:47,920 --> 01:18:55,960
Sarah. So we're former soccer players. So there you go. Just a little TMI. TMI. It's June. It's the

1168
01:18:55,960 --> 01:19:02,900
June meeting. Okay, bear with me, people. I'm really feeling it today. All right. Our next general

1169
01:19:02,900 --> 01:19:09,880
business item number three is approval of, oh, here we go, approval of the Measure B Wood Middle

1170
01:19:09,880 --> 01:19:16,700
School schematic design. This is an action item. Mr. Quattrochi from Quattrochi Quok Architects is here.

1171
01:19:16,700 --> 01:19:20,000
I'm doing really good at that, is here to present this item.

1172
01:19:20,520 --> 01:19:21,320
Good evening.

1173
01:19:21,740 --> 01:19:22,620
Thank you for being here.

1174
01:19:22,760 --> 01:19:23,340
Come on up.

1175
01:19:24,520 --> 01:19:25,520
Oh, wait a minute.

1176
01:19:26,740 --> 01:19:29,140
I'm all over the place.

1177
01:19:29,320 --> 01:19:31,360
Mr. Kahn, you're here first.

1178
01:19:31,680 --> 01:19:34,220
I guess you will have the honor of introducing Mr. Kahn.

1179
01:19:34,320 --> 01:19:35,080
Thank you so much.

1180
01:19:35,380 --> 01:19:35,580
Good evening.

1181
01:19:35,940 --> 01:19:36,220
I did.

1182
01:19:36,420 --> 01:19:37,300
I just want to say his name.

1183
01:19:40,140 --> 01:19:41,240
Just a little introduction.

1184
01:19:41,460 --> 01:19:42,140
You guys all know.

1185
01:19:42,520 --> 01:19:42,840
Okay.

1186
01:19:44,040 --> 01:19:50,560
Anyway, the next two items are both Measure B-related, Wood Middle School schematic design

1187
01:19:50,560 --> 01:19:56,620
and budget, and then right after that, Elmira High School's swimming pool schematic design

1188
01:19:56,620 --> 01:19:58,780
and budget rule, both are action items.

1189
01:19:58,980 --> 01:20:04,420
We have team from QK, Mark Kuproki, and Joe Williams, both here, and in audience,

1190
01:20:04,580 --> 01:20:08,260
we also have our construction manager, Ruth Boyd.

1191
01:20:12,360 --> 01:20:17,820
I had my own warm-up act, so I needed a shark to kind of warm up the audience.

1192
01:20:17,980 --> 01:20:18,420
Okay, good.

1193
01:20:18,980 --> 01:20:20,120
Because that was embarrassing.

1194
01:20:20,320 --> 01:20:20,580
Sorry.

1195
01:20:22,180 --> 01:20:23,480
I just love hearing you say my name.

1196
01:20:23,760 --> 01:20:24,380
Am I saying it right?

1197
01:20:24,460 --> 01:20:25,340
You're doing it great.

1198
01:20:25,500 --> 01:20:25,800
Okay.

1199
01:20:26,320 --> 01:20:27,180
I'm so excited.

1200
01:20:27,800 --> 01:20:29,540
So it's very nice to be back again.

1201
01:20:29,700 --> 01:20:32,460
We're here, as Mr. Khan just mentioned, for two projects.

1202
01:20:32,540 --> 01:20:34,640
I did want to introduce Joe Williams a little bit more.

1203
01:20:34,740 --> 01:20:36,280
He is our studio lead for QKA.

1204
01:20:36,280 --> 01:20:40,140
So he actually is the person who does all the work.

1205
01:20:40,300 --> 01:20:41,500
I just stand up here and take credit

1206
01:20:41,500 --> 01:20:42,720
for all of our Alameda work,

1207
01:20:42,800 --> 01:20:45,340
but he's kind of equivalent to a project manager for us.

1208
01:20:45,460 --> 01:20:46,840
But I wanted Joel to be here.

1209
01:20:46,900 --> 01:20:49,460
He'll be presenting part of the presentation for Wood.

1210
01:20:49,900 --> 01:20:51,720
So we're very excited to bring you Wood today.

1211
01:20:52,500 --> 01:20:53,540
We'll try to keep this brief.

1212
01:20:53,720 --> 01:20:54,740
I know there's a lot to cover.

1213
01:20:55,300 --> 01:20:57,800
What's very exciting for us about this project,

1214
01:20:57,900 --> 01:20:58,840
though the last two were,

1215
01:20:59,180 --> 01:21:00,960
but this is a significant project.

1216
01:21:01,080 --> 01:21:01,840
They're all significant,

1217
01:21:02,200 --> 01:21:04,420
but this is a particularly significant project

1218
01:21:04,420 --> 01:21:07,460
for Alameda Unified and the transformation we get to make.

1219
01:21:08,400 --> 01:21:10,940
So just quickly, this is as the previous projects

1220
01:21:10,940 --> 01:21:16,540
I've shown you based on the Measure B campaign,

1221
01:21:16,960 --> 01:21:20,180
the renewal we did for the master plan.

1222
01:21:20,800 --> 01:21:22,960
We had just a wonderful set of sessions,

1223
01:21:22,960 --> 01:21:24,680
both with the design committee.

1224
01:21:25,040 --> 01:21:26,200
We met separately with the principal.

1225
01:21:26,480 --> 01:21:28,060
We had some smaller meetings.

1226
01:21:28,560 --> 01:21:29,900
So what we're showing you today

1227
01:21:29,900 --> 01:21:32,060
has really a lot of input from staff,

1228
01:21:32,240 --> 01:21:33,980
from sort of big vision conversations

1229
01:21:33,980 --> 01:21:36,160
to some very specific uses of spaces.

1230
01:21:37,260 --> 01:21:40,420
We also, because of issues around traffic and easements,

1231
01:21:40,700 --> 01:21:42,860
there was a real involvement with the city of Alameda

1232
01:21:42,860 --> 01:21:45,240
more than we usually have on school projects

1233
01:21:45,240 --> 01:21:49,020
because we're so intertwined on the wood campus.

1234
01:21:49,700 --> 01:21:51,440
And then as my previous projects view,

1235
01:21:51,620 --> 01:21:53,480
this includes a lot of engineering,

1236
01:21:53,960 --> 01:21:57,160
our professional cost estimate, geotechnical work,

1237
01:21:57,320 --> 01:21:59,800
surveying work, so it's a very good deep dive

1238
01:21:59,800 --> 01:22:01,400
into what we know about wood.

1239
01:22:03,340 --> 01:22:05,240
Okay, now I'm the one having trouble pushing buttons.

1240
01:22:05,540 --> 01:22:05,820
There we go.

1241
01:22:06,740 --> 01:22:08,300
This should look familiar to the board.

1242
01:22:08,440 --> 01:22:13,100
This is the master plan that was created when we updated the master planning a couple years ago.

1243
01:22:13,200 --> 01:22:15,020
That was the basis of Measure B.

1244
01:22:15,900 --> 01:22:21,780
Just quickly, the premise at that time, and you'll see quickly, we're looking at approaching this differently.

1245
01:22:22,300 --> 01:22:27,060
The main building in the middle, that's the tan color, it's a three-story building that's there now.

1246
01:22:27,520 --> 01:22:29,180
Kind of a deep modernization of it.

1247
01:22:29,180 --> 01:22:31,840
The purple represents enlarging the administrative office,

1248
01:22:32,180 --> 01:22:33,260
bringing it front and center.

1249
01:22:33,840 --> 01:22:35,240
You know, all that sort of follows your safety

1250
01:22:35,240 --> 01:22:36,220
and security standards.

1251
01:22:36,840 --> 01:22:38,840
Then the building on the right is the new construction,

1252
01:22:39,080 --> 01:22:40,860
where we're putting the new gymnasium

1253
01:22:40,860 --> 01:22:42,480
that the campus had always intended,

1254
01:22:42,940 --> 01:22:45,800
but on top of some pretty aged and run down horrible

1255
01:22:45,800 --> 01:22:46,820
and modular buildings.

1256
01:22:47,320 --> 01:22:50,500
So the classrooms then replace the ones that were lost.

1257
01:22:50,920 --> 01:22:53,120
And then to the left is the multi-use room,

1258
01:22:53,240 --> 01:22:55,320
which was kind of a light modernization

1259
01:22:55,320 --> 01:22:56,240
and then some site work.

1260
01:22:56,480 --> 01:22:57,360
So that was the plan.

1261
01:22:57,360 --> 01:23:01,580
and that's how we started this project and that's how we all proceeded as we

1262
01:23:01,580 --> 01:23:06,080
began the meetings with staff. And I won't go through this whole list in a

1263
01:23:06,080 --> 01:23:10,020
great deal of detail but the first five topics were things that we learned a

1264
01:23:10,020 --> 01:23:14,720
lot about when we did your mechanical improvement projects at Wood. Just the

1265
01:23:14,720 --> 01:23:19,000
significant challenges that that building has just from the just

1266
01:23:19,000 --> 01:23:21,940
structurally around the building. I don't mean structural safety but just the

1267
01:23:21,940 --> 01:23:25,160
sort of built-in things that were there. Everything from hazardous

1268
01:23:25,160 --> 01:23:31,000
of materials to some pretty odd interior construction that had to be removed. But what we really

1269
01:23:31,000 --> 01:23:36,060
found is that even if we did all this and we were able to get through the high cost much

1270
01:23:36,060 --> 01:23:40,980
higher than we expected, if we did all that, we were still left with the same kind of quality

1271
01:23:40,980 --> 01:23:47,460
of teaching spaces. These are very self-contained, very inwardly oriented, really no sense

1272
01:23:47,460 --> 01:23:51,920
of community or collaboration, the breakout spaces, no connection whatsoever to the

1273
01:23:51,920 --> 01:23:54,480
out of doors or to outdoor learning areas.

1274
01:23:54,940 --> 01:23:57,520
And so it really gave us pause to think

1275
01:23:57,520 --> 01:23:59,960
about the kind of quality of educational environment

1276
01:23:59,960 --> 01:24:03,020
when all is said and done, have we really transformed

1277
01:24:03,020 --> 01:24:04,020
the teaching environments?

1278
01:24:04,520 --> 01:24:07,700
And candidly, both as my experience doing schools,

1279
01:24:08,080 --> 01:24:13,040
but your own staff said, no, this will have new finishes,

1280
01:24:13,040 --> 01:24:15,780
but it's not going to meet educational program needs.

1281
01:24:16,760 --> 01:24:19,820
Added to that some significant deficiencies

1282
01:24:19,820 --> 01:24:20,640
around your traffic.

1283
01:24:20,640 --> 01:24:26,140
I mean, you're well aware of the issues, both from just logistics but also, frankly, student

1284
01:24:26,140 --> 01:24:26,560
safety.

1285
01:24:27,020 --> 01:24:31,820
Lay it on top of that will be some changes the city's making that we're not able to

1286
01:24:31,820 --> 01:24:33,920
do anything about in the current configuration.

1287
01:24:34,100 --> 01:24:38,240
The front door that school has on grand is the front door when all of a sudden done

1288
01:24:38,240 --> 01:24:39,280
based on the master plan.

1289
01:24:40,060 --> 01:24:45,560
So kind of this last bullet point is really that it gives us a chance to, should we

1290
01:24:45,560 --> 01:24:46,440
look at this differently?

1291
01:24:46,440 --> 01:24:49,320
And so I'm going to show you the last diagram.

1292
01:24:49,960 --> 01:24:53,220
We did several diagram studies of different ways to approaches with the staff.

1293
01:24:53,340 --> 01:24:58,760
And again, they were very involved, very interactive, and a lot of what we're about to show you came from that.

1294
01:24:58,840 --> 01:25:00,460
And I'm going to turn this over to Joel after this.

1295
01:25:00,940 --> 01:25:04,060
So this is a diagram just like the diagram I showed you before.

1296
01:25:04,180 --> 01:25:08,580
It's not a design. It really begins to think about how do we rethink this campus?

1297
01:25:08,920 --> 01:25:11,320
The fundamental part of that is what if we didn't remodel?

1298
01:25:11,800 --> 01:25:13,880
What if we didn't keep all those inherent issues?

1299
01:25:14,160 --> 01:25:15,120
And what if we replaced?

1300
01:25:15,120 --> 01:25:17,500
and how could we make this campus better

1301
01:25:17,500 --> 01:25:19,120
and how do we deal with the finances of that?

1302
01:25:19,620 --> 01:25:21,860
So I'll let Joel have the fun part describing that,

1303
01:25:22,100 --> 01:25:24,300
but I did want to take a moment to recognize,

1304
01:25:24,500 --> 01:25:27,300
so on the left is Grant, on the top of the page is Richard Park,

1305
01:25:28,120 --> 01:25:30,820
is we also recognize, and we're purposely showing in the stadium,

1306
01:25:30,920 --> 01:25:32,640
we are not here to prove the stadium today,

1307
01:25:32,720 --> 01:25:34,100
but it is a project that's planned

1308
01:25:34,100 --> 01:25:37,340
and it has this deep parking lot that goes deep into the site,

1309
01:25:37,420 --> 01:25:38,560
it's always been part of that plan.

1310
01:25:39,180 --> 01:25:40,840
It was just so apparent to us,

1311
01:25:40,980 --> 01:25:43,140
why not begin to connect those dots from Grant

1312
01:25:43,140 --> 01:25:48,140
to that parking lot up to Otis, and completely transform the way we enter and use the campus

1313
01:25:48,660 --> 01:25:52,460
if we were just not in the position of having to remodel that old building.

1314
01:25:53,000 --> 01:25:58,260
So that's the diagram that begin to stick, and I'm going to let Joel have the fun part

1315
01:25:58,260 --> 01:25:59,680
and tell you how we're going to do it.

1316
01:26:01,100 --> 01:26:01,700
Take it away.

1317
01:26:02,040 --> 01:26:02,480
Thank you, Mark.

1318
01:26:03,740 --> 01:26:04,720
Thank you, members of the board.

1319
01:26:05,000 --> 01:26:06,620
I do think that this is the fun part.

1320
01:26:06,780 --> 01:26:11,240
It's always fun to talk about the possibilities on a campus, and I think the possibilities

1321
01:26:11,240 --> 01:26:13,060
these are pretty amazing for wood middle school.

1322
01:26:13,860 --> 01:26:15,720
What you're seeing on the screen now is an overview

1323
01:26:15,720 --> 01:26:16,880
that shows the entire block.

1324
01:26:17,280 --> 01:26:19,720
Mark referenced Rittler Park in the upper left.

1325
01:26:20,100 --> 01:26:23,800
You also see the existing alum site grayed out

1326
01:26:23,800 --> 01:26:25,660
on the upper right part of the block.

1327
01:26:26,220 --> 01:26:28,540
This is where the temporary campus is expected to go

1328
01:26:28,540 --> 01:26:29,560
for both wood middle school

1329
01:26:29,560 --> 01:26:31,880
and the Otis modernization projects.

1330
01:26:32,240 --> 01:26:34,560
And it's the long term site of the future

1331
01:26:34,560 --> 01:26:37,000
Alameda High School Athletic Complex.

1332
01:26:37,000 --> 01:26:43,380
And the lower left of the block is really the academic core of the Wood Mill School campus.

1333
01:26:46,500 --> 01:26:52,020
And I want to talk a bit about just how the new proposed design would be structured in

1334
01:26:52,020 --> 01:26:53,640
terms of circulation on the campus.

1335
01:26:54,240 --> 01:26:57,340
The main entry point would be a new curb cut off of grand.

1336
01:26:58,400 --> 01:27:04,920
It leads us to a new admin library building that forms the front door of this new revitalized

1337
01:27:04,920 --> 01:27:05,340
campus.

1338
01:27:05,340 --> 01:27:12,840
And that relates to a new drop-off lane that is immediately off of that access road.

1339
01:27:14,220 --> 01:27:20,020
That access road continues through that parking lot and then would exit out onto Otis.

1340
01:27:21,080 --> 01:27:24,620
And we imagine that this would be a one-way road during school times.

1341
01:27:25,220 --> 01:27:28,940
This is one of the things that still needs to be studied and is being studied with traffic

1342
01:27:28,940 --> 01:27:32,980
engineers that the district has engaged with and in coordination with the city.

1343
01:27:32,980 --> 01:27:39,920
So there's a lot of questions still to be answered around how you enter and exit left turns right turns timing of different things

1344
01:27:39,920 --> 01:27:42,860
We don't know all of those answers yet, and we won't for a little while still

1345
01:27:45,860 --> 01:27:52,220
The other things that this change really the campus drive and new drop-off new front door of the campus allow us to do is to close

1346
01:27:52,220 --> 01:27:58,180
Off the existing drop-off and to coordinate with the plans that the city has for a new bike lane

1347
01:27:58,180 --> 01:28:01,020
That runs the length of grand on the school side of the block

1348
01:28:01,020 --> 01:28:06,620
Park. Closing off that drop-off allows us to create a much nicer landscape buffer as

1349
01:28:06,620 --> 01:28:10,500
well as providing for bicycle parking that you'll see in a minute here.

1350
01:28:14,570 --> 01:28:15,010
And then just

1351
01:28:15,010 --> 01:28:17,930
another reference to the temporary campus and future stadium site.

1352
01:28:19,170 --> 01:28:24,490
One of the other things that we're in conversations with the city about is the fact that we

1353
01:28:24,490 --> 01:28:30,370
understand that there are some boundary issues between these properties. The property

1354
01:28:30,370 --> 01:28:35,650
line for the park is quite convoluted. And you see two different boundaries here represented

1355
01:28:35,650 --> 01:28:41,970
in yellow and blue. The yellow line is something that is an existing issue that overlaps with

1356
01:28:41,970 --> 01:28:49,090
the school at Wood. And it also will be impacting in the proposed design, the placement

1357
01:28:49,090 --> 01:28:52,950
of the new Admin Library Building. So this is not a new issue. It's something that's

1358
01:28:52,950 --> 01:28:57,810
been known, but it's now time to deal with it. And the district is working with

1359
01:28:57,810 --> 01:29:03,930
the city to develop the easements to define the legal language to allow for the school

1360
01:29:03,930 --> 01:29:08,910
district to continue to use the property the way it is currently used as well as to expand

1361
01:29:08,910 --> 01:29:12,690
the use for the area that will be in the access road and parking lot.

1362
01:29:18,980 --> 01:29:23,020
Zooming in a little bit closer now, this is the same plan but just focused on the

1363
01:29:23,020 --> 01:29:24,640
academic core of the campus.

1364
01:29:29,180 --> 01:29:30,600
Maybe the batteries are getting tired.

1365
01:29:32,460 --> 01:29:39,480
We have, again, the main entry from Grand into the new campus drive and drop-off zone.

1366
01:29:39,780 --> 01:29:43,300
This is where primarily the vehicular access for the campus will be.

1367
01:29:44,240 --> 01:29:50,200
We also imagine a secondary entry point that could be aligned with a crosswalk that is

1368
01:29:50,200 --> 01:29:53,340
not currently in the city's plans, but we're already in conversations with them

1369
01:29:53,340 --> 01:29:58,180
about adding, that would align with the secondary access point into the campus where

1370
01:29:58,180 --> 01:29:59,980
for pedestrians and bikes would be fine.

1371
01:30:00,000 --> 01:30:08,020
And this is where I mentioned the area where the existing drop-off currently is could be a landscape buffer.

1372
01:30:08,160 --> 01:30:12,660
And you can see a pretty extensive bicycle parking area there that could be secured.

1373
01:30:15,080 --> 01:30:15,380
Uh-oh.

1374
01:30:15,780 --> 01:30:16,120
Was that me?

1375
01:30:17,040 --> 01:30:17,600
No.

1376
01:30:17,980 --> 01:30:18,260
Okay.

1377
01:30:20,080 --> 01:30:27,200
There's also a need to upgrade the way the extensive needs students are able to be dropped off and picked up.

1378
01:30:27,800 --> 01:30:31,860
Wood Middle School has one of the larger special needs programs in the district.

1379
01:30:32,240 --> 01:30:38,680
And we understand that there are a number of extensive needs students that need better access to their classrooms.

1380
01:30:38,900 --> 01:30:47,180
So the way we're placing their classrooms adjacent to what could be a dedicated drop off zone is something that we can talk a little bit more about as we get to the floor plans.

1381
01:30:47,840 --> 01:30:54,060
The last arrow that you see here, the staff parking is expected to stay in the same location.

1382
01:30:54,060 --> 01:30:59,740
that parking lot would be upgraded, new striping, new accessibility standards, and it also has

1383
01:30:59,740 --> 01:31:03,880
an adjacency to where the staff lounge would be located in that building that I'll talk

1384
01:31:03,880 --> 01:31:09,580
about when we get to that floor plan. I also pushed a button multiple times to get

1385
01:31:09,580 --> 01:31:17,220
to the new drop-off zone and the new admin library. That's creating a new entry sequence

1386
01:31:17,220 --> 01:31:21,120
for students arriving. That's represented by that orange arrow moving down the

1387
01:31:21,120 --> 01:31:27,660
And it's really framed by that new admin library area as well as the existing multi-use building.

1388
01:31:28,080 --> 01:31:32,980
And it has a backdrop of a new steam lab that's part of the academic building that we're designing.

1389
01:31:33,540 --> 01:31:41,160
I think what you'll see in one of the conceptual renderings that we have especially is that that steam lab is in a really special place on the campus.

1390
01:31:41,300 --> 01:31:47,260
It's kind of the heart of the campus and it frames some of the outdoor space that we're able to create with this new scheme.

1391
01:31:47,260 --> 01:31:52,160
As Mark mentioned, that's really been missing on the campus in its current configuration.

1392
01:31:52,720 --> 01:31:57,820
And so we're using that steam lab to really anchor a revitalized outdoor learning environment.

1393
01:31:59,770 --> 01:32:03,810
The new gymnasium is very similar to what was in the master plan originally, just in

1394
01:32:03,810 --> 01:32:05,150
a different location on the site.

1395
01:32:05,730 --> 01:32:10,690
And then the rest of the academic classrooms are arrayed around that steam lab, all of

1396
01:32:10,690 --> 01:32:12,730
which frame these outdoor environments.

1397
01:32:12,890 --> 01:32:17,570
So you have a new academic quad, which is the larger of the outdoor spaces on

1398
01:32:17,570 --> 01:32:21,930
On the right-hand side, on the left-hand side of the steam lab, there's a smaller courtyard

1399
01:32:21,930 --> 01:32:27,610
that can have some breakout space for that maker space as well as a dedicated yard for

1400
01:32:27,610 --> 01:32:30,870
the extensive needs students immediately adjacent to their classrooms.

1401
01:32:31,930 --> 01:32:35,590
Because of the new configuration of the campus, we also need to replace the black

1402
01:32:35,590 --> 01:32:36,350
top play area.

1403
01:32:36,450 --> 01:32:41,750
So that's located to the south of the classroom building, while the garden and

1404
01:32:41,750 --> 01:32:44,550
existing field are expected to remain as is.

1405
01:32:48,180 --> 01:32:50,600
Looking at the floor plans for the buildings now,

1406
01:32:51,120 --> 01:32:54,820
you can see these plans overlaid onto that site diagram.

1407
01:32:55,380 --> 01:33:01,160
What you can't see particularly well here is how the perimeter fencing is expected to fit into the campus.

1408
01:33:01,300 --> 01:33:05,180
That's one of the elements of the safety and security plan that has been adopted.

1409
01:33:05,820 --> 01:33:11,040
And it's a major part of how we control access when classes are in session.

1410
01:33:11,440 --> 01:33:14,160
In the morning, when students are dropped off, they enter the gates.

1411
01:33:14,280 --> 01:33:15,180
They're standing wide open.

1412
01:33:15,180 --> 01:33:18,260
they can flow into the campus from these different access points.

1413
01:33:18,720 --> 01:33:22,620
Once school is in session, then all of those gates can be closed and access is controlled

1414
01:33:22,620 --> 01:33:26,480
through the secure vestibule, which is the lobby of the admin library building.

1415
01:33:26,840 --> 01:33:30,700
That's the tan colored box there in the upper left of that building.

1416
01:33:31,700 --> 01:33:35,020
All the pink spaces are really the support space for the office staff.

1417
01:33:35,440 --> 01:33:39,360
They include offices, storage rooms, conference rooms, things like that.

1418
01:33:39,860 --> 01:33:44,520
And then the blue part of the plan, I know it's hard to read the names on

1419
01:33:44,520 --> 01:33:49,280
those. That's the library. And so we'll be continuing to have conversations with the

1420
01:33:49,280 --> 01:33:55,560
librarian and other members of the teaching staff to make sure that we're fitting out

1421
01:33:55,560 --> 01:34:01,900
these spaces as they need to be. Moving over to the new gymnasium building, we're really

1422
01:34:01,900 --> 01:34:05,920
designing the access to this building around two different population groups. Starting

1423
01:34:05,920 --> 01:34:10,380
with the students, because they'll be coming from the academic part of the campus,

1424
01:34:10,380 --> 01:34:14,720
this with the perimeter fencing, the access point for students is really going to be on

1425
01:34:14,720 --> 01:34:18,660
that side door. There's a pair of doors kind of in the middle of the left side of the building

1426
01:34:19,140 --> 01:34:23,880
that opens into an L-shaped corridor. And that's most likely going to be the area where

1427
01:34:23,880 --> 01:34:29,700
students enter and exit from this building. Whereas the lobby is oriented more towards

1428
01:34:29,700 --> 01:34:33,800
that new parking lot that extends up off the page as well as towards the future

1429
01:34:33,800 --> 01:34:37,760
side of that Alameda High School Stadium. So we imagine there's some synergy between

1430
01:34:37,760 --> 01:34:42,820
this new gymnasium and the stadium, as well as the likelihood that this building will be

1431
01:34:42,820 --> 01:34:46,800
used after hours, on weekends, things like that. And so there needs to be a lobby with

1432
01:34:46,800 --> 01:34:50,800
public restrooms and things like that that are oriented towards that use, as well as

1433
01:34:50,800 --> 01:34:57,660
for the needs of the students. The blue box is a PE classroom and also can be outfitted

1434
01:34:57,660 --> 01:35:01,620
as a dance classroom, as we've been discussing with the site committee. And then, of course,

1435
01:35:01,800 --> 01:35:05,820
the largest space in a gymnasium is the court space itself. So this is sized

1436
01:35:05,820 --> 01:35:12,340
for a middle school basketball court that's 50 feet wide by 84 feet long and it will end

1437
01:35:12,340 --> 01:35:13,780
up being a multi-sport court.

1438
01:35:13,940 --> 01:35:16,920
It'll have striping for volleyball, badminton, maybe pickleball.

1439
01:35:17,160 --> 01:35:22,160
We haven't figured all of that out yet, as well as having retractable bleachers on

1440
01:35:22,160 --> 01:35:22,620
one side.

1441
01:35:25,520 --> 01:35:30,140
Moving down to the academic building, I think it's worth reiterating the fact

1442
01:35:30,140 --> 01:35:34,940
that this new scheme allows us to create a much more permeable barrier between the

1443
01:35:34,940 --> 01:35:36,520
indoor and outdoor learning environments.

1444
01:35:37,360 --> 01:35:42,160
The quality of the outdoor space is something that the teachers really focused on in some

1445
01:35:42,160 --> 01:35:43,020
of our early meetings.

1446
01:35:43,180 --> 01:35:46,820
The fact that they want more green space, they want to be able to have places to take

1447
01:35:46,820 --> 01:35:49,660
their students outside and not just be in a sea of asphalt.

1448
01:35:50,340 --> 01:35:53,580
And we think that this scheme really accommodates that desire.

1449
01:35:54,760 --> 01:35:58,560
The academic spaces, the courtyard is really anchored by that steam lab in the middle

1450
01:35:58,560 --> 01:35:59,080
of the building.

1451
01:35:59,620 --> 01:36:04,200
You can see that we're designing a grand stair on one side of it that has some

1452
01:36:04,200 --> 01:36:08,520
terraces to spill out and allow seating overlooking the quad area. We're also looking

1453
01:36:08,520 --> 01:36:14,180
at some multiple levels of overlook, which you'll see on the second floor. This is a

1454
01:36:14,180 --> 01:36:20,140
two-story classroom building. I also mentioned that the staff parking is on the lower left

1455
01:36:20,140 --> 01:36:25,560
and the staff workroom and lounge is in the lower left part of this building. There's

1456
01:36:25,560 --> 01:36:29,600
a breezeway that goes right next to it. So the primary staff entry point for the

1457
01:36:29,600 --> 01:36:33,220
teachers that are working in these classrooms will be to park their vehicles, enter

1458
01:36:33,220 --> 01:36:38,360
the campus through that breezeway. They can easily pop into the workroom or the lounge,

1459
01:36:38,760 --> 01:36:41,920
grab a cup of coffee, make some copies, and then head to their classrooms.

1460
01:36:43,440 --> 01:36:47,380
The other spaces in this building starting on the left side are the intensive needs classrooms.

1461
01:36:47,560 --> 01:36:51,340
There's a pair of those oversized classrooms. They need to be larger to make space for

1462
01:36:51,340 --> 01:36:56,620
the other program elements like the sensory rooms, the private toilet rooms, the therapy

1463
01:36:56,620 --> 01:37:01,260
space, the flex area in between where they'll be learning how to make meals for

1464
01:37:01,260 --> 01:37:06,660
themselves and things like that. And that is immediately adjacent to the private extensive

1465
01:37:06,660 --> 01:37:11,880
needs yard that's on the right-hand side of that building, a fenced-in secure area for

1466
01:37:11,880 --> 01:37:17,800
those students. Moving across the building left to right, you can see three offices

1467
01:37:17,800 --> 01:37:22,720
that are for other resource spaces. The blue boxes are general ed classrooms.

1468
01:37:23,320 --> 01:37:27,780
The green are science labs. The science labs stack on both floors, so you've got

1469
01:37:27,780 --> 01:37:29,880
two science labs with a prep space in between.

1470
01:37:30,680 --> 01:37:34,520
And then the brown box are the student toilet rooms.

1471
01:37:34,920 --> 01:37:36,940
And this is worth taking a moment

1472
01:37:36,940 --> 01:37:38,040
to dig a little bit deeper.

1473
01:37:38,380 --> 01:37:40,120
Because we've had a number of conversations

1474
01:37:40,600 --> 01:37:42,660
at the district level and with the site committee,

1475
01:37:42,820 --> 01:37:43,980
with the principal and teachers,

1476
01:37:44,360 --> 01:37:45,680
about what the right configuration

1477
01:37:45,680 --> 01:37:47,720
of toilet rooms would be.

1478
01:37:48,860 --> 01:37:51,340
There's a lot of trends from our experience

1479
01:37:51,340 --> 01:37:52,360
working with other districts,

1480
01:37:52,580 --> 01:37:54,640
moving in the direction of gender neutral

1481
01:37:54,640 --> 01:37:56,400
multi-stall toilet facilities.

1482
01:37:56,400 --> 01:37:59,600
But there isn't necessarily a best practice at this point.

1483
01:38:00,140 --> 01:38:05,880
It's a difficult proposition to find the right balance between privacy and supervision.

1484
01:38:06,540 --> 01:38:10,420
And so that's the nature of the conversations that we've been having with the principal especially

1485
01:38:10,420 --> 01:38:12,760
and the other teachers that make up the site committee.

1486
01:38:13,620 --> 01:38:18,440
We were initially showing a plan that had a multi-stall gender neutral toilet,

1487
01:38:18,500 --> 01:38:20,520
such as what you're seeing now on one floor

1488
01:38:20,520 --> 01:38:25,880
and a more traditional gender-specific toilet facility on the second floor.

1489
01:38:26,380 --> 01:38:34,900
And the principal and others on the site committee felt quite strongly that this gender-neutral facility would be much preferred from a supervision standpoint.

1490
01:38:35,380 --> 01:38:38,280
So that's what we're showing here for the purposes of the approval tonight.

1491
01:38:38,680 --> 01:38:40,900
But this conversation is by no means over.

1492
01:38:41,320 --> 01:38:46,980
And as we continue to move through the design, we'll continue to have the conversation and refine the plan as we go forward.

1493
01:38:47,120 --> 01:38:50,760
What we found is that we can make the configuration work in the same amount of space.

1494
01:38:50,760 --> 01:38:57,100
So, it's with a similar cost, so it really becomes a question of what's the right answer

1495
01:38:57,100 --> 01:39:00,100
and how can we make it best work for the needs of the students.

1496
01:39:01,860 --> 01:39:04,180
Second floor is very similar to the first.

1497
01:39:05,260 --> 01:39:09,420
Other than the special needs classrooms are only on the ground floor, so you have more

1498
01:39:09,420 --> 01:39:14,980
general ed classrooms working around the building with the science labs and prep

1499
01:39:14,980 --> 01:39:18,620
space in the middle stacking for the efficiency of those utilities.

1500
01:39:19,200 --> 01:39:24,060
And then here you can also see that there's a roof terrace proposed above the steam lab.

1501
01:39:24,420 --> 01:39:29,260
And above that is a solar canopy that you'll see especially in the renderings that we have

1502
01:39:29,260 --> 01:39:35,280
provided. This outdoor balcony area is a great opportunity for some of that outdoor breakout

1503
01:39:35,280 --> 01:39:40,080
space, especially for the second floor classrooms. They don't have immediate access to the

1504
01:39:40,080 --> 01:39:44,280
courtyards down below without going down the stairs. So having the opportunity to

1505
01:39:44,280 --> 01:39:50,080
to take a group or even a full class out onto that balcony, I'm imagining science teachers

1506
01:39:50,080 --> 01:39:54,580
doing the egg drop experiment and going out on the balcony and throwing the experiments

1507
01:39:54,580 --> 01:39:58,940
down onto the patio below with everybody standing around and cheering. I think that's

1508
01:39:58,940 --> 01:40:03,260
a really exciting part of how this can enliven the curriculum.

1509
01:40:04,840 --> 01:40:10,640
Quickly we have four conceptual renderings that we want to talk about. Please don't

1510
01:40:10,640 --> 01:40:14,820
get too hung up on any of the images or the colors or materials that you're seeing.

1511
01:40:15,260 --> 01:40:20,400
These are very preliminary, even though they look polished and finished, they're not.

1512
01:40:21,760 --> 01:40:26,080
But they talk about the quality of space that we're trying to achieve through this project.

1513
01:40:26,660 --> 01:40:30,020
This is an example of what the experience would be like as a student arriving in the

1514
01:40:30,020 --> 01:40:30,260
morning.

1515
01:40:30,440 --> 01:40:34,300
You're seeing the gate standing wide open, the admin entry is on your left, and you

1516
01:40:34,300 --> 01:40:38,200
see that steam lab with the canopy in the background there as you're walking

1517
01:40:38,200 --> 01:40:42,660
walking down the entry promenade. And then as you're moving into that academic

1518
01:40:42,660 --> 01:40:47,200
quad space, all of the different varieties of spaces that are possible. Part of this

1519
01:40:47,200 --> 01:40:51,960
is activated with different furniture solutions where you can have movable chairs that can

1520
01:40:51,960 --> 01:40:57,420
be out on the turf area. You can see the picnic tables with umbrellas over on the

1521
01:40:57,420 --> 01:41:03,240
paving. You've got seat walls. You've got tree wells. A lot of different opportunities

1522
01:41:03,240 --> 01:41:07,460
for students to kind of activate in their own way as well as structured breakouts

1523
01:41:07,460 --> 01:41:08,180
from the classrooms.

1524
01:41:09,100 --> 01:41:13,300
And then you can see the grand stair there with the solar canopy above, which we think

1525
01:41:13,300 --> 01:41:20,340
is a great opportunity to form a key learning opportunity for the students about how the

1526
01:41:20,340 --> 01:41:24,600
environment works, you know, actually seeing those solar panels and having a way to measure

1527
01:41:24,600 --> 01:41:28,540
the production that's coming from those panels in some way that's visible to the students

1528
01:41:28,540 --> 01:41:29,380
on that patio.

1529
01:41:30,460 --> 01:41:34,020
And then this is the view from that patio, from that roof terrace, looking down

1530
01:41:34,020 --> 01:41:35,580
on that quad area.

1531
01:41:35,580 --> 01:41:41,980
Again, it would have flexible furniture and opportunity for breakouts in a really special

1532
01:41:41,980 --> 01:41:42,400
way.

1533
01:41:43,860 --> 01:41:46,340
And lastly, we have a view of the gymnasium.

1534
01:41:46,700 --> 01:41:52,960
We chose to have this rendered view be set in the twilight, partly because the translucent

1535
01:41:52,960 --> 01:41:58,160
panels, which work so great at daylighting the gym space while controlling the glare

1536
01:41:58,160 --> 01:42:01,760
and the thermal gain from the sun beating into that area

1537
01:42:01,760 --> 01:42:07,820
also can serve as a great way to illuminate the outdoor

1538
01:42:07,820 --> 01:42:10,240
environment when it's evening like this.

1539
01:42:10,360 --> 01:42:11,620
It kind of creates a beacon effect.

1540
01:42:11,980 --> 01:42:14,780
The building becomes a lantern that draws people to it.

1541
01:42:14,800 --> 01:42:16,900
And this is the building on the campus that has the

1542
01:42:16,900 --> 01:42:19,000
greatest likelihood of actually being used after hours.

1543
01:42:19,300 --> 01:42:21,660
And so that it kind of does double duty for us.

1544
01:42:22,380 --> 01:42:24,520
So I think with that, that's kind of the fun part

1545
01:42:24,520 --> 01:42:25,280
of the presentation.

1546
01:42:25,280 --> 01:42:28,560
and I'm going to turn the floor back over to Mark

1547
01:42:28,560 --> 01:42:30,580
to talk about more of the necessary,

1548
01:42:30,860 --> 01:42:31,820
but maybe less fun stuff.

1549
01:42:34,080 --> 01:42:37,060
Let the record show that Joe got to show the new buildings,

1550
01:42:37,220 --> 01:42:38,560
and I get to show the portables.

1551
01:42:39,340 --> 01:42:40,480
But unequally important,

1552
01:42:40,920 --> 01:42:44,680
I think Joe did a marvelous job describing the campus.

1553
01:42:44,920 --> 01:42:46,180
We're interested to hear the board's thoughts,

1554
01:42:46,300 --> 01:42:49,400
but we also recognize this is a multi-year project.

1555
01:42:49,880 --> 01:42:51,760
And so the creation of a temporary campus

1556
01:42:51,760 --> 01:42:54,520
where students will spend a good deal of their time,

1557
01:42:55,100 --> 01:42:57,940
It was important that we find the right way to create that campus.

1558
01:42:58,300 --> 01:43:03,960
So this is just a drawing of what the LUM school would look like after the building is demolished.

1559
01:43:04,860 --> 01:43:11,780
There's a fair amount of site preparation we need to do to provide those stable soils that will then allow us to place all of these portable buildings.

1560
01:43:12,340 --> 01:43:16,640
They will be here for the lifetime of not just the wood school, but also for the Otis Elementary School.

1561
01:43:16,940 --> 01:43:19,760
It's a really good use of a temporary campus for multiple schools.

1562
01:43:20,360 --> 01:43:24,140
Without going into excruciating detail, Otis Drive is on the top.

1563
01:43:24,560 --> 01:43:26,000
The existing drop-off would remain.

1564
01:43:26,460 --> 01:43:30,440
The big box in the middle represents the administration, the one to the right is library.

1565
01:43:30,980 --> 01:43:33,120
And then there's just the whole collection of other classrooms.

1566
01:43:33,280 --> 01:43:36,880
Some are more larger because they're, whether they're extensive needs

1567
01:43:36,880 --> 01:43:40,580
or future kindergarten classrooms for Otis, PE classrooms in science,

1568
01:43:40,940 --> 01:43:44,200
and then the regular 960 square foot standard size classrooms.

1569
01:43:45,220 --> 01:43:49,880
Lastly, the sort of smaller rectangular buildings would be the variety of toilet buildings.

1570
01:43:50,280 --> 01:43:52,720
And then you can see there's still a fair amount of outdoor space.

1571
01:43:53,300 --> 01:43:57,260
Robbie Ling and I were talking about the importance of, you know, this is where the portables go,

1572
01:43:57,500 --> 01:44:00,820
but we want to make this a campus also that will have gathering areas.

1573
01:44:00,940 --> 01:44:04,520
There will be some landscaping and other things to give it a sense of relief.

1574
01:44:04,720 --> 01:44:06,580
Again, because students will spend so much time there.

1575
01:44:07,080 --> 01:44:11,220
So we'll be coming back to the board with the approval for the construction contract,

1576
01:44:11,220 --> 01:44:14,500
But in this approval, we're hoping to also get your approval for this layout.

1577
01:44:14,980 --> 01:44:18,720
I neglected to mention we had meetings with the principals at both schools.

1578
01:44:18,860 --> 01:44:20,060
We met up with them a couple of times.

1579
01:44:20,320 --> 01:44:25,140
So they gave us a lot of input, sort of the best way we could lay this building out for them.

1580
01:44:26,000 --> 01:44:28,280
So from this, I'm going to go to the budget and schedule,

1581
01:44:28,500 --> 01:44:30,160
and I'm going to turn the first slide over to Shark.

1582
01:44:32,000 --> 01:44:32,640
Thanks, Mark.

1583
01:44:32,860 --> 01:44:36,800
So very quickly, this is a good example of a multi-funded project,

1584
01:44:36,800 --> 01:44:42,560
how we are stitching various funding sources to get to our $80.8 million mark, bulk of

1585
01:44:42,560 --> 01:44:49,160
the funding coming from Measure B, $62.2 million. Then we also have Measure I funds

1586
01:44:49,160 --> 01:44:53,500
which were allocated to Wood School that we have not used. If you notice, we have

1587
01:44:53,500 --> 01:44:57,880
put a slash there, slash developer fee. Quite a bit of develop, presidential development

1588
01:44:57,880 --> 01:44:59,880
is going on in wood school boundary on which

1589
01:45:00,000 --> 01:45:04,760
The district will collect developer fees all the way going into 2027.

1590
01:45:05,400 --> 01:45:09,500
So this is one resource which we'll balance. If we get more in developer fees, then we'll

1591
01:45:09,500 --> 01:45:14,700
use less of a measure, aye. And if there are any savings, we'll bring back those savings

1592
01:45:14,700 --> 01:45:19,680
to the board for further decisions. Part of the funding is coming from Elmira High

1593
01:45:19,680 --> 01:45:24,800
Athletic Project, especially the roadways, and then $5.1 million in state funding,

1594
01:45:24,800 --> 01:45:29,880
which we will initially get an IOU and cash would probably come in about four to five year

1595
01:45:29,880 --> 01:45:30,200
times.

1596
01:45:33,250 --> 01:45:35,390
Did you say four to five years time?

1597
01:45:36,350 --> 01:45:36,530
Thank you.

1598
01:45:36,930 --> 01:45:36,990
There.

1599
01:45:38,690 --> 01:45:43,670
And then fortunately, I just repeated shark's slide of our dollar amount of $80.8 million.

1600
01:45:43,810 --> 01:45:45,750
We finished our professional cost estimate.

1601
01:45:45,970 --> 01:45:50,010
We've worked with our engineers and the project is coming in for all the things we showed

1602
01:45:50,010 --> 01:45:54,950
you from the new access roads, the site work, the new buildings, the demolition

1603
01:45:54,950 --> 01:46:00,510
of the old at the 80.8, so we're highly confident that we can deliver the project we just delivered

1604
01:46:00,510 --> 01:46:02,790
just showed you within the budget that we have.

1605
01:46:03,550 --> 01:46:07,690
Quickly on the schedule, we're going to start the demolition in the near future working

1606
01:46:07,690 --> 01:46:13,170
with both Robbie, Pedro, and Ruth on the demolition of Wood School and right on the

1607
01:46:13,170 --> 01:46:18,090
heels that will be the temporary campus completed in time for teachers to move from Wood so

1608
01:46:18,090 --> 01:46:20,290
that we can begin the construction work at Wood.

1609
01:46:20,830 --> 01:46:26,430
The work would be in fall of 24 through spring of 26 for the new campus.

1610
01:46:26,830 --> 01:46:28,850
That's all the new buildings and the site development.

1611
01:46:29,390 --> 01:46:35,530
But the access road and drop off because it has its own timeline working with the city and the secret process.

1612
01:46:35,970 --> 01:46:41,070
It'll be done in time just as the campus is, but it will start at a slightly later time construction.

1613
01:46:42,450 --> 01:46:43,870
So I know that was a lot.

1614
01:46:44,370 --> 01:46:48,410
and we oh I'm sorry I forgot my last slide just that we're hoping for today

1615
01:46:49,410 --> 01:46:53,390
that's approval from the board both for schematic design for wood middle of

1616
01:46:53,390 --> 01:46:57,530
course the roadways we just described the temporary campus for alum we're

1617
01:46:57,530 --> 01:47:01,650
hoping for approval today so I know this was a lot I'm certainly glad to take

1618
01:47:01,650 --> 01:47:08,110
comments or questions from the board thank you I don't have any speaker slips

1619
01:47:08,110 --> 01:47:13,370
in hand this one again but are there any hands raised on zoom yes we have one

1620
01:47:13,370 --> 01:47:15,050
hand raised. I'm Ms. Carolyn Broussard.

1621
01:47:17,360 --> 01:47:18,300
Okay, thank you.

1622
01:47:24,020 --> 01:47:25,640
Hi, can everybody hear me? We can.

1623
01:47:26,920 --> 01:47:31,380
Thank you so much. Thank you so much for this presentation. I really appreciate it. I want to

1624
01:47:31,380 --> 01:47:39,280
raise an issue that exists today. The extensive support needs class that currently exists at

1625
01:47:39,840 --> 01:47:47,060
Wood has students that elope from campus and there's a safety issue that currently exists

1626
01:47:47,060 --> 01:47:48,940
because of the lack of perimeter fencing,

1627
01:47:49,500 --> 01:47:52,220
that there really is very little barrier

1628
01:47:52,220 --> 01:47:54,340
that keeps students who are allowed

1629
01:47:54,340 --> 01:47:56,360
from running out onto Grand Avenue.

1630
01:47:57,140 --> 01:47:59,640
This is a situation that really needs to be addressed now.

1631
01:47:59,820 --> 01:48:01,900
It can't really wait for the new plan.

1632
01:48:02,860 --> 01:48:05,500
I think I have to step in because this isn't,

1633
01:48:05,900 --> 01:48:09,460
we're talking about the future decisions right now.

1634
01:48:09,460 --> 01:48:09,980
I'm getting to that.

1635
01:48:10,380 --> 01:48:11,220
I'm getting to that.

1636
01:48:11,360 --> 01:48:12,160
I'm getting to that.

1637
01:48:13,120 --> 01:48:14,440
It needs to be addressed now

1638
01:48:14,440 --> 01:48:16,400
as well as in the future plans.

1639
01:48:16,400 --> 01:48:23,540
So I noticed in one of the schematics that the extensive support needs class was at the front of the school that was right next to Grand Avenue.

1640
01:48:23,900 --> 01:48:32,600
And there wasn't a lot of description about what the perimeter fencing and security would be to make sure that students who alone couldn't just run out onto Grand Avenue.

1641
01:48:32,960 --> 01:48:38,120
So I'm hoping that not only will it be addressed now, but it will be addressed in the future plans.

1642
01:48:38,120 --> 01:48:45,500
My other comments have to do with, I greatly appreciate how much engagement there's been

1643
01:48:45,500 --> 01:48:50,600
with principals and staff at Wood about the design plans, but I didn't hear anything around

1644
01:48:50,600 --> 01:48:55,480
engagement with families or students, so I'd love to see an opportunity for that to happen.

1645
01:48:56,060 --> 01:49:00,200
The students are the ultimate beneficiaries of the utilization of the site, so it would

1646
01:49:00,200 --> 01:49:03,280
be really great to have their input in what is being designed.

1647
01:49:04,180 --> 01:49:09,500
And lastly, you mentioned, and I know you all will do traffic studies with respect to

1648
01:49:09,500 --> 01:49:14,200
the new drop-off lane, but I can kind of already see the potential for significant bottleneck

1649
01:49:14,200 --> 01:49:18,140
with a one-way drop-off lane that exits onto Otis.

1650
01:49:19,240 --> 01:49:25,240
So I would just say, again, I appreciate that there will be traffic studies done.

1651
01:49:25,800 --> 01:49:28,820
There's currently where the LUM parking lot is.

1652
01:49:28,820 --> 01:49:33,080
is there are some side streets that might be better options for where that drop-off

1653
01:49:33,080 --> 01:49:38,860
lane could empty out. That provides two ways to exit. One leads you to Otis, but there's

1654
01:49:38,860 --> 01:49:44,300
another way that leads you to a side street that runs off to, I think it's Whitehall.

1655
01:49:44,840 --> 01:49:49,440
So just an opportunity to keep traffic flowing to avoid that potential bottleneck. Thank

1656
01:49:49,440 --> 01:49:49,980
you so much.

1657
01:49:50,400 --> 01:49:54,780
Thank you, Ms. Persard. Any comments and questions from the board?

1658
01:49:55,540 --> 01:49:56,780
I have a couple.

1659
01:49:57,580 --> 01:49:59,340
First one, what's the size of the building?

1660
01:49:59,580 --> 01:50:00,080
How many students?

1661
01:50:00,720 --> 01:50:02,900
It's going to be the full capacity for this building.

1662
01:50:05,100 --> 01:50:07,540
Yeah, the current enrollment is about 600 students,

1663
01:50:07,920 --> 01:50:12,060
and we're providing a functional capacity of about 675.

1664
01:50:12,740 --> 01:50:14,900
So we're anticipating the possibility of growth

1665
01:50:14,900 --> 01:50:17,200
with the facility that we're designing.

1666
01:50:17,640 --> 01:50:19,540
So I'm really concerned about that,

1667
01:50:19,660 --> 01:50:21,980
because 675 is pretty small anyway.

1668
01:50:22,500 --> 01:50:24,800
Often middle schools can be much larger than that,

1669
01:50:24,800 --> 01:50:30,380
and I worry that we'll get to a time when we have not enough space and we're putting

1670
01:50:30,380 --> 01:50:35,240
$80 million into a building that can't grow much more than it did for a school that can't

1671
01:50:35,240 --> 01:50:39,880
grow much more than it is currently. So can you talk to us a little bit about the options

1672
01:50:39,880 --> 01:50:40,420
around that?

1673
01:50:41,500 --> 01:50:47,300
So we did have conversations with the district about their demographics and candidly there

1674
01:50:47,300 --> 01:50:53,500
was no indication of growth beyond really where they are today. And so our plan was

1675
01:50:53,500 --> 01:50:56,220
providing the additional growth that Joel just mentioned.

1676
01:50:56,860 --> 01:50:58,740
So up to this point, we had not heard

1677
01:50:58,740 --> 01:51:00,680
that there was any thoughts about,

1678
01:51:01,240 --> 01:51:02,400
there's certainly nothing demographically

1679
01:51:02,400 --> 01:51:04,440
that showed growth beyond what you currently have.

1680
01:51:04,660 --> 01:51:06,800
Yeah, so I used to do these kinds of,

1681
01:51:06,800 --> 01:51:08,740
this kind of work in Oakland Unified School District,

1682
01:51:08,900 --> 01:51:10,840
and I've been a part of building many a building

1683
01:51:10,840 --> 01:51:12,380
that then later we've been like, oops,

1684
01:51:13,380 --> 01:51:14,920
suddenly we want to change.

1685
01:51:15,140 --> 01:51:17,880
We want to be able to have it be a six,

1686
01:51:17,880 --> 01:51:26,480
12, 6, 8 instead of a, you know, or K8 instead of a K5 or we want to be able to have some

1687
01:51:26,480 --> 01:51:27,560
more flexibility.

1688
01:51:27,980 --> 01:51:33,300
So for me I'm highly concerned about having a building and doing $80 million for something

1689
01:51:33,300 --> 01:51:34,580
that doesn't have a lot of growth.

1690
01:51:36,340 --> 01:51:43,840
So if growth happens, the district will collect developer fees and I think those

1691
01:51:43,840 --> 01:51:50,680
developer fees you'd be used to provide additional classrooms that the new development is generating.

1692
01:51:51,300 --> 01:52:00,820
The second reality about this is 80 million is really the upper limit for this project.

1693
01:52:01,000 --> 01:52:06,860
We have put together five different funding sources to get to this point.

1694
01:52:06,860 --> 01:52:12,820
There is just literally no room in this budget to add any additional space at this time

1695
01:52:13,580 --> 01:52:16,180
The cost per square footage is close to

1696
01:52:16,940 --> 01:52:18,780
$1000 so

1697
01:52:18,780 --> 01:52:22,740
Even adding one extra classroom would be close to

1698
01:52:23,340 --> 01:52:26,300
Million dollars. Yeah, I mean this is my concern though

1699
01:52:26,300 --> 01:52:32,000
Right so because if we don't plan ahead now then you know in a few years

1700
01:52:32,000 --> 01:52:33,220
We're going to be back and be like now

1701
01:52:33,220 --> 01:52:37,240
Now we need more money because we need to, again, this is my professional experience,

1702
01:52:37,520 --> 01:52:42,680
15 years of working with schools, throwing millions of dollars into buildings that then

1703
01:52:42,680 --> 01:52:43,460
suddenly aren't working.

1704
01:52:44,280 --> 01:52:49,000
So are there any ways to add flexibilities, places where we can add on?

1705
01:52:49,540 --> 01:52:52,760
Do we know where the extra classrooms could go if we need to add them later?

1706
01:52:54,180 --> 01:52:55,500
We have thought about that.

1707
01:52:55,960 --> 01:53:01,560
There is the opportunities for when the stadiums built and the fields are established,

1708
01:53:01,560 --> 01:53:06,180
there is the opportunity for us to add additional classrooms, permanent classrooms, if that was

1709
01:53:06,180 --> 01:53:06,720
so desired.

1710
01:53:07,560 --> 01:53:09,700
How many would be able to be fit there?

1711
01:53:10,260 --> 01:53:14,160
As a two-story building, six to eight classrooms could easily be added, probably more.

1712
01:53:15,900 --> 01:53:16,680
By probably more.

1713
01:53:16,780 --> 01:53:17,380
What do you mean by that?

1714
01:53:17,660 --> 01:53:18,060
I'm sorry.

1715
01:53:18,200 --> 01:53:19,420
I haven't studied it beyond that.

1716
01:53:19,640 --> 01:53:24,020
I mean, up until this moment, there's been no indication of growth, but we always

1717
01:53:24,020 --> 01:53:27,460
think about what would happen if we had to add some more classrooms, but never

1718
01:53:27,460 --> 01:53:30,660
imagining more than six or eight, so I can't say I've studied it beyond that.

1719
01:53:30,660 --> 01:53:36,360
So I guess a process invitation next time would be to come to the board earlier because you're asking us to approve

1720
01:53:36,360 --> 01:53:40,400
Something tonight with a class size. This is the first time I've heard the number

1721
01:53:41,100 --> 01:53:43,240
And then maybe I haven't been paying attention

1722
01:53:44,280 --> 01:53:47,940
But I'm concerned because again, I've just it's

1723
01:53:48,440 --> 01:53:53,160
It's problematic to me to only have it be basically the same size it is currently

1724
01:53:53,740 --> 01:54:00,360
Because that number that we're saying it could grow to isn't actually a number that would fit within a school configuration

1725
01:54:00,660 --> 01:54:04,740
Right, so 79 extra students or whatever the number

1726
01:54:04,740 --> 01:54:06,500
is that you're saying wouldn't actually fit

1727
01:54:06,500 --> 01:54:07,920
if we were adding extra kids

1728
01:54:07,920 --> 01:54:11,020
because classes and grade configurations

1729
01:54:11,020 --> 01:54:12,240
don't grow in that number.

1730
01:54:12,700 --> 01:54:14,220
So at minimum, we'd need to be able

1731
01:54:14,220 --> 01:54:16,960
to have capacity for say 96, right?

1732
01:54:17,100 --> 01:54:19,060
So that's 32 kids per grade

1733
01:54:19,620 --> 01:54:21,200
because that's how they matriculate up

1734
01:54:21,200 --> 01:54:22,400
for three grade levels.

1735
01:54:22,600 --> 01:54:26,200
So right now we can't actually add more kids

1736
01:54:26,600 --> 01:54:27,980
than what we currently serve

1737
01:54:27,980 --> 01:54:32,920
because we won't have any space for them, so that's my concern with that.

1738
01:54:33,460 --> 01:54:40,580
My second one is around safety, so I think to Ms. Brassard's point, it is a very unsafe

1739
01:54:40,580 --> 01:54:48,480
space now, and I'm wondering how we're going to keep kids safe and traffic flowing during

1740
01:54:48,480 --> 01:54:49,180
construction.

1741
01:54:50,580 --> 01:54:54,840
I know there's sequel concerns around where we have inlets and outlets and all of that,

1742
01:54:54,840 --> 01:55:00,760
and I'm not going to be in support of driving traffic through neighborhoods, so I'm not going

1743
01:55:00,760 --> 01:55:01,200
to go there.

1744
01:55:01,380 --> 01:55:07,820
But I am concerned about how we keep kids safe during construction and keep kids safe

1745
01:55:07,820 --> 01:55:09,960
right now while we're here.

1746
01:55:10,880 --> 01:55:13,460
And we share that same concern during construction.

1747
01:55:13,620 --> 01:55:17,300
The beauty of creating a temporary campus is we can completely separate the traffic.

1748
01:55:17,520 --> 01:55:21,240
So the entrance to the temporary campus is directly off of Otis.

1749
01:55:21,240 --> 01:55:26,660
The entrance for the contractors during construction is off of grand and so the those two traffics don't cross

1750
01:55:26,660 --> 01:55:31,420
We won't have the students on the same site as the as the construction

1751
01:55:31,420 --> 01:55:34,140
There there will be some use of the multi-use room

1752
01:55:34,140 --> 01:55:36,460
But they won't end up going through the construction site to do that

1753
01:55:36,460 --> 01:55:40,780
I mean if you hung out at the big drop-off and pick up there that

1754
01:55:42,320 --> 01:55:45,880
Zagging everywhere we have cars everywhere. I mean it's a fright

1755
01:55:45,880 --> 01:55:50,540
I mean I've spent three years or two years dropping and that but drop-off won't be available during construction

1756
01:55:50,540 --> 01:55:54,360
because that will be all part of the contractor's staging and construction areas.

1757
01:55:54,540 --> 01:55:57,160
So the drop-off on grand won't be used.

1758
01:55:57,560 --> 01:56:02,140
The drop-off where LUM was, which will become the drop-off of the temporary campus off of

1759
01:56:02,140 --> 01:56:05,120
Otis, will become the drop-off for the temporary wood school.

1760
01:56:05,840 --> 01:56:06,260
Okay.

1761
01:56:06,620 --> 01:56:06,860
Thanks.

1762
01:56:07,440 --> 01:56:10,980
And regarding the previous comment about extensive needs, we share that concern.

1763
01:56:11,380 --> 01:56:15,960
And there is the path of travel to get into the extensive need classrooms is, as Joel

1764
01:56:15,960 --> 01:56:19,720
pointed out, there's a courtyard and a fenced-in area specifically for the extensive

1765
01:56:19,720 --> 01:56:24,100
and these students, because our experience with other schools is exactly the same as the parents.

1766
01:56:24,720 --> 01:56:29,580
So there will be a fence corralling the students, so they're staying within their own area,

1767
01:56:29,800 --> 01:56:31,680
the ability to control their coming and going.

1768
01:56:32,440 --> 01:56:33,100
Thank you.

1769
01:56:33,420 --> 01:56:35,260
Thank you for being thoughtful about that.

1770
01:56:35,520 --> 01:56:35,800
Go ahead.

1771
01:56:37,200 --> 01:56:40,400
Just to thank you, Vice President Sweet.

1772
01:56:40,940 --> 01:56:44,860
Your questions helped generate additional thoughts on my part.

1773
01:56:44,860 --> 01:56:55,900
So, we went from a remodel or a renovation of the existing campus to now demolishing

1774
01:56:55,900 --> 01:56:57,880
it and then coming up with something from scratch.

1775
01:56:58,780 --> 01:57:05,800
So at what point did we, at what point, I mean, did we actually have that, you know,

1776
01:57:05,980 --> 01:57:08,700
thorough that we're going to drop the remodeling?

1777
01:57:09,700 --> 01:57:14,540
because I do remember there's been a lot of conversations regarding the

1778
01:57:14,540 --> 01:57:17,640
Allian High School pool that's one thing that I know that we've had several

1779
01:57:17,640 --> 01:57:24,920
meetings on so I'm just trying to recollect when was you know at what

1780
01:57:24,920 --> 01:57:30,800
point you know did we actually come to an idea that other than tonight where

1781
01:57:30,800 --> 01:57:34,080
we show that there's this was what we wanted to do and now we're at this

1782
01:57:34,080 --> 01:57:34,980
new thing.

1783
01:57:38,260 --> 01:57:42,880
From my perspective, this is my first time sharing this with you. I don't

1784
01:57:42,880 --> 01:57:47,440
know if Mr. Kahn has shared that previously, but this has been part of the ongoing design

1785
01:57:47,440 --> 01:57:53,040
process with the design committee, which are both parents and teachers and district administration.

1786
01:57:53,720 --> 01:57:57,640
So there's been quite a process we went through looking at, as I mentioned, quite a number

1787
01:57:57,640 --> 01:58:03,000
of diagrams of remodeling versus new construction. But I personally have not presented this

1788
01:58:03,000 --> 01:58:03,920
to the board until tonight.

1789
01:58:04,340 --> 01:58:06,700
Okay, and I just wanted that clarification

1790
01:58:06,700 --> 01:58:09,780
because I think to the vice president's suede's comment,

1791
01:58:10,040 --> 01:58:12,660
it's just, I just remembered that when we were talking

1792
01:58:12,660 --> 01:58:14,640
about the swimming pool, that subject

1793
01:58:14,640 --> 01:58:17,660
was quite talked thoroughly as we had

1794
01:58:17,660 --> 01:58:19,740
with the Kauffman auditorium.

1795
01:58:20,160 --> 01:58:22,580
And I'm trying to go back to my own memory

1796
01:58:22,580 --> 01:58:24,060
and I don't think I missed that many meetings

1797
01:58:24,060 --> 01:58:27,620
as to when was it that we've had such a,

1798
01:58:28,320 --> 01:58:31,500
I always, I mean, I just can't,

1799
01:58:31,500 --> 01:58:33,960
You know, this is something for me I thought was kind of new,

1800
01:58:34,400 --> 01:58:38,440
you know, that this is a new campus more or less

1801
01:58:38,440 --> 01:58:43,320
versus, you know, our renovating existing, you know,

1802
01:58:43,800 --> 01:58:45,540
building, that's it.

1803
01:58:46,120 --> 01:58:48,920
Well, I was gonna say that I know that when we've talked

1804
01:58:48,920 --> 01:58:51,320
about Measure 8, Measure I funds

1805
01:58:51,860 --> 01:58:53,080
and the amount of money that was given

1806
01:58:53,080 --> 01:58:54,440
to Wood under Measure I,

1807
01:58:54,900 --> 01:58:57,420
that when you started looking at that amount of money,

1808
01:58:57,520 --> 01:58:59,740
what really needed to happen at that campus,

1809
01:58:59,740 --> 01:59:04,500
You just knew that you couldn't do that because it was going to take such extensive work from

1810
01:59:04,500 --> 01:59:09,860
the outside structures that were built to the hazardous materials.

1811
01:59:09,980 --> 01:59:13,920
All those things were discovered when you were doing Measure IF, I'm not mistaking.

1812
01:59:14,340 --> 01:59:19,760
So that's why we kind of paused spending that money until we could secure more because

1813
01:59:19,760 --> 01:59:21,240
we knew that there was going to be extensive.

1814
01:59:21,460 --> 01:59:22,940
I wouldn't say that that's a surprise.

1815
01:59:23,160 --> 01:59:28,580
I would say that the idea of there's nothing really salvageable, it's more cost

1816
01:59:28,580 --> 01:59:30,780
most effective to start over than it is to run away.

1817
01:59:31,380 --> 01:59:32,240
That is correct.

1818
01:59:32,400 --> 01:59:37,460
So once we got within five million of the modernization project, got within five million

1819
01:59:37,460 --> 01:59:43,220
of new construction, that's when we started looking at new construction instead of modernizing

1820
01:59:43,220 --> 01:59:44,260
the existing building.

1821
01:59:44,400 --> 01:59:48,040
Do we modernize the whole thing for 75 million for which you get the same building?

1822
01:59:48,380 --> 01:59:52,660
Or do we put another five million dollars in and get a brand new structure?

1823
01:59:53,220 --> 01:59:57,540
And that thing came up at the very first, I think we had about 12 meetings at Wood

1824
01:59:57,540 --> 01:59:59,940
school, the very first meeting where we act

1825
02:00:00,000 --> 02:00:07,280
Actually we're not ready to propose new construction. The direction from Woodstaff was, can you demolish

1826
02:00:07,280 --> 02:00:11,860
this and give us a brand new building? We didn't agree on that right then and there because

1827
02:00:11,860 --> 02:00:16,200
we wanted to do our due diligence on the back end, which we did. And I think by the third

1828
02:00:16,200 --> 02:00:21,040
meeting, we said, okay, based on what you folks have shared with us in terms of your

1829
02:00:21,040 --> 02:00:26,600
educational requirements, we can modernize this building or we can give you this base

1830
02:00:27,580 --> 02:00:29,420
in the form of a new building.

1831
02:00:30,640 --> 02:00:31,160
So that's how it is.

1832
02:00:31,160 --> 02:00:33,040
You clarified when you brought that information to us, though,

1833
02:00:33,080 --> 02:00:34,680
or is this the first time we're hearing of it tonight?

1834
02:00:37,820 --> 02:00:41,480
So the board publicly is hearing for the first time,

1835
02:00:41,720 --> 02:00:43,360
but this has been shared with the board

1836
02:00:43,360 --> 02:00:47,680
in about six different memos going back five or six months.

1837
02:00:47,920 --> 02:00:50,080
With a number of students served in those memos?

1838
02:00:51,320 --> 02:00:54,240
As far as I recall, great details are provided.

1839
02:00:54,240 --> 02:00:58,360
I may not have touched the exact number of students that we were serving, but we are

1840
02:00:58,360 --> 02:01:04,520
sticking to the master plan that was approved by the board in 2014 and then again in 2022

1841
02:01:05,080 --> 02:01:08,980
and there was no discussion to expand that school in the master plan.

1842
02:01:09,160 --> 02:01:17,220
I think especially also, you know, we just had that entire process of discontinuing

1843
02:01:18,200 --> 02:01:23,040
grade 6 to 8 at Bay Farm because we had too many schools because our population trends

1844
02:01:23,040 --> 02:01:27,240
are showing that they're decreasing and there has been absolutely nothing to

1845
02:01:27,240 --> 02:01:32,340
show that we're going to be in a situation where all of a sudden we're

1846
02:01:32,340 --> 02:01:36,820
going to need to house 96 plus additional students at Wood Middle School

1847
02:01:36,820 --> 02:01:44,400
potentially and we have room still for growth at Ensignal, correct? That is

1848
02:01:44,400 --> 02:01:49,500
correct. Yeah, I just I'm not comfortable with building a new

1849
02:01:49,500 --> 02:01:53,860
building and being stuck then at the same size that we're at. Again, this is professional

1850
02:01:53,860 --> 02:01:59,340
experience with school communities. I'm doubting your process, but those numbers matter to me

1851
02:01:59,340 --> 02:02:05,400
because I've seen time and time again that we throw a bunch of money into a new building

1852
02:02:05,400 --> 02:02:11,640
and then suddenly the plan changes. And so I am concerned just because I've lived through

1853
02:02:11,640 --> 02:02:16,820
it and I've watched probably almost a billion dollars of construction be kind of thrown

1854
02:02:16,820 --> 02:02:20,420
away over the years in my career and I don't want to be a part of that here.

1855
02:02:20,820 --> 02:02:22,720
I totally appreciate your comment.

1856
02:02:23,040 --> 02:02:26,660
I would say that definitely we are not throwing away the money.

1857
02:02:27,520 --> 02:02:32,460
Even if we expand, let's say another 200 students show up, this building is still being used.

1858
02:02:32,760 --> 02:02:36,800
It won't be a case of demolishing this building and starting from scratch.

1859
02:02:37,180 --> 02:02:41,940
And I'm also a firm believer of using developer fees when new developments come in and new

1860
02:02:41,940 --> 02:02:44,060
students are generated from that development.

1861
02:02:44,060 --> 02:02:50,940
If we use our bond funds to come to, let's say, think forward and build for what developers

1862
02:02:50,940 --> 02:02:54,680
owe us, then we'll have tough time collecting those developer fees also.

1863
02:02:56,180 --> 02:03:00,480
So this brings me back to my question of, like, because now I'm going to put myself

1864
02:03:00,480 --> 02:03:04,480
in the, and I'm not trying to give you guys a hard time, but I am, because I just lived

1865
02:03:04,480 --> 02:03:08,560
through too much of it, and I'm not saying we're throwing the $80 million away, but

1866
02:03:08,560 --> 02:03:12,920
I've watched brand new buildings suddenly become obsolete within a year, like, truly.

1867
02:03:14,280 --> 02:03:18,100
So I want to make sure that we're being different and doing different this time

1868
02:03:19,040 --> 02:03:22,300
than my experience in a district nearby.

1869
02:03:23,560 --> 02:03:27,740
So my other concern is if suddenly we have more kids,

1870
02:03:28,060 --> 02:03:29,940
but now they can't go to their neighborhood school,

1871
02:03:31,000 --> 02:03:33,420
right, we might have space events and all or somewhere else,

1872
02:03:33,540 --> 02:03:38,500
but like how are we, I just want to make sure that we're being really forward thinking

1873
02:03:38,500 --> 02:03:40,300
around how that happens.

1874
02:03:40,300 --> 02:03:45,240
And if we cannot build some space for some growth on the wood campus, if we're building

1875
02:03:45,240 --> 02:03:51,940
a brand new building, can we not make it so that there is a possibility for some meaningful

1876
02:03:51,940 --> 02:03:56,980
extra classrooms to be built in there so that we can accommodate growth should it happen?

1877
02:03:57,560 --> 02:03:59,720
So yes, that's your question.

1878
02:04:00,320 --> 02:04:04,060
But I also think we have to remember that there's a number of ways we deal with growth,

1879
02:04:04,200 --> 02:04:05,820
not all of which means more classrooms.

1880
02:04:05,820 --> 02:04:12,260
classrooms. We use the current utilization, if you're familiar with this, but the utilization

1881
02:04:12,260 --> 02:04:16,080
of classrooms has to do with teacher prep periods where they spend their prep in their

1882
02:04:16,080 --> 02:04:21,380
classroom. And if we just change that even slightly, we suddenly greatly increase the

1883
02:04:21,380 --> 02:04:27,940
enrollment capacity of a school. So our first charge, as Mr. Kahn just pointed out,

1884
02:04:28,280 --> 02:04:31,180
the charge from the beginning was to match the size of the school we currently have,

1885
02:04:31,200 --> 02:04:34,240
and we've done that, the same number of classrooms. And by simply changing the

1886
02:04:34,240 --> 02:04:38,860
way we love those classrooms, we can increase the capacity of that school, add to that the

1887
02:04:38,860 --> 02:04:43,540
possibility of adding more classrooms and we have a great capacity to increase that school

1888
02:04:43,540 --> 02:04:44,460
should it be necessary.

1889
02:04:44,760 --> 02:04:48,260
Well, I want to add and jump in one more time, I'm sorry, because I was a teacher with

1890
02:04:48,260 --> 02:04:53,120
a cart who had to travel around and it is no way to teach and I will not put teachers

1891
02:04:53,120 --> 02:04:56,840
in a position where they're having to come into the classroom at the same time the

1892
02:04:56,840 --> 02:05:00,300
kids are coming to the classroom and try and run and set up a classroom and teach

1893
02:05:00,300 --> 02:05:04,680
class because they're traveling around in a cart, which is what you would be suggesting

1894
02:05:04,680 --> 02:05:07,740
if we were to utilize the classrooms more that way.

1895
02:05:08,360 --> 02:05:11,840
So I'm all for, like, let's use classrooms after school for after-school programming,

1896
02:05:11,840 --> 02:05:15,600
but I'm not going to put teachers on carts traveling around as a part of our contingency

1897
02:05:15,600 --> 02:05:15,960
plan.

1898
02:05:16,320 --> 02:05:20,760
It's just one of a number of strategies that many districts in the Bay Area use as

1899
02:05:20,760 --> 02:05:21,620
a way to deal with growth.

1900
02:05:22,040 --> 02:05:25,540
There are not all teachers, some are already part-time.

1901
02:05:25,960 --> 02:05:28,620
My point is there are a number of strategies available to us.

1902
02:05:28,620 --> 02:05:35,460
I do want to be absolutely adamant that by no stretch of any imagination is this a waste

1903
02:05:35,460 --> 02:05:37,340
to proceed with this exactly as drawn.

1904
02:05:37,620 --> 02:05:42,480
There's a tremendous amount of flexibility and quality of space, all the teaching environments

1905
02:05:42,480 --> 02:05:44,280
that you need both indoor and outdoor spaces.

1906
02:05:44,700 --> 02:05:48,800
But I'm really grateful for the comments, and I think at a minimum I'm walking away

1907
02:05:48,800 --> 02:05:51,100
from this is, what would happen if I had 200 students?

1908
02:05:51,220 --> 02:05:54,240
And I don't have an answer for you immediately, but I know I've got enough room to

1909
02:05:54,240 --> 02:05:56,300
deal with, and enough flexibility,

1910
02:05:56,880 --> 02:05:58,340
that there's probably a good answer to that.

1911
02:05:59,000 --> 02:06:00,680
So with the current configuration,

1912
02:06:00,980 --> 02:06:03,480
the way you're suggesting there's room to absorb,

1913
02:06:03,920 --> 02:06:05,900
and again, we have to do it in multiples of 32,

1914
02:06:06,440 --> 02:06:08,480
so that would be what, I don't have my calculator

1915
02:06:08,480 --> 02:06:12,140
in front of me, was that 196 would be another,

1916
02:06:12,620 --> 02:06:15,320
multiple of 32, you're the math guy, shark.

1917
02:06:15,700 --> 02:06:17,980
What's a multiple of 32 that would get as close to 200?

1918
02:06:18,560 --> 02:06:19,760
196. 196.

1919
02:06:19,760 --> 02:06:24,120
So we can get, we can absorb 196 more students.

1920
02:06:24,260 --> 02:06:28,100
I'm not making that categorical theme right now, but I certainly think that between adding classrooms

1921
02:06:28,100 --> 02:06:32,280
and looking at utilization rate of some staff, there's an answer to this question.

1922
02:06:32,860 --> 02:06:36,320
Okay. And again, I want to be clear. I'm not suggesting you're throwing away money.

1923
02:06:36,600 --> 02:06:41,660
I'm saying that I've seen it in other places, and I just don't want to be a part of creating a situation where we're obsolete.

1924
02:06:42,420 --> 02:06:42,940
Thank you.

1925
02:06:44,000 --> 02:06:45,320
I had a couple other questions.

1926
02:06:46,460 --> 02:06:47,380
I'm going to stop now.

1927
02:06:47,380 --> 02:06:49,260
Can we throw up the slide on the timeline?

1928
02:06:49,520 --> 02:06:53,640
I just want to be able to clarify the timeline and make sure that

1929
02:06:54,740 --> 02:06:59,600
we know how long this process will take, because I was a little confused.

1930
02:07:01,080 --> 02:07:02,360
We kind of went through it really fast.

1931
02:07:02,580 --> 02:07:05,520
I apologize for doing that. I was getting so much about how long we were taking.

1932
02:07:06,080 --> 02:07:07,380
I know we're like, it's the last meeting of the year.

1933
02:07:07,460 --> 02:07:08,440
You think it'd be simple, right?

1934
02:07:08,700 --> 02:07:10,860
The last meeting of the year, we've got ten items.

1935
02:07:11,800 --> 02:07:14,380
But I wanted to make sure that we all understood the timeline,

1936
02:07:14,380 --> 02:07:15,880
because I felt like, yeah.

1937
02:07:16,000 --> 02:07:16,940
There it is right there, I got it.

1938
02:07:17,660 --> 02:07:19,740
So the demolished site and prep,

1939
02:07:19,880 --> 02:07:21,660
that is demolishing of LUM, correct?

1940
02:07:22,160 --> 02:07:23,660
Yes, so I'll go a little slower on this.

1941
02:07:23,740 --> 02:07:24,500
Yes, exactly right.

1942
02:07:24,740 --> 02:07:27,580
This represents two things, the demolition of LUM

1943
02:07:27,580 --> 02:07:32,740
and also the new campuses, the new portable buildings.

1944
02:07:33,460 --> 02:07:35,000
So this starts in,

1945
02:07:37,060 --> 02:07:37,860
you know, hopefully

1946
02:07:37,860 --> 02:07:39,580
in the next couple of months we're gonna demolish.

1947
02:07:39,660 --> 02:07:40,920
The first thing to happen is demolish LUM.

1948
02:07:41,240 --> 02:07:42,520
And then we're in the process

1949
02:07:42,520 --> 02:07:47,580
of ordering those portable buildings and that by June of 24 those buildings are

1950
02:07:47,580 --> 02:07:53,700
installed and on site. So that the idea is that this is the part that I would

1951
02:07:53,700 --> 02:07:57,780
students would go to the temporary campus starting in the school year of

1952
02:07:57,780 --> 02:08:02,500
24-25 exactly fall of 24 they show up their first day is there over the

1953
02:08:02,500 --> 02:08:07,620
summer move-ins happen and then they're in the portables for an entire

1954
02:08:07,620 --> 02:08:12,180
year two years two years yeah it's a tough couple years and that's my

1955
02:08:12,180 --> 02:08:14,640
comment before about the quality of the space of the animals.

1956
02:08:14,900 --> 02:08:20,660
So they're there for two years and then they, so that means that a student that enters for

1957
02:08:20,660 --> 02:08:26,680
their first time will get the new campus for a year and that our incoming students this

1958
02:08:26,680 --> 02:08:31,020
year are students that won't ever actually get into the new campus.

1959
02:08:32,240 --> 02:08:34,440
You're absolutely unequivocally correct.

1960
02:08:34,460 --> 02:08:35,800
Just putting it up there for the final one.

1961
02:08:35,800 --> 02:08:40,660
And all the more reason why it's essential that the quality of that campus be the

1962
02:08:40,660 --> 02:08:42,220
if that's the can be, despite being a bunch of people.

1963
02:08:42,220 --> 02:08:42,740
No, absolutely.

1964
02:08:43,200 --> 02:08:45,800
And then how long did we first see Otis

1965
02:08:45,800 --> 02:08:48,080
being on that temporary site?

1966
02:08:48,520 --> 02:08:49,640
About two years as well.

1967
02:08:49,840 --> 02:08:52,240
It's a significant, no, it's the vast majority

1968
02:08:52,240 --> 02:08:53,620
of that campus is also being replaced.

1969
02:08:53,700 --> 02:08:55,760
So we're building a temporary site that would house

1970
02:08:55,760 --> 02:08:58,060
and be a campus for four years.

1971
02:09:00,020 --> 02:09:04,440
And then this isn't time offline related.

1972
02:09:04,700 --> 02:09:09,760
It's more, our community is not one

1973
02:09:09,760 --> 02:09:14,480
One that likes a lot of change from its tradition and one of the things that this is impacting

1974
02:09:14,480 --> 02:09:17,880
greatly and I just want to put it out there for everyone to know, for us to have a conversation

1975
02:09:17,880 --> 02:09:20,760
about is our little league fields.

1976
02:09:21,740 --> 02:09:26,960
And I know that there's been a lot of pushback as to what is happening with that in conversations.

1977
02:09:27,580 --> 02:09:32,900
So I just wanted to give Sharka a moment to be able to tell us like those conversations

1978
02:09:32,900 --> 02:09:38,380
and how that's going and where those move to and because we're literally putting

1979
02:09:38,380 --> 02:09:39,180
our roads for that.

1980
02:09:39,520 --> 02:09:40,040
That is good.

1981
02:09:40,120 --> 02:09:46,420
So yeah, we got in touch with the Little League officials right away as when this discussion

1982
02:09:46,420 --> 02:09:51,200
started, we have previewed each and every iteration of the plan with them.

1983
02:09:51,540 --> 02:09:56,860
They understand that they won't have access to one of their fields starting next year

1984
02:09:56,860 --> 02:10:01,100
in July, but they still will have access to their second field.

1985
02:10:01,520 --> 02:10:07,220
And once everything is said and done, they will have access to one field which

1986
02:10:07,220 --> 02:10:10,620
which would be built towards the back end of the school.

1987
02:10:11,040 --> 02:10:11,260
Okay.

1988
02:10:11,760 --> 02:10:14,640
And then the last, because this is also something that the community likes to bring up,

1989
02:10:14,700 --> 02:10:16,640
and I wanted to make sure that we have it on the record,

1990
02:10:18,760 --> 02:10:23,840
the demolition of LUM would start in September and happen throughout the year.

1991
02:10:24,060 --> 02:10:28,100
And then when we're on that campus, there's obviously going to be some type of public outcry

1992
02:10:28,100 --> 02:10:31,500
of if it couldn't be a school, how come it's now a school all of a sudden.

1993
02:10:31,960 --> 02:10:34,860
So if you want to address the liquefaction issue.

1994
02:10:35,980 --> 02:10:40,880
And we thought about that. You're quite right. So as you might recall, the issue with the

1995
02:10:40,880 --> 02:10:45,400
existing lump school is that you have liquefiable soils and kind of differential settlements

1996
02:10:45,400 --> 02:10:50,680
during a strong seismic event. Enough of the soil would subside that large portions of

1997
02:10:50,680 --> 02:10:56,360
the existing foundations are unsupported. If we were able to build lump new as we're

1998
02:10:56,360 --> 02:11:00,300
building wood new, we could deal with the soils work, but they can't deal with

1999
02:11:00,300 --> 02:11:01,940
soils underneath the existing building.

2000
02:11:02,460 --> 02:11:05,740
Once LUM is demolished, we're able to do what's called

2001
02:11:05,740 --> 02:11:08,380
an over-excavation and recompaction of that soil.

2002
02:11:09,700 --> 02:11:12,100
And good or bad, portable buildings

2003
02:11:12,100 --> 02:11:14,180
are the most resilient buildings there are.

2004
02:11:14,640 --> 02:11:17,320
So we will do the over-exon recompaction

2005
02:11:17,320 --> 02:11:19,080
to deal with the differential settlement.

2006
02:11:19,500 --> 02:11:20,940
And then on top of that, we have a building

2007
02:11:20,940 --> 02:11:22,300
that just naturally can manage

2008
02:11:22,300 --> 02:11:23,940
not having any support underneath it.

2009
02:11:24,380 --> 02:11:26,060
But that same question should be asked also

2010
02:11:26,060 --> 02:11:27,700
for wood school, because the soils at LUM

2011
02:11:27,700 --> 02:11:28,620
are the soils at wood.

2012
02:11:28,620 --> 02:11:35,080
And so the new construction at wood is being built much like what we did for the new classroom building in Ensenol.

2013
02:11:35,180 --> 02:11:37,440
We're using deep piles there, but for the portables

2014
02:11:37,440 --> 02:11:40,120
it's sufficient just to do the over excavation and

2015
02:11:40,120 --> 02:11:46,800
Recompaction and there's no way that could be done for the existing lump school. Okay, and then just kind of put out there that you

2016
02:11:46,800 --> 02:11:52,600
When it comes to budget and concern that we don't really have enough to expand the school as it is

2017
02:11:53,340 --> 02:11:58,300
There is the potentially of some revenue that could lead towards because you're saying it's about a million a classroom

2018
02:11:59,280 --> 02:12:04,700
that if we go down this road and we've compacted this soil, it's all done, the portables are gone.

2019
02:12:05,420 --> 02:12:13,220
It sounds like you're proposing to move Alameda's high facilities there.

2020
02:12:13,600 --> 02:12:17,760
There is the possibility of the income that we could have from whatever we do with Thompson.

2021
02:12:18,680 --> 02:12:22,680
That is correct. Once we get to that stage, that will come to the board.

2022
02:12:22,680 --> 02:12:25,480
And if the board declares it a surplus property,

2023
02:12:25,600 --> 02:12:28,200
we'll go through that process similar to how we did

2024
02:12:28,200 --> 02:12:33,580
the maintenance yard over on, over at, over on Eagle Avenue.

2025
02:12:33,800 --> 02:12:34,800
Okay, thank you.

2026
02:12:35,120 --> 02:12:35,940
That's a great point.

2027
02:12:36,580 --> 02:12:36,980
Go ahead, Gary.

2028
02:12:37,340 --> 02:12:40,780
So the timeline is wood school, then Otis school.

2029
02:12:40,940 --> 02:12:41,480
Is that correct?

2030
02:12:41,880 --> 02:12:42,260
That's correct.

2031
02:12:42,800 --> 02:12:42,900
Thanks.

2032
02:12:44,300 --> 02:12:47,400
Just wanted to add, in case of Otis school,

2033
02:12:48,040 --> 02:12:50,320
what we are thinking and we have talked to their PTA

2034
02:12:50,320 --> 02:12:55,780
and talk to the school administration also most probably there will be a bus

2035
02:12:55,780 --> 02:13:03,760
shuttle service from existing Otis school to the temporary campus. Well that

2036
02:13:03,760 --> 02:13:07,000
reminded me that was one question I was going to ask for our extensive means

2037
02:13:07,000 --> 02:13:12,440
students that take a bus to school is the bus drop off the same space that

2038
02:13:12,440 --> 02:13:17,160
the the parent drop off is in the front of the school as far as the

2039
02:13:17,160 --> 02:13:23,040
plans right now? Yes, that is true. So maybe that's a conversation we need to have with

2040
02:13:23,040 --> 02:13:28,780
them. There is the potential that the new access road, you know, we accelerate that timeline

2041
02:13:28,780 --> 02:13:32,780
and perhaps we can create a second drop off for that. So you're quite right and I think

2042
02:13:32,780 --> 02:13:34,920
it's a conversation we should be having with the temporary. Because right now they

2043
02:13:34,920 --> 02:13:38,880
don't have to jockey for the same space or am I, is that incorrect that they have

2044
02:13:38,880 --> 02:13:44,040
a separate space that the buses have compared to the drop off? At Wood School? Yeah.

2045
02:13:44,040 --> 02:13:49,980
I believe they use the teachers or staff parking lot, yeah.

2046
02:13:50,680 --> 02:13:51,700
Okay, thanks.

2047
02:13:51,860 --> 02:13:52,680
Okay, my turn?

2048
02:13:53,620 --> 02:13:54,060
Okay.

2049
02:13:55,000 --> 02:13:57,840
One, I absolutely love the design.

2050
02:13:58,600 --> 02:14:05,060
I'll just name that I appreciate the complexities of trying to deal with a shell

2051
02:14:05,060 --> 02:14:08,760
and trying to fix all the guts inside of a shell,

2052
02:14:09,160 --> 02:14:12,440
and we still have the shell, and nobody likes the shell.

2053
02:14:12,440 --> 02:14:20,540
So I appreciate the design and even if you were to reconfigure the inside of that shell

2054
02:14:20,540 --> 02:14:25,420
to be upgraded, we would still not be dealing with any more space to have any more capacity

2055
02:14:25,420 --> 02:14:26,940
than we already have, correct?

2056
02:14:27,360 --> 02:14:27,540
Yes.

2057
02:14:27,740 --> 02:14:28,000
All right.

2058
02:14:28,420 --> 02:14:34,320
So one, I was actually, I was taking notes, also my big question was communication with

2059
02:14:34,320 --> 02:14:36,760
kids and families, just like Ms. Bressard asked.

2060
02:14:36,940 --> 02:14:40,980
I was curious about, and I heard you say that families have been involved with

2061
02:14:40,980 --> 02:14:45,260
the design progress with over the last 10 or 12 meetings that you guys have had with them.

2062
02:14:45,840 --> 02:14:46,040
Yes.

2063
02:14:46,180 --> 02:14:47,100
So just wanted to confirm.

2064
02:14:47,440 --> 02:14:47,620
Go ahead.

2065
02:14:47,840 --> 02:14:48,560
Yes, with parents.

2066
02:14:48,860 --> 02:14:50,440
And we completely agree about students.

2067
02:14:50,660 --> 02:14:54,940
One of the things we'd like to do in talking to the principal of CHI that come fall, we

2068
02:14:54,940 --> 02:14:59,640
would love to be able to show the students where we are, you know, working with middle

2069
02:14:59,640 --> 02:14:59,980
for the next video.

2070
02:15:00,980 --> 02:15:04,140
I think that's a great insight for us, particularly around outdoor gathering areas.

2071
02:15:04,480 --> 02:15:09,860
They're not as interested in the classrooms, but they have a lot to say about the outdoor spaces that upper level are terrace.

2072
02:15:10,740 --> 02:15:12,920
So we had already planned on doing that in fall.

2073
02:15:13,040 --> 02:15:19,020
For sure. And then also particularly for the bathrooms, I appreciate the forward thinking aspect of that,

2074
02:15:19,060 --> 02:15:20,820
but it's the kids that are going to be using them.

2075
02:15:20,960 --> 02:15:28,180
And so I appreciate that the administration and the principal, they have ideas about what would be easier

2076
02:15:28,180 --> 02:15:34,260
in terms of you know just general supervision but I'd be curious to get

2077
02:15:34,260 --> 02:15:37,280
some feedback from the kids as well as to what they would be comfortable with

2078
02:15:37,280 --> 02:15:42,040
and what they want as well so. Totally as Mark mentioned you know these are just

2079
02:15:42,040 --> 02:15:46,180
initial ideas and they can be transformed either way. One of the key

2080
02:15:46,180 --> 02:15:50,460
things that came up was right now folks who use the gender-neutral restroom

2081
02:15:50,460 --> 02:15:54,960
let's just say have to go to the office to get a key because they're

2082
02:15:54,960 --> 02:15:57,000
single occupancy and then lock and lock.

2083
02:15:57,120 --> 02:15:58,420
So we are trying to avoid that

2084
02:15:58,930 --> 02:16:01,200
where they're just open for all students.

2085
02:16:01,680 --> 02:16:02,100
That's great.

2086
02:16:02,420 --> 02:16:06,640
And then, I know, Shark, you were in the city school

2087
02:16:06,640 --> 02:16:09,040
subcommittee meeting with me the last one

2088
02:16:09,040 --> 02:16:10,520
and we were talking about those easements

2089
02:16:10,520 --> 02:16:14,200
and I know that Amy Woolridge said

2090
02:16:14,200 --> 02:16:15,100
that she would work with you.

2091
02:16:15,160 --> 02:16:16,760
I just wanted to get an update on that process

2092
02:16:16,760 --> 02:16:17,640
and make sure that that,

2093
02:16:17,760 --> 02:16:19,320
because I know that that's a little bit of a hurdle

2094
02:16:19,320 --> 02:16:21,400
that we have to do before we can even do anything.

2095
02:16:21,620 --> 02:16:22,580
We have to get that to happen.

2096
02:16:22,960 --> 02:16:23,580
That is correct.

2097
02:16:23,580 --> 02:16:24,860
We are working with Amy.

2098
02:16:25,540 --> 02:16:27,660
The presentation that you'll see after this one.

2099
02:16:28,980 --> 02:16:31,180
No, sorry, Ensign, all you folks have already seen that.

2100
02:16:31,480 --> 02:16:35,440
We have already submitted easement paperwork on that one to the city.

2101
02:16:36,100 --> 02:16:39,220
And the easement paperwork for this one is ready also.

2102
02:16:39,340 --> 02:16:43,400
It's slightly more complicated because one, there is an easement,

2103
02:16:43,580 --> 02:16:45,980
which is one set of legal documents.

2104
02:16:46,220 --> 02:16:49,220
And then the second one is a joint use agreement with the city

2105
02:16:49,220 --> 02:16:52,680
where they can use the parking lot for Rittler Park

2106
02:16:52,680 --> 02:16:53,940
when school is not in session.

2107
02:16:54,220 --> 02:16:54,420
Cool.

2108
02:16:54,860 --> 02:16:55,800
And my last comment,

2109
02:16:56,060 --> 02:16:58,700
and then we can move on forward with this, I think,

2110
02:16:58,900 --> 02:17:01,700
is communication with the families.

2111
02:17:02,340 --> 02:17:06,180
It's gonna be absolutely critical that we seem to butt up

2112
02:17:06,180 --> 02:17:06,640
against them.

2113
02:17:06,700 --> 02:17:07,780
We know what he told us.

2114
02:17:08,600 --> 02:17:12,000
And again, I think we have two members of the public

2115
02:17:12,000 --> 02:17:13,580
actually on Zoom tonight.

2116
02:17:13,580 --> 02:17:15,300
So who's gonna hear this?

2117
02:17:15,300 --> 02:17:19,900
but just making sure that we get ahead of this,

2118
02:17:20,340 --> 02:17:24,400
ahead of the LUM demolition, ahead of all of that stuff,

2119
02:17:24,520 --> 02:17:28,660
and be like overly, like it is so in your face

2120
02:17:28,660 --> 02:17:30,600
about the plans, especially because those kids

2121
02:17:30,600 --> 02:17:33,480
and families that are going to be on the old LUM campus

2122
02:17:33,480 --> 02:17:34,740
are going to be completely displaced.

2123
02:17:35,160 --> 02:17:37,240
And while they might be really excited about the plans,

2124
02:17:37,340 --> 02:17:38,400
they're not going to be excited

2125
02:17:38,400 --> 02:17:39,520
about being in the portable.

2126
02:17:41,500 --> 02:17:43,300
Cool. All right, can we move?

2127
02:17:43,320 --> 02:17:45,320
Can I propose a change? Say again?

2128
02:17:45,320 --> 02:17:47,020
Can I propose a change to what we're voting on?

2129
02:17:47,220 --> 02:17:48,380
You can make a motion. Sure.

2130
02:17:48,720 --> 02:17:52,100
Can I make a motion that we break this apart into two pieces,

2131
02:17:52,320 --> 02:17:55,980
one that we can vote tonight to approve the demolition and site prep

2132
02:17:55,980 --> 02:18:02,880
for the Lum campus, so that first part so we can get going right away,

2133
02:18:02,920 --> 02:18:06,540
but that we come back and have another review about the building capacity

2134
02:18:06,540 --> 02:18:11,500
and possibly another option around building capacity for wood at a second time.

2135
02:18:11,900 --> 02:18:14,680
I understand that these things are in master plans and everything else

2136
02:18:14,680 --> 02:18:17,800
but as an audience member and person receiving information.

2137
02:18:18,740 --> 02:18:21,360
There's a lot of information coming at us a lot of the time,

2138
02:18:21,480 --> 02:18:24,160
so I'm sorry that I never asked the student count number before,

2139
02:18:24,660 --> 02:18:26,500
but I need some more time to think about it

2140
02:18:26,500 --> 02:18:29,740
because I cannot vote tonight in good conscious for a building

2141
02:18:29,740 --> 02:18:31,720
that's about the same size as we have now.

2142
02:18:32,120 --> 02:18:35,720
So I'd like a little bit more time to understand what's going on,

2143
02:18:35,740 --> 02:18:37,720
but I also know that we need to get construction underway.

2144
02:18:37,920 --> 02:18:40,000
So my recommendation would be that we break this apart

2145
02:18:40,000 --> 02:18:41,980
and we revisit the second part

2146
02:18:42,600 --> 02:18:46,120
and hopefully have some more plans that would allow us to have more capacity

2147
02:18:47,320 --> 02:18:49,920
currently or a little bit more understanding about what the capacity

2148
02:18:49,920 --> 02:18:53,900
growth could be. Okay, so we have a proposal. Do we have a second to take a vote on that?

2149
02:18:56,360 --> 02:18:59,620
Who's seconded? Gary's seconding. Okay, so we have a motion

2150
02:18:59,620 --> 02:19:03,500
in a second to divide this into two

2151
02:19:04,200 --> 02:19:05,000
separate votes.

2152
02:19:07,620 --> 02:19:11,240
So we'll go ahead and take a roll, actually

2153
02:19:12,320 --> 02:19:13,700
we'll go ahead and see.

2154
02:19:13,960 --> 02:19:15,000
Yeah, you don't need a roll call.

2155
02:19:15,000 --> 02:19:15,920
I don't need a roll call vote

2156
02:19:15,920 --> 02:19:17,400
because we used to do that during Zoom

2157
02:19:17,400 --> 02:19:18,480
and that was just my habit.

2158
02:19:18,880 --> 02:19:21,180
Okay, so we have a motion and a second.

2159
02:19:21,420 --> 02:19:22,220
All those in favor?

2160
02:19:23,100 --> 02:19:23,300
Aye.

2161
02:19:25,280 --> 02:19:27,020
President, do we have a discussion now

2162
02:19:27,020 --> 02:19:27,780
that we made a motion?

2163
02:19:28,180 --> 02:19:28,320
Yeah.

2164
02:19:28,640 --> 02:19:30,100
Okay, sorry.

2165
02:19:31,280 --> 02:19:33,540
We have a second, or we have a discussion.

2166
02:19:34,040 --> 02:19:34,760
So, yes, go ahead.

2167
02:19:34,800 --> 02:19:36,920
I would just like to say that if we break this up

2168
02:19:36,920 --> 02:19:38,620
it would be deeply appreciative

2169
02:19:38,620 --> 02:19:43,420
if we got very specific direction on the type of information that we're looking for.

2170
02:19:44,980 --> 02:19:50,960
This process has been an ongoing process that started with B-1, projecting, moving forward.

2171
02:19:51,580 --> 02:19:59,820
We've since then zoned to Ensign L. Ensign L Jr. is going to grow, and we believe, and

2172
02:19:59,820 --> 02:20:04,040
I think that demographic reports support this, that that's going to show some reduction

2173
02:20:04,040 --> 02:20:07,180
in enrollment at Wood moving forward.

2174
02:20:08,100 --> 02:20:10,920
I wanna add that enrollment in middle school

2175
02:20:10,920 --> 02:20:12,980
was a centerpiece of what we discussed

2176
02:20:12,980 --> 02:20:14,640
during the discussion on Bay Farm.

2177
02:20:15,220 --> 02:20:16,640
So in addition to flat enrollment,

2178
02:20:17,000 --> 02:20:18,220
flat or declining enrollment

2179
02:20:18,220 --> 02:20:19,860
for a number of years district-wide,

2180
02:20:20,460 --> 02:20:22,480
we also need to point out that historically,

2181
02:20:22,640 --> 02:20:24,300
very specifically in our district,

2182
02:20:24,520 --> 02:20:26,200
middle school enrollment has been a dip.

2183
02:20:26,640 --> 02:20:28,760
We see kids leave after fifths,

2184
02:20:28,760 --> 02:20:31,100
take private or parochial options and then come back.

2185
02:20:31,100 --> 02:20:36,900
So I understand that we want to have a discussion about what kind of growth or capacity that

2186
02:20:36,900 --> 02:20:41,800
we'd be dealing with at Wood in the event that there was a surge in middle school enrollment

2187
02:20:41,800 --> 02:20:42,240
specifically.

2188
02:20:43,220 --> 02:20:47,680
I just want to make sure that as staff we have very clear direction on what we're studying

2189
02:20:47,680 --> 02:20:52,740
and what targets we want to look like because nothing in our demographic studies right

2190
02:20:52,740 --> 02:20:57,740
now or in our historical local projections indicate that we wouldn't have room to

2191
02:20:57,740 --> 02:21:01,460
accommodate even moderate growth at the middle school.

2192
02:21:01,680 --> 02:21:03,900
So I'm all for whatever the board wants to do.

2193
02:21:03,980 --> 02:21:06,620
I just want to have very specific information on the type

2194
02:21:06,620 --> 02:21:09,640
of targets that we want to study if the question is going

2195
02:21:09,640 --> 02:21:13,460
to become about expanding the advanced capacity

2196
02:21:13,460 --> 02:21:17,620
beyond the 75 to 100 students or 50 to 75 students

2197
02:21:17,620 --> 02:21:19,640
that we've talked about, just so we want

2198
02:21:19,640 --> 02:21:20,760
to leave here really clearly.

2199
02:21:21,200 --> 02:21:23,380
Yeah, I think my main question is, you know,

2200
02:21:23,380 --> 02:21:31,020
and like member Lim, my understanding was that we're talking about modernizing the current

2201
02:21:31,020 --> 02:21:35,060
building. So the numbers weren't on the table around my mind because we were living with

2202
02:21:35,060 --> 02:21:40,280
what we were living with. But if we're building a new building, the living with those same

2203
02:21:40,280 --> 02:21:46,340
numbers to me feel short-sighted. I understand that middle schools drop. Again, I know that

2204
02:21:46,340 --> 02:21:51,480
very, very well, not only in Alameda but everywhere, that families tend to leave public

2205
02:21:51,480 --> 02:21:58,440
schools at middle school. However, if we build the building to that size, then it also limits

2206
02:21:58,440 --> 02:22:03,240
any future possible configurations, changes that the school might be envisioning for themselves.

2207
02:22:03,760 --> 02:22:10,120
So those things could be, maybe they want to become, maybe to deal with high school over

2208
02:22:10,120 --> 02:22:14,360
growth, we want to have another 612 at that site, or maybe we want to change language

2209
02:22:14,360 --> 02:22:18,560
configurations, like when we build a building that constrains us so much to the number

2210
02:22:18,560 --> 02:22:24,020
of classrooms, the number of spaces available, then suddenly the options for academic enrichment,

2211
02:22:24,500 --> 02:22:29,540
interest, opportunities for the school to grow and change become really constructed as well.

2212
02:22:30,020 --> 02:22:33,920
And so I just, I think it's just like, I want to, if we're going to build a new building,

2213
02:22:34,000 --> 02:22:37,920
why can't we have it be one that gives us more flexibility or gives us more real

2214
02:22:37,920 --> 02:22:41,220
estate within the campus to build more later to respond to that?

2215
02:22:41,720 --> 02:22:46,500
If we're raising the current building and building something new, that's my question.

2216
02:22:52,430 --> 02:22:56,770
I'm low to ever not give exactly what the board wants, so we're perfectly comfortable

2217
02:22:56,770 --> 02:22:57,550
doing the studying.

2218
02:22:57,970 --> 02:23:02,790
I appreciate Superintendent Scuderi's request for clarity and are any of the circumstances

2219
02:23:02,790 --> 02:23:04,410
I'd be delighted to do what you're asking.

2220
02:23:04,570 --> 02:23:09,710
I just wanted to make sure the board's aware without meeting in July, this would have

2221
02:23:09,710 --> 02:23:13,770
impact on our ability to make the schedule for when we want to start construction.

2222
02:23:14,070 --> 02:23:17,210
This is the harsh reality of dealing with the Division of State Architect.

2223
02:23:17,210 --> 02:23:22,070
If it's possible for the motion to allow us to continue to proceed with our design,

2224
02:23:22,730 --> 02:23:27,250
knowing that we're also studying parallel ways that we can add additional classrooms,

2225
02:23:27,930 --> 02:23:29,650
that would allow us to maintain the schedule

2226
02:23:29,650 --> 02:23:34,410
and also provide some answers around whether it's student load

2227
02:23:34,410 --> 02:23:37,490
or utilization rates as well as adding new classrooms.

2228
02:23:38,250 --> 02:23:40,970
That in my very narrow world would be ideal.

2229
02:23:41,630 --> 02:23:43,850
My only reservation is around the schedule,

2230
02:23:43,850 --> 02:23:49,510
But everything else you've asked for are perfectly reasonable things that we can study and share with the board. I'm worried about the schedule

2231
02:23:51,050 --> 02:23:54,330
The thing I would like to add in here is that

2232
02:23:55,230 --> 02:23:57,410
The parcel tax the bond

2233
02:23:58,130 --> 02:24:01,350
allocated specific amounts to each project

2234
02:24:01,350 --> 02:24:07,210
So if we want to expand one project, it will be at the expense of another project

2235
02:24:07,210 --> 02:24:11,690
I'm not asking for us to expand the project. I'm expecting asking for us to have

2236
02:24:12,350 --> 02:24:14,250
different options to consider.

2237
02:24:15,590 --> 02:24:18,510
So I understand that adding a classroom would be a million dollars each,

2238
02:24:18,610 --> 02:24:22,250
but I'm wondering what would it look like to maybe move things around

2239
02:24:22,250 --> 02:24:25,150
so there's a more reasonable amount of space if we needed to grow.

2240
02:24:25,770 --> 02:24:29,370
But right now you're giving us like, we sat through a presentation where you showed us what to me

2241
02:24:29,370 --> 02:24:33,070
felt like brand new information about we're no longer living within the building

2242
02:24:33,070 --> 02:24:34,630
or building something new.

2243
02:24:35,190 --> 02:24:37,270
Here, you know, we have new driveways.

2244
02:24:37,270 --> 02:24:41,790
Because that to me was all new information tonight in this form of a presentation.

2245
02:24:42,810 --> 02:24:46,590
If you have given it to me in a board briefing or something, again, that's with like 20 other

2246
02:24:46,590 --> 02:24:48,650
items, I didn't absorb it the right way.

2247
02:24:49,170 --> 02:24:54,410
So I'm not faulting, I'm saying that I couldn't get the information the right way until tonight

2248
02:24:54,410 --> 02:24:55,310
and I'm hearing it.

2249
02:24:55,630 --> 02:24:59,970
And I'm saying, I'm imagining that there could be other ways that we go beyond the

2250
02:24:59,970 --> 02:25:03,910
specific configuration that we're offering that can still be within $80 million that

2251
02:25:03,910 --> 02:25:04,990
can give us room for growth.

2252
02:25:05,850 --> 02:25:13,870
Absolutely. And maybe the stake on my part, we discussed and evaluated those options with the design committee.

2253
02:25:14,310 --> 02:25:17,930
So what you saw today was the final version that the design committee picked.

2254
02:25:18,310 --> 02:25:28,990
But different options were discussed with the design committee on how to place buildings on that campus to maximize open space and give them the classrooms that they need.

2255
02:25:28,990 --> 02:25:34,710
So multiple options were discussed where in one option that and was on this side in another option

2256
02:25:34,710 --> 02:25:38,170
The admin was on the other side and so on and so forth

2257
02:25:38,170 --> 02:25:45,070
Should we do two L shaped buildings one U shaped building and what you get what you're seeing today is?

2258
02:25:45,370 --> 02:25:50,930
Tonight is what the design committee finally reached consensus on but that's the first time we've heard about it

2259
02:25:52,070 --> 02:25:52,950
in public

2260
02:25:56,110 --> 02:26:00,010
Okay. So, we have a motion on the table. Any more discussion?

2261
02:26:00,990 --> 02:26:06,330
I think I just wanted to clarify one thing, and that was, I think, Mark, you answered it.

2262
02:26:06,430 --> 02:26:14,480
And that was the fact is that if we vote, so you're saying that if we do split it up,

2263
02:26:14,660 --> 02:26:19,100
there does seem to impede our schedule then. Is that what I'm understanding?

2264
02:26:19,100 --> 02:26:25,500
I'm not looking to impede the schedule, but I do feel like there are certain questions that are being raised tonight

2265
02:26:25,500 --> 02:26:28,400
after the full impact of looking at things.

2266
02:26:28,740 --> 02:26:33,460
I mean, I didn't go into depth as, you know, Vice President Sweet.

2267
02:26:33,880 --> 02:26:41,400
But I just want to give its due diligence in terms of ideas that I'm just wondering.

2268
02:26:43,580 --> 02:26:53,100
So if we approve everything tonight, then what you're asking for so that we don't delay the

2269
02:26:53,100 --> 02:26:58,880
thing is that what are the specifics so that if we come back in, let's say, the first meeting

2270
02:26:58,880 --> 02:27:05,240
in August, like if between now and August members, we, you know, put down her bullets

2271
02:27:05,240 --> 02:27:09,540
on things that we could maybe address this, because I don't want to delay, but I also

2272
02:27:09,540 --> 02:27:14,960
I also want to give to the fact that I applaud the fact that, you know, this is a very on

2273
02:27:14,960 --> 02:27:19,340
this thing, you know, I mean, I feel like as I stated earlier, we had a little bit more

2274
02:27:19,340 --> 02:27:23,720
lag time when we discussed the theater, we discussed Emma Poole. I mean, they're just

2275
02:27:24,240 --> 02:27:28,160
like I said, I understand the grandiose of this project looks very amazing to me too.

2276
02:27:28,620 --> 02:27:33,880
You know, I like what I see. I also understand what member Vice President Little said about

2277
02:27:33,880 --> 02:27:41,700
the fact is that we were going to spend $75 million on the same 600, well, the 600 capacity.

2278
02:27:42,280 --> 02:27:47,700
And so, you know, we're talking about $5 million more to add 75. But again, I guess, like I

2279
02:27:47,700 --> 02:27:53,760
said, I was leaning on that idea that, well, we were going to pay $75 million on a building

2280
02:27:53,760 --> 02:27:57,000
that basically, but I also understand the rationale that if it's going to be a brand

2281
02:27:57,000 --> 02:28:00,600
new and bulldozed, you know, there might be some other thoughts there that could

2282
02:28:00,600 --> 02:28:05,740
help enhance the overall or like you know whether that's to say over here is

2283
02:28:05,740 --> 02:28:09,500
the space just like you said over here is where we've allocated in case you

2284
02:28:09,500 --> 02:28:13,200
need to do it you have the space right here for that I guess it's like add

2285
02:28:13,200 --> 02:28:16,440
something Gary you're talking about doing that but it's something that's

2286
02:28:16,440 --> 02:28:20,600
beyond the scope of the budget yes any additional thing is not within the

2287
02:28:20,600 --> 02:28:25,060
scope of this budget to be clear so in order that's fine we can come back

2288
02:28:25,060 --> 02:28:28,680
with all kinds of ideas it's not what it's not what we've budgeted

2289
02:28:28,680 --> 02:28:34,100
for, and it's not, we don't have the money for it. And it will mean taking money away

2290
02:28:34,100 --> 02:28:39,820
from something else. So I appreciate the idea of it, but in light of the fact that we literally

2291
02:28:39,820 --> 02:28:46,560
just shut down grades six to eight at a school predicated on the fact that our population

2292
02:28:46,560 --> 02:28:52,080
size is not growing, it's hard for me to think, well, we're allowing for two more

2293
02:28:52,080 --> 02:28:57,780
classrooms per se with 75 kids, but we can't move forward. And knowing that we

2294
02:28:57,780 --> 02:28:59,480
We can still have some flexibilities in the future.

2295
02:28:59,600 --> 02:29:02,400
There's plenty of space there if we ended up needing to deal with stuff.

2296
02:29:02,500 --> 02:29:07,820
There's a whole extra track field even that isn't being used at the moment, that if we

2297
02:29:07,820 --> 02:29:12,360
needed to, we found the money and we wanted to build a whole second campus there, potentially

2298
02:29:12,360 --> 02:29:14,700
the voters would allow us to do those things.

2299
02:29:15,180 --> 02:29:20,720
But for us to kind of like pause in and stop this process at this point in time, when

2300
02:29:21,160 --> 02:29:24,680
I actually, for me, I'm like, I've seen this stuff before.

2301
02:29:24,680 --> 02:29:28,840
I you know for me it wasn't the first night that I've seen it I've seen this

2302
02:29:28,840 --> 02:29:33,920
stuff all along I just have I mean maybe I'm just missing something but when

2303
02:29:33,920 --> 02:29:37,720
were these plans shown to us before I've seen it well maybe it's because I've

2304
02:29:37,720 --> 02:29:42,140
been looking at the presentation so I don't know but I it wasn't completely

2305
02:29:42,140 --> 02:29:45,900
unfamiliar be updates right that the schematic has been in all the measure

2306
02:29:45,900 --> 02:29:49,820
be a particularly that cut through road right I mean there's been

2307
02:29:49,820 --> 02:29:53,700
conversations where this has been public enough where our Little League

2308
02:29:53,700 --> 02:29:58,600
teams have been sending out public calls of we're losing our field next year

2309
02:29:58,600 --> 02:29:59,880
what are we gonna do there

2310
02:30:00,000 --> 02:30:05,560
There has been that kind of conversation. I think that where I'm kind of in disagreement

2311
02:30:05,560 --> 02:30:10,000
is that I know that there are, and I think we've actually had this conversation where we have

2312
02:30:10,000 --> 02:30:16,040
other campuses that are in need of classrooms because they're not able to house the students

2313
02:30:16,040 --> 02:30:21,040
that are in that neighborhood now, and I'm not going to reward a middle school where

2314
02:30:21,040 --> 02:30:25,460
we're not getting those types of, we're not getting that enrollment when I do have

2315
02:30:25,460 --> 02:30:27,280
of schools that have that enrollment need

2316
02:30:27,280 --> 02:30:29,640
and we're not building more classrooms

2317
02:30:29,640 --> 02:30:30,700
at those school sites.

2318
02:30:31,020 --> 02:30:32,860
And we also have an elementary school site

2319
02:30:32,860 --> 02:30:36,460
where we built for the grand future proposition

2320
02:30:36,860 --> 02:30:39,420
of what might happen and we're still under-enrolled

2321
02:30:39,420 --> 02:30:40,220
by 300 students.

2322
02:30:41,080 --> 02:30:41,620
So I-

2323
02:30:41,620 --> 02:30:44,000
Yeah, I mean, it's always, it's really a hard to tell

2324
02:30:44,000 --> 02:30:45,580
and I would say from my experience,

2325
02:30:45,700 --> 02:30:47,760
and again, all I can do is speak to my experience

2326
02:30:47,760 --> 02:30:49,960
and the heartbreak of watching buildings go up

2327
02:30:49,960 --> 02:30:51,640
and then instantly not working.

2328
02:30:52,360 --> 02:30:54,160
That's why I'm pushing so hard

2329
02:30:54,160 --> 02:30:57,520
and I don't normally push hard, so sorry everyone.

2330
02:30:57,940 --> 02:30:59,020
I know it's the last meeting.

2331
02:30:59,760 --> 02:31:03,380
But, you know, I've watched schools go from being like

2332
02:31:03,380 --> 02:31:06,080
anemic and almost like needing to be closed

2333
02:31:06,080 --> 02:31:07,700
to suddenly be busting at the seams

2334
02:31:07,700 --> 02:31:09,080
because of the strength of the program

2335
02:31:09,080 --> 02:31:10,140
that got developed there.

2336
02:31:10,800 --> 02:31:13,300
And I'm not, it's not an evaluative judgment

2337
02:31:13,300 --> 02:31:15,760
of any of our schools, but that's what's on my mind.

2338
02:31:15,900 --> 02:31:17,620
And again, I've seen schools that we've built

2339
02:31:17,620 --> 02:31:20,740
and truly we built a school in Oakland

2340
02:31:20,740 --> 02:31:23,640
that was for TK5 and suddenly they wanted

2341
02:31:23,640 --> 02:31:27,960
to become a TK8, and there was no way to do that.

2342
02:31:28,160 --> 02:31:29,760
So I'm just asking the questions,

2343
02:31:30,060 --> 02:31:32,600
and I get that these proposals are in different places,

2344
02:31:32,940 --> 02:31:35,520
and maybe it's just like the business of my life,

2345
02:31:35,560 --> 02:31:38,300
but I haven't absorbed it in this way until tonight,

2346
02:31:38,380 --> 02:31:39,440
and I think in the future,

2347
02:31:40,060 --> 02:31:42,120
waiting for us to give an announce,

2348
02:31:42,320 --> 02:31:43,740
like to make a decision the same day

2349
02:31:43,740 --> 02:31:45,280
that we're seeing in a public meeting

2350
02:31:45,960 --> 02:31:48,200
doesn't give us a lot of room, and that's my issue.

2351
02:31:48,420 --> 02:31:49,640
Cause like now I'm being forced,

2352
02:31:49,840 --> 02:31:50,900
like I'm asking these questions,

2353
02:31:51,000 --> 02:31:51,780
and now we're up to a deadline,

2354
02:31:51,900 --> 02:31:53,240
and if we don't make the decision right now,

2355
02:31:53,240 --> 02:31:59,300
We don't vote tonight. Then all the timelines get thrown off and that doesn't to me doesn't put us in a fair position

2356
02:31:59,300 --> 02:32:03,980
To make it like a these are public discussions. We need to have them publicly for sure

2357
02:32:03,980 --> 02:32:08,120
I know that one of the things that when we were trying to pass measure B

2358
02:32:08,120 --> 02:32:13,860
That was a huge conversation particularly with the wood community was the fact that we weren't giving them any new

2359
02:32:13,860 --> 02:32:18,360
classrooms that we were just replacing existing portables with

2360
02:32:18,360 --> 02:32:22,960
classrooms and teachers were very quick to point out that we're not getting new

2361
02:32:22,960 --> 02:32:27,260
spaces you're just replacing the current spaces that we have and we said yes and

2362
02:32:27,260 --> 02:32:30,940
that was what we had budget for and did and that's what the measure and what we

2363
02:32:30,940 --> 02:32:35,160
voted on and did I think that what it comes up to is that there's always

2364
02:32:35,160 --> 02:32:41,700
anomalies of can we use this building and can we move five million and what

2365
02:32:41,700 --> 02:32:44,740
comes down to is that five million and you guys getting very creative and

2366
02:32:44,740 --> 02:32:46,820
and figure out how can we find that extra five million,

2367
02:32:47,140 --> 02:32:48,760
particularly when a lot of the money

2368
02:32:48,760 --> 02:32:50,500
is going towards a temporary campus,

2369
02:32:51,120 --> 02:32:55,600
that we really are going to be just getting rid of

2370
02:32:55,600 --> 02:32:56,300
in four years.

2371
02:32:56,700 --> 02:32:59,800
And so it's maximizing the money and pulling that in

2372
02:32:59,800 --> 02:33:02,180
so that we could maximize and not literally

2373
02:33:02,180 --> 02:33:04,340
throw away money, so.

2374
02:33:04,740 --> 02:33:07,640
So folks, we have a motion and a second on the table

2375
02:33:07,640 --> 02:33:09,940
and interest of trying to keep this moving along.

2376
02:33:10,080 --> 02:33:11,560
I'd like to go ahead and call a vote.

2377
02:33:13,180 --> 02:33:21,680
So, all those in favor of the motion to split this into two to approve the budget portion

2378
02:33:21,680 --> 02:33:27,460
and the demolition aspect of it, but to revisit the schematic design, say, I.

2379
02:33:29,610 --> 02:33:30,610
All those opposed,

2380
02:33:30,970 --> 02:33:32,470
say, nay, nay.

2381
02:33:32,870 --> 02:33:33,130
Nay.

2382
02:33:34,790 --> 02:33:38,550
I'm saying nay because now the whole timeline gets thrown off, so I'm not going to propose

2383
02:33:38,550 --> 02:33:40,770
something that goes the whole timeline off, I'll just start accordingly.

2384
02:33:41,090 --> 02:33:41,310
Okay.

2385
02:33:41,310 --> 02:33:42,390
I will say nay to that.

2386
02:33:44,030 --> 02:33:46,270
So at this point then I'm gonna go ahead

2387
02:33:46,270 --> 02:33:47,290
and bring us back and say,

2388
02:33:47,310 --> 02:33:49,650
do we have a motion to approve the schematic design

2389
02:33:49,650 --> 02:33:51,830
and budget for the Wood Middle School project?

2390
02:33:53,470 --> 02:33:54,170
I'll motion.

2391
02:33:54,670 --> 02:33:55,470
Do we have a second?

2392
02:33:56,970 --> 02:33:57,750
I'll second.

2393
02:33:58,590 --> 02:34:00,670
All those in favor say aye.

2394
02:34:02,490 --> 02:34:03,250
All those opposed?

2395
02:34:04,010 --> 02:34:04,350
Aye.

2396
02:34:05,930 --> 02:34:10,290
So that item passes by a vote of three to one, Kerry.

2397
02:34:10,290 --> 02:34:15,750
Okay, our next item is general business item number four,

2398
02:34:15,910 --> 02:34:19,230
the approval of Measure B Emma Hood Swim Center

2399
02:34:19,230 --> 02:34:21,330
at Alameda High School Schematic Design.

2400
02:34:21,790 --> 02:34:23,510
This is also an action item.

2401
02:34:23,710 --> 02:34:26,130
I see that Mr. Kahn is not gonna reintroduce you,

2402
02:34:26,230 --> 02:34:28,870
so I'll go straight to introducing Mr. Quatroci.

2403
02:34:29,330 --> 02:34:30,830
Whenever you are ready, you may begin.

2404
02:34:31,130 --> 02:34:32,610
I'm back, you miss me?

2405
02:34:32,990 --> 02:34:33,390
I did.

2406
02:34:35,550 --> 02:34:38,650
This is for the Schematic Design Approval

2407
02:34:38,650 --> 02:34:42,450
for the replacement pool facility at Alameda High School.

2408
02:34:43,470 --> 02:34:48,530
Much like the previous projects, this is based on our work for Measure B. We had multiple

2409
02:34:48,530 --> 02:34:52,750
meetings not just with your coaches, but because this is both a school district and

2410
02:34:52,750 --> 02:34:56,970
city funded project, we've had an equal number of meetings with the city, both city staff

2411
02:34:56,970 --> 02:34:57,630
and city coaches.

2412
02:34:58,470 --> 02:35:02,170
We also are working with the same Aquatic Design Consultant that we did for Ensignal

2413
02:35:02,170 --> 02:35:05,550
High School and I've personally used on a number of pools, the Aquatic Design Group

2414
02:35:05,550 --> 02:35:09,050
is their name, and they're a fabulous aquatic consultant and have worked really well with

2415
02:35:09,050 --> 02:35:14,090
us, the coaches, and with the city staff. And like the other projects, this has completed

2416
02:35:14,090 --> 02:35:19,470
with professional estimating and all the engineering surveys and soils investigation. There's

2417
02:35:19,470 --> 02:35:25,570
a large list of stuff up there that the pool is going to provide. This was modeled originally

2418
02:35:25,570 --> 02:35:29,530
after Insanol High School and then there's particular places where it deviates, particularly

2419
02:35:29,530 --> 02:35:33,970
where we saw it benefited both the city and the school district. So the first line

2420
02:35:33,970 --> 02:35:36,430
and item there is the competition pool that's 12 lanes.

2421
02:35:36,910 --> 02:35:39,590
It's larger than the pool at Ensenol,

2422
02:35:39,850 --> 02:35:42,830
but works much better for the city programs

2423
02:35:43,210 --> 02:35:44,490
to provide a larger pool.

2424
02:35:44,870 --> 02:35:46,150
It's a deep water or water pool

2425
02:35:46,790 --> 02:35:48,670
as well as competition swim.

2426
02:35:49,410 --> 02:35:50,870
So it's deep water pool,

2427
02:35:51,090 --> 02:35:53,470
but their first lane, first lane and a half are shallow,

2428
02:35:53,690 --> 02:35:55,110
which is a code requirement.

2429
02:35:55,450 --> 02:35:57,870
But then we also have the shallower four lane pool,

2430
02:35:58,150 --> 02:35:59,790
much better than the one at Ensenol

2431
02:35:59,790 --> 02:36:01,250
because we retained that pool that was there.

2432
02:36:01,250 --> 02:36:06,030
This is a deeper three and a half foot deep swim pool that's used for warm-up

2433
02:36:06,030 --> 02:36:10,750
But also is used by city staff or by the school for for teaching for a swim

2434
02:36:11,290 --> 02:36:15,390
I should say on both of these we're still coordinating the final details with the city

2435
02:36:15,390 --> 02:36:16,930
But both of these are sort of the direction

2436
02:36:16,930 --> 02:36:23,150
They're not sort of this is both the direction that the city wanted to go but in design development will continue to perfect this

2437
02:36:23,690 --> 02:36:28,690
Then of course, there's all new pool deck with pool new pool deck lighting. There's bleachers and scoreboard

2438
02:36:28,690 --> 02:36:31,730
There's a one-meter diving board just as we had at Ensignal.

2439
02:36:32,770 --> 02:36:34,710
We could have saved a little bit of the fence,

2440
02:36:34,830 --> 02:36:36,150
but we were doing so much work.

2441
02:36:36,230 --> 02:36:37,690
We just simply replaced all the fence

2442
02:36:37,690 --> 02:36:39,750
and provided new non-climbing fence,

2443
02:36:39,870 --> 02:36:40,890
which you don't have right now.

2444
02:36:41,150 --> 02:36:42,370
That includes a fabric covering.

2445
02:36:43,430 --> 02:36:45,190
There's an all-new pool equipment building,

2446
02:36:45,530 --> 02:36:46,990
much like what happened at Ensignal.

2447
02:36:47,130 --> 02:36:49,110
That pool equipment room is just too small,

2448
02:36:49,590 --> 02:36:51,130
so very state-of-the-art pool equipment.

2449
02:36:51,430 --> 02:36:53,110
And we'll continue to coordinate with the city

2450
02:36:53,110 --> 02:36:54,510
and the school district on all that.

2451
02:36:55,450 --> 02:36:56,670
There's deck-mounted showers.

2452
02:36:56,670 --> 02:37:00,150
and then lastly the one of the tennis courts we'll see in a moment is being

2453
02:37:00,150 --> 02:37:04,230
relocated because of the work. There's no planned work for the existing pool

2454
02:37:04,230 --> 02:37:08,350
building. We had hoped to do that but I remember being in the same spot many years

2455
02:37:08,350 --> 02:37:12,170
ago with Ensignal where we looked at the cost of the pool building and that at

2456
02:37:12,170 --> 02:37:16,230
the same point we were unable to do the work on the pool building. So this is

2457
02:37:16,230 --> 02:37:19,410
the master plan drawing showing the work to be done at the existing pool

2458
02:37:19,410 --> 02:37:22,490
building. You can see by the way to the right of the pools the tennis

2459
02:37:22,490 --> 02:37:25,270
court that's important to remember because you'll see shortly we had

2460
02:37:25,270 --> 02:37:25,830
to remove it.

2461
02:37:26,550 --> 02:37:28,210
I'll start with this overall plan first

2462
02:37:28,210 --> 02:37:29,110
and then I'll zoom in.

2463
02:37:29,550 --> 02:37:31,530
This is really about not just the two new pools,

2464
02:37:31,610 --> 02:37:33,510
which you can see the competition pool on the left

2465
02:37:33,510 --> 02:37:35,570
and the smaller practice pool on the right,

2466
02:37:35,990 --> 02:37:37,330
but notice the five tennis courts,

2467
02:37:37,510 --> 02:37:38,470
they're the existing ones.

2468
02:37:38,890 --> 02:37:40,690
We are slightly moving the pool deck

2469
02:37:40,690 --> 02:37:42,230
onto the tennis courts,

2470
02:37:42,490 --> 02:37:43,850
but still providing all the margins

2471
02:37:43,850 --> 02:37:44,970
those tennis courts need.

2472
02:37:45,410 --> 02:37:47,950
But notice to the left, there's a new tennis court.

2473
02:37:48,390 --> 02:37:55,250
The new practice pool sits on top of the six courts.

2474
02:37:55,270 --> 02:38:03,550
So that's being placed there. It's rotated 90 degrees, working with district staff, particularly on the outfield for that softball field.

2475
02:38:03,850 --> 02:38:07,590
So by rotating it, we're able to maintain the 220-foot outfield for that.

2476
02:38:08,670 --> 02:38:13,130
So now let me zoom in, looking at the 12-lane competition pool.

2477
02:38:13,770 --> 02:38:18,890
And then there's the practice pool. The tan represents all the area that is the new pool deck.

2478
02:38:19,210 --> 02:38:23,810
So it's a good large, and one of the problems that Alamed has had is too small of a deck.

2479
02:38:23,810 --> 02:38:27,970
So during swim meets or city events, there'll be a lot of room on the pool deck.

2480
02:38:28,430 --> 02:38:30,390
The bleachers are on the left, but they're mobile.

2481
02:38:30,970 --> 02:38:33,570
So during water polo, you really want to be on the other side,

2482
02:38:33,570 --> 02:38:38,590
so those could be moved over to collocate with the fence between the pool deck and the tennis court.

2483
02:38:39,450 --> 02:38:41,970
Then the practice pool is on the right there.

2484
02:38:42,590 --> 02:38:45,350
Notice there's a new pool equipment building towards the top there.

2485
02:38:45,630 --> 02:38:48,270
And then we're showing no work on the existing pool building.

2486
02:38:48,590 --> 02:38:52,450
There's a little minor work being done to the toilet rooms off of the new pool building.

2487
02:38:52,450 --> 02:38:58,370
But essentially that pool building will stay as it is now we'll undoubtedly paint it on the outside and do a few things like that

2488
02:38:58,370 --> 02:38:59,370
But no other improvements

2489
02:39:00,170 --> 02:39:06,270
I won't spend any time on the technical drawings, but you can see a lot of good deep thought has gone into the pool

2490
02:39:07,010 --> 02:39:08,990
Arrangement you can see the competitive pool

2491
02:39:09,550 --> 02:39:10,330
including the pool

2492
02:39:13,370 --> 02:39:16,510
No, I think I could just be about to go there you go. Thank you

2493
02:39:17,210 --> 02:39:23,110
The pool profiles just happened to not cut it where the one meter pool is diving board

2494
02:39:23,110 --> 02:39:24,730
is, but that's about 12 and a half feet there.

2495
02:39:26,490 --> 02:39:26,910
Ken?

2496
02:39:27,170 --> 02:39:27,590
Yes, please.

2497
02:39:28,350 --> 02:39:29,370
And then that's the practice pool.

2498
02:39:29,530 --> 02:39:33,010
Notice the stairs on the left, both have stair entries into them.

2499
02:39:33,570 --> 02:39:37,110
And then this is a part, I think, we'll continue working with the city on confirming

2500
02:39:37,110 --> 02:39:38,910
exactly the depths at those points.

2501
02:39:39,110 --> 02:39:39,310
Next.

2502
02:39:40,170 --> 02:39:43,490
And then this is terribly exciting, but really important to the city and the school

2503
02:39:43,490 --> 02:39:46,070
staff of the kind of new pool equipment area next.

2504
02:39:47,370 --> 02:39:50,610
And then lastly, we're looking at the budget.

2505
02:39:50,850 --> 02:39:54,850
This was a, it's a $15 million project, half by the city, half by the school district.

2506
02:39:55,310 --> 02:40:00,570
The total cost for what I just showed you, including no work for the existing pool building,

2507
02:40:00,750 --> 02:40:01,890
is $14.7.

2508
02:40:02,250 --> 02:40:04,850
So we're showing about $300,000 under that budget.

2509
02:40:05,230 --> 02:40:08,030
I suspect we'll try to use some of that money to improve a little bit of the pool

2510
02:40:08,030 --> 02:40:08,370
building.

2511
02:40:08,370 --> 02:40:14,230
And then just for information, the upgrade to that existing pool building is quite extensive

2512
02:40:14,230 --> 02:40:16,310
because of the geotechnical issues out there.

2513
02:40:16,530 --> 02:40:20,850
So it's not just modernizing, it's the geotechnical upgrade to that building.

2514
02:40:21,210 --> 02:40:23,050
It was an additional $6.1 million.

2515
02:40:23,950 --> 02:40:24,790
And then go ahead, please.

2516
02:40:25,570 --> 02:40:28,090
And then the last slide is just our schedule.

2517
02:40:28,350 --> 02:40:29,830
We're hoping for a board approval today.

2518
02:40:30,450 --> 02:40:34,730
We'll be completing the construction drawings and then looking for the division state

2519
02:40:34,730 --> 02:40:37,190
architect approval sometime in spring of 24.

2520
02:40:37,190 --> 02:40:46,050
This will likely be less than a one-year project, but we're showing a one-year timeline because we do want to work with schools and city staff on the exact timing for the start.

2521
02:40:46,330 --> 02:40:51,490
But we don't want to start too much later than spring or summer of 24 just because of the wet season.

2522
02:40:51,870 --> 02:40:58,290
But certainly by the beginning of school year 2025, the brand new Alameda High School Aquatic Center will be complete.

2523
02:40:59,810 --> 02:41:00,350
That's it.

2524
02:41:00,650 --> 02:41:01,090
All right.

2525
02:41:01,250 --> 02:41:01,590
Thank you.

2526
02:41:02,690 --> 02:41:06,530
Ms. Lahnigan, I still don't have any speaker slips in hand,

2527
02:41:06,710 --> 02:41:10,630
but is there any hand raised on Zoom?

2528
02:41:11,290 --> 02:41:12,950
No, we do not have any.

2529
02:41:13,550 --> 02:41:14,750
I'm just going to ask one more time,

2530
02:41:14,830 --> 02:41:16,510
are there any public comments on Zoom

2531
02:41:16,510 --> 02:41:18,310
on the Emma Hood pool item?

2532
02:41:18,850 --> 02:41:19,530
Raise your hand now.

2533
02:41:20,970 --> 02:41:23,750
Three, two, one, no raised hands.

2534
02:41:24,110 --> 02:41:24,450
All right.

2535
02:41:24,550 --> 02:41:26,510
Do we have any board comments or questions

2536
02:41:26,510 --> 02:41:29,370
on the Emma Hood pool schematic?

2537
02:41:29,370 --> 02:41:36,510
just one quick question shark when we start seeing this with this meter you

2538
02:41:36,510 --> 02:41:40,230
know diving thing does that then did that permit us now to have a diving

2539
02:41:40,230 --> 02:41:47,670
program that is correct one of the pools will have a depth of up to 12 feet and

2540
02:41:47,670 --> 02:41:52,210
I'm not a swimmer at all but that's my recollection so kids can die from up to

2541
02:41:52,210 --> 02:41:57,710
one meter okay so that will allow us neither high school has ever had a

2542
02:41:57,710 --> 02:42:03,050
diving program is that correct they do actually has about eight kids in the

2543
02:42:03,050 --> 02:42:07,350
dive program right now they use the Ensenal which has the one meter dive

2544
02:42:07,350 --> 02:42:10,710
board or dive board okay so this will allow both high schools have a diet

2545
02:42:10,710 --> 02:42:18,110
program okay any other questions or comments I just during the process when

2546
02:42:18,110 --> 02:42:26,170
was the practice pool the secondary one always part of the schematic or was

2547
02:42:26,170 --> 02:42:28,030
Is that something that changed over time in the design?

2548
02:42:28,930 --> 02:42:30,450
Just for the community, because.

2549
02:42:30,770 --> 02:42:34,710
Yeah, it kind of changed over time with the design committee

2550
02:42:34,710 --> 02:42:39,410
included folks from the districts, or the Elmira High Swim

2551
02:42:39,410 --> 02:42:42,770
team, and representatives from community who

2552
02:42:42,770 --> 02:42:44,890
used the pool from the city side.

2553
02:42:45,410 --> 02:42:47,830
And that was one of the things that came up,

2554
02:42:48,030 --> 02:42:53,970
that let's push back on the upgrades to the pool building

2555
02:42:53,970 --> 02:42:57,870
and get the two pools, which will serve the city and the district.

2556
02:42:58,350 --> 02:43:00,030
That's come before us before.

2557
02:43:00,350 --> 02:43:02,530
That was part of a conversation that happened before.

2558
02:43:03,470 --> 02:43:07,250
No, I just wanted to point out that I know that the biggest community comments

2559
02:43:07,250 --> 02:43:13,690
always came on the showers and the indoor space being something right out of a horror story,

2560
02:43:13,850 --> 02:43:17,090
like when they've gone in there to shower with their kids and stuff.

2561
02:43:17,490 --> 02:43:21,510
But if they came through the community, which is what I was just trying to emphasize,

2562
02:43:21,510 --> 02:43:25,390
that there's a rationale but also that we're being fiscally responsible with the

2563
02:43:25,390 --> 02:43:30,150
money that we have and it is going to cost probably more than what that extra

2564
02:43:30,150 --> 02:43:34,550
space we would have the money for. And I believe the showers are being moved

2565
02:43:34,550 --> 02:43:41,310
outside on the pool deck here, yeah. Oh nice, sorry. Okay, but I agree Ryan, even

2566
02:43:41,310 --> 02:43:48,810
the ensignal pool room, you know, yeah. Okay, any other board comments or

2567
02:43:48,810 --> 02:43:49,210
questions.

2568
02:43:51,410 --> 02:43:58,990
Okay, thank you so much for sharing that one. That was a little

2569
02:43:58,990 --> 02:44:03,710
easier to move through. Motion to approve the schematic design and budget for the

2570
02:44:03,710 --> 02:44:09,130
Emma Hood swim center at Alameda High. Do I have a motion? Fabulous. Do I have a

2571
02:44:09,130 --> 02:44:13,510
second? And vice president, sweet second. So we have a motion and a second.

2572
02:44:18,130 --> 02:44:18,650
All

2573
02:44:18,650 --> 02:44:20,170
All right, you're welcome.

2574
02:44:20,730 --> 02:44:21,330
You're welcome.

2575
02:44:21,710 --> 02:44:22,430
Have a good evening.

2576
02:44:23,570 --> 02:44:26,270
Okay, Ms. Zazo, you're up.

2577
02:44:27,050 --> 02:44:29,810
We have our general business item number five,

2578
02:44:30,130 --> 02:44:32,810
the approval of the 2023-2024

2579
02:44:32,810 --> 02:44:35,370
Local Control and Accountability Plan, the LCAP.

2580
02:44:35,490 --> 02:44:37,210
This is also an action item

2581
02:44:37,210 --> 02:44:40,310
because the end of June is packed full of them.

2582
02:44:40,710 --> 02:44:42,590
Ms. Zazo, you're here to present for us.

2583
02:44:43,330 --> 02:44:43,830
Go ahead.

2584
02:44:44,290 --> 02:44:44,650
Thank you.

2585
02:44:44,950 --> 02:44:45,250
You're welcome.

2586
02:44:45,250 --> 02:44:51,270
So, last time we went through the LCAP together and had a public hearing.

2587
02:44:51,830 --> 02:44:56,750
I just want to remind everybody that we're going into year three of this LCAP, so next

2588
02:44:56,750 --> 02:44:59,850
next year is going to be a heavy year of

2589
02:45:06,580 --> 02:45:18,230
There we go. So tonight I am asking for approval of the LCAP. And just to let the public know,

2590
02:45:18,390 --> 02:45:27,570
as well as you, the process is still not finished. So with and if there is approval of the LCAP,

2591
02:45:27,570 --> 02:45:31,190
we submit that to the Alameda County Office of Education.

2592
02:45:32,030 --> 02:45:34,230
They often ask clarifying questions

2593
02:45:34,230 --> 02:45:36,810
that we do get back to them in writing.

2594
02:45:37,370 --> 02:45:40,070
Those are all posted on the website

2595
02:45:40,070 --> 02:45:44,130
and then that sort of closes the end of the process.

2596
02:45:44,690 --> 02:45:46,990
And then we go into the process quickly

2597
02:45:47,410 --> 02:45:50,210
of starting the new planning for the next LCAP.

2598
02:45:50,450 --> 02:45:50,690
And

2599
02:45:52,740 --> 02:45:53,180
that is it.

2600
02:45:54,280 --> 02:45:55,000
That was short.

2601
02:45:55,180 --> 02:45:56,000
Oh my God, that's it.

2602
02:45:56,140 --> 02:45:57,420
I was looking to see,

2603
02:45:57,420 --> 02:45:59,920
Look at Lindsay just literally clapping in the back.

2604
02:46:00,360 --> 02:46:00,900
That was great.

2605
02:46:01,180 --> 02:46:03,260
That was an hour-long discussion about this.

2606
02:46:05,220 --> 02:46:10,480
That was like literally about a 90-second thank you for keeping it brief.

2607
02:46:11,060 --> 02:46:11,740
All right.

2608
02:46:12,460 --> 02:46:19,220
I still have absolutely no speaker slips in hand, Ms. Nodder, we're not going to...

2609
02:46:19,220 --> 02:46:21,540
I do not have any raised hands on Zoom.

2610
02:46:22,000 --> 02:46:25,100
They are missing all the fun because this is a fun meeting tonight.

2611
02:46:26,320 --> 02:46:28,900
So do we have any board questions or comments?

2612
02:46:29,940 --> 02:46:30,680
I have a bunch.

2613
02:46:30,900 --> 02:46:31,320
Okay.

2614
02:46:31,920 --> 02:46:32,640
I love you.

2615
02:46:32,900 --> 02:46:33,620
I love you.

2616
02:46:34,480 --> 02:46:36,100
I love to like the, okay.

2617
02:46:36,100 --> 02:46:37,680
I'm going to ask more questions than your presentation.

2618
02:46:38,040 --> 02:46:38,360
Do we?

2619
02:46:39,940 --> 02:46:40,580
Stop it.

2620
02:46:40,780 --> 02:46:41,040
I'm sorry.

2621
02:46:41,560 --> 02:46:42,220
Can you tell we're ready for a break?

2622
02:46:42,220 --> 02:46:43,980
I need public hearings before I vote.

2623
02:46:44,160 --> 02:46:44,480
I'm sorry.

2624
02:46:44,600 --> 02:46:49,240
Motion to approve the 23-24 local control and accountability plan.

2625
02:46:49,400 --> 02:46:50,140
Do I have a motion?

2626
02:46:51,140 --> 02:46:51,640
I move.

2627
02:46:51,900 --> 02:46:52,120
Okay.

2628
02:46:52,220 --> 02:46:52,500
Thank you.

2629
02:46:52,580 --> 02:46:53,260
Do we have a second?

2630
02:46:54,120 --> 02:47:00,340
Thank you very much Mr. Lim. So we have a motion in a second. All those in favor say

2631
02:47:00,340 --> 02:47:00,660
aye.

2632
02:47:00,900 --> 02:47:01,060
Aye.

2633
02:47:01,680 --> 02:47:07,040
Great. That one passes unanimously. Ms. Lawner again. All right. Ms. Stark. He waited

2634
02:47:07,040 --> 02:47:12,180
a long time. Our next item is the general business item number six, the presentation

2635
02:47:12,180 --> 02:47:18,800
of the 2022-2023 local indicators. This is an informational item only. Ms. Lindsay

2636
02:47:18,800 --> 02:47:22,620
Jenkins-Stark, our senior manager of data and assessment is here to present for

2637
02:47:22,620 --> 02:47:26,560
for us this evening. Welcome. Thank you so much, President Little, members of the board.

2638
02:47:27,260 --> 02:47:32,480
So tonight I'll be presenting the local indicators, which is required to be presented in concert

2639
02:47:32,480 --> 02:47:36,680
with the LCAP, which is why we are holding this tonight. And I'm going to focus in on

2640
02:47:36,680 --> 02:47:40,980
one of our local indicators because as you'll see in a minute, we have several. The Family

2641
02:47:40,980 --> 02:47:45,100
Relationships and Trust Survey, which is a new survey as of last year, and is

2642
02:47:45,100 --> 02:47:51,260
showing some very promising results, while also remains some areas for improvement.

2643
02:47:53,540 --> 02:47:57,180
Those are the outcomes of this presentation. I will also try to keep it as short as possible.

2644
02:47:57,340 --> 02:48:00,700
Okay. So we'll be reviewing them and highlighting one of the indicators as I mentioned.

2645
02:48:02,540 --> 02:48:06,600
And as I mentioned before, this comes in concert with the LCAP. As the local indicators,

2646
02:48:06,820 --> 02:48:12,880
you'll see is one of the suites of indicators that we use to progress, monitor, and improve

2647
02:48:12,880 --> 02:48:18,880
via the LCAP. I'm going to skip that slide for a minute because it actually makes more

2648
02:48:18,880 --> 02:48:23,560
sense to go to the priority areas. So just as an overview, these are each of the priority

2649
02:48:23,560 --> 02:48:29,080
areas in the LCFF funding formula and the state indicators and local indicators that

2650
02:48:29,080 --> 02:48:35,100
apply to each of those priority areas as an overview for your information. And just

2651
02:48:35,100 --> 02:48:39,780
a reminder that we have identified a suite of indicators that we think our strategic

2652
02:48:39,780 --> 02:48:46,720
strategic plan will produce collective impact around and that most of the indicators that

2653
02:48:46,720 --> 02:48:53,160
we are required by the state of California to provide information on are included in those

2654
02:48:53,160 --> 02:48:54,200
strategic planning indicators.

2655
02:48:54,380 --> 02:48:58,860
Not all of them, however, I just want to highlight that over the course of the year

2656
02:48:58,860 --> 02:49:03,940
we've been presenting on those state indicators as a part of that strategic plan suite,

2657
02:49:04,280 --> 02:49:06,980
the suite of indicators we think will have collective impact on that strategic plan.

2658
02:49:06,980 --> 02:49:11,040
Not all of those are included in the strategic plan indicators, however, because some of

2659
02:49:11,040 --> 02:49:12,780
them contextually don't make sense to monitor.

2660
02:49:13,020 --> 02:49:18,800
So for example, as you'll see in our local indicators, the Williams textbook complaints,

2661
02:49:18,960 --> 02:49:23,600
for example, we have 0 percent or a 0 percent out of compliance with textbooks.

2662
02:49:24,200 --> 02:49:27,440
So it doesn't make sense to necessarily, of course, will we continue to monitor that,

2663
02:49:27,520 --> 02:49:30,700
but it doesn't make sense for that to be an area of improvement for our school district.

2664
02:49:30,820 --> 02:49:34,180
And so that's why you won't see all of those included in that suite of indicators

2665
02:49:34,180 --> 02:49:35,360
around our strategic plan.

2666
02:49:36,040 --> 02:49:37,040
Alright, skipping back.

2667
02:49:37,480 --> 02:49:43,900
This is the timeline for local indicator collection analysis and reporting that comes from the

2668
02:49:43,900 --> 02:49:45,820
State Board of Education, December through April.

2669
02:49:46,120 --> 02:49:48,680
We are measuring, gathering and analyzing the data.

2670
02:49:49,300 --> 02:49:52,960
By July 1st, we were reporting that data to a governing board, which is this exact

2671
02:49:52,960 --> 02:49:53,620
meeting tonight.

2672
02:49:54,300 --> 02:49:58,560
And in mid-August to September, I actually report these results to the California State

2673
02:49:58,560 --> 02:49:59,060
Dashboard.

2674
02:49:59,820 --> 02:50:05,420
Since the release of the dashboard in 2017, AUSD has always met the standard in the area

2675
02:50:05,420 --> 02:50:07,260
of the reporting on our local indicators.

2676
02:50:10,450 --> 02:50:15,250
So these next three slides are the local indicators that we have identified for each of the priority

2677
02:50:15,250 --> 02:50:15,750
areas.

2678
02:50:16,110 --> 02:50:20,470
Some are state identified, some are identified by us, and the most recent results that

2679
02:50:20,470 --> 02:50:24,650
we have that we are going to be reporting to the California dashboard in the fall.

2680
02:50:25,570 --> 02:50:28,110
Again, we won't be going into each and every one of these indicators.

2681
02:50:28,290 --> 02:50:29,670
As you can see, there's quite a few.

2682
02:50:29,670 --> 02:50:35,210
I want to note that any time it's student data in the report which is attached to this agenda item

2683
02:50:35,210 --> 02:50:36,730
Which has the full suite of indicators?

2684
02:50:37,230 --> 02:50:42,590
We are disaggregating these results by student groups, and then I also want to highlight that

2685
02:50:43,350 --> 02:50:46,450
We did actually report the results the

2686
02:50:46,450 --> 02:50:52,990
Disaggregated results in more depth on some of these indicators that are some of our highlighted strategic planning indicators as well

2687
02:50:52,990 --> 02:50:59,390
for example, the ELA and Math SBAC results were reported in detail on October 25th,

2688
02:50:59,390 --> 02:51:03,270
as was graduation rates on April 14th, et cetera.

2689
02:51:04,370 --> 02:51:09,250
So again tonight we will be focusing in on the results from the Family Relationships and

2690
02:51:09,250 --> 02:51:12,810
Trust Survey, which is aligned to our priority three parent engagement.

2691
02:51:13,030 --> 02:51:17,270
And I look forward to highlighting additional local indicators in future years, but selected

2692
02:51:17,270 --> 02:51:22,510
this one due to the fact that this is year two of this survey and wanted to show

2693
02:51:22,510 --> 02:51:26,570
we use some of the results and compare two years of data.

2694
02:51:28,030 --> 02:51:30,510
So the first slide on our family relationships

2695
02:51:30,510 --> 02:51:32,350
and trust survey is participation.

2696
02:51:32,770 --> 02:51:34,390
So did we get representative participation?

2697
02:51:35,130 --> 02:51:36,850
Overall, we had pretty good representation.

2698
02:51:37,270 --> 02:51:39,610
You'll see in the blue, that's the percent of respondents

2699
02:51:39,610 --> 02:51:41,470
and it's disaggregated by student groups.

2700
02:51:42,010 --> 02:51:44,210
And the orange is the percent of our student population.

2701
02:51:44,490 --> 02:51:46,950
So ideally, those two bars are the same.

2702
02:51:47,670 --> 02:51:49,430
You'll notice there are areas for improvement

2703
02:51:49,430 --> 02:51:55,550
and representation from Hispanic or families of Hispanic and Latino students in addition

2704
02:51:55,550 --> 02:52:00,370
to special education. I just want to note that while it looks like some pretty large

2705
02:52:00,370 --> 02:52:04,350
discrepancies around free and reduced lunch and primary language at home is not English,

2706
02:52:05,030 --> 02:52:09,810
those are calculated slightly differently. When we're asking in a survey to report, self-report

2707
02:52:09,810 --> 02:52:12,830
whether a student receives free and reduced lunch, that's very different than the way

2708
02:52:12,830 --> 02:52:17,810
we collect that information by asking about income level. So those discrepancies are

2709
02:52:17,810 --> 02:52:20,670
in part due to the fact that we're actually asking very different things.

2710
02:52:24,030 --> 02:52:29,210
And then lastly, I want to highlight that this year we had a total number of 1,389 respondents.

2711
02:52:29,930 --> 02:52:35,530
Last year we had about 900, so we nearly doubled that, which I think is a great, great tribute

2712
02:52:35,530 --> 02:52:40,710
to both Susan Davis's communication strategy around the survey, in addition to the really

2713
02:52:40,710 --> 02:52:47,010
hard on-the-ground work of our family liaisons at our sites that represent a lot

2714
02:52:47,010 --> 02:52:52,170
of the student groups which we want to hear from in order to meet those representation

2715
02:52:52,170 --> 02:52:52,650
goals.

2716
02:52:53,730 --> 02:53:01,590
So here is the overall results, again disaggregated, of the family relationships and trust survey.

2717
02:53:02,570 --> 02:53:08,210
You'll see the average, the overall average, and just as a reminder, this is on a liquid

2718
02:53:08,210 --> 02:53:12,030
scale zero, or actually say one, two, five, excuse me.

2719
02:53:12,430 --> 02:53:16,490
So a four is an agree, and a five would be a strongly agree.

2720
02:53:16,490 --> 02:53:23,330
So you'll see an average response this year of a four, which is excellent, very exciting,

2721
02:53:23,770 --> 02:53:27,250
and about 94% overall of respondents above a three.

2722
02:53:27,630 --> 02:53:32,030
You'll notice that is an improvement from last year, where we had about a 3.8 average

2723
02:53:32,770 --> 02:53:36,430
item response and an 88% of respondents at a three or above.

2724
02:53:38,290 --> 02:53:45,570
For any larger differences between student groups and the overall scores, we did additional

2725
02:53:45,570 --> 02:53:49,250
tests to see if there was statistical significance, which I'm going to show you right now.

2726
02:53:49,430 --> 02:53:53,330
So I'm going to take you back to stats class real quick.

2727
02:53:54,010 --> 02:53:59,790
And remind you that the bars that you're seeing above represent the range in which we would

2728
02:53:59,790 --> 02:54:06,830
expect to find the true average score for that group with a 95% confidence.

2729
02:54:07,350 --> 02:54:12,030
So this calculation takes into account how far spread out all the responses are from

2730
02:54:12,030 --> 02:54:14,650
the average, which is called the standard deviation.

2731
02:54:14,650 --> 02:54:17,070
in addition to how many responses we got,

2732
02:54:17,150 --> 02:54:18,810
which is the end size or the sample size.

2733
02:54:19,490 --> 02:54:24,770
So when the bar of that group does not overlap with the other,

2734
02:54:24,890 --> 02:54:27,130
then those true means could never be the same, right?

2735
02:54:27,210 --> 02:54:29,810
So we do see a statistically significant difference.

2736
02:54:30,430 --> 02:54:31,910
When those bars do overlap,

2737
02:54:31,950 --> 02:54:34,270
it means that the true mean could be the same

2738
02:54:34,270 --> 02:54:36,890
and therefore there's no statistically significant difference.

2739
02:54:37,550 --> 02:54:38,910
So in this first slide,

2740
02:54:39,530 --> 02:54:41,430
you'll see that at first glance on average,

2741
02:54:41,430 --> 02:54:44,490
the families of black and African-American students

2742
02:54:45,170 --> 02:54:47,730
scored a 3.9 overall on this survey.

2743
02:54:48,610 --> 02:54:50,830
And non-black or African-American families,

2744
02:54:51,090 --> 02:54:53,210
excuse me, families of non-black or African-American students

2745
02:54:53,210 --> 02:54:57,270
scored a 4.0, that actually there's no statistically

2746
02:54:57,270 --> 02:54:59,370
significant difference between these responses,

2747
02:54:59,670 --> 02:55:00,630
the average responses.

2748
02:55:00,830 --> 02:55:02,110
When we find the true average,

2749
02:55:02,270 --> 02:55:05,050
we see that those confidence intervals overlap,

2750
02:55:05,210 --> 02:55:06,390
and so they could be the same,

2751
02:55:06,510 --> 02:55:08,870
therefore there is no, with 95% confidence,

2752
02:55:08,870 --> 02:55:11,510
There is no difference in those responses.

2753
02:55:12,910 --> 02:55:20,870
And then the same here, so this is, the next slide is the families of students who are participating

2754
02:55:20,870 --> 02:55:30,150
in the CCASE program with an average of 4.3, and families of students who did not participate

2755
02:55:30,150 --> 02:55:31,770
in the CCASE program with an average of 4.

2756
02:55:32,290 --> 02:55:37,450
Those confidence interval bars do not overlap, so there is a statistically significant difference

2757
02:55:37,450 --> 02:55:44,230
between those oars, between there's a positive response there from the families or more positive,

2758
02:55:44,270 --> 02:55:48,030
I should say, than the overall population of the families participating in CSAs.

2759
02:55:49,140 --> 02:55:54,490
The next slide is trying to calculate or trying to understand if there's a difference between

2760
02:55:54,490 --> 02:55:59,690
families of students who speak predominantly English at home versus a language other than

2761
02:55:59,690 --> 02:55:59,930
English.

2762
02:56:00,510 --> 02:56:04,850
There is a difference there in the positive, as you can see.

2763
02:56:06,290 --> 02:56:11,610
And then finally, another difference that was notable that I wanted to test was the

2764
02:56:11,610 --> 02:56:16,770
results of families of non-binary students compared to families of binary students,

2765
02:56:17,270 --> 02:56:24,810
in which case we do see a statistically significant difference, and the difference is less than

2766
02:56:24,810 --> 02:56:26,130
the overall average of families.

2767
02:56:29,460 --> 02:56:33,560
Oh, I should say, sorry, I forgot one piece, that's just showing that there's a difference

2768
02:56:33,560 --> 02:56:33,960
or not.

2769
02:56:34,060 --> 02:56:36,620
I also ran a test for the meaningfulness of that difference.

2770
02:56:36,620 --> 02:56:42,060
So is it a small effect size, medium or large, which is basically, we know that, for example,

2771
02:56:42,260 --> 02:56:50,680
in this slide, on average families of non-binary students are rating the relationships and

2772
02:56:50,680 --> 02:56:53,220
trust that they have with staff lower than the overall average.

2773
02:56:53,780 --> 02:56:58,280
There was a medium effect size here, so there is a medium relationship.

2774
02:56:59,880 --> 02:57:04,520
And then the other two I meant to say, where we do have statistical significance,

2775
02:57:04,520 --> 02:57:06,300
against there was a small to medium relationship.

2776
02:57:09,700 --> 02:57:14,320
The average item response and distribution by item,

2777
02:57:14,740 --> 02:57:16,760
we also took a look at, so each item

2778
02:57:16,760 --> 02:57:17,560
and how they were rated.

2779
02:57:18,460 --> 02:57:20,360
Interestingly enough, the exact same items

2780
02:57:20,360 --> 02:57:22,300
from last year popped up as the highest rated.

2781
02:57:23,280 --> 02:57:24,860
Highest rated was staff at the school,

2782
02:57:24,920 --> 02:57:26,380
really care about the local community.

2783
02:57:27,020 --> 02:57:28,960
I feel respected by teachers and administrators

2784
02:57:28,960 --> 02:57:31,480
at the school, and I respect the teachers

2785
02:57:31,480 --> 02:57:32,780
and administrators at the school.

2786
02:57:32,780 --> 02:57:40,220
The most low-rated was identical to the previous year, staff at the school work hard to build

2787
02:57:40,220 --> 02:57:45,840
a trusting relationship with parents and teachers and administrators at the school, believe

2788
02:57:45,840 --> 02:57:48,280
that talking with parents helps them understand their students better.

2789
02:57:48,840 --> 02:57:54,080
I just want to note, though, even though those, we had the same questions, sort of highly

2790
02:57:54,080 --> 02:58:01,940
ranked end on the lower end, all of those questions improved from the year prior, which

2791
02:58:01,940 --> 02:58:02,340
which is great news.

2792
02:58:02,940 --> 02:58:05,200
So in summary, this is the second year of the survey.

2793
02:58:07,020 --> 02:58:09,100
Actually, I've pretty much reviewed all of these.

2794
02:58:09,240 --> 02:58:12,280
I just wanna highlight that one thing

2795
02:58:12,280 --> 02:58:14,700
that I think isn't very obvious, which is last year,

2796
02:58:15,300 --> 02:58:17,980
there was a statistically significant difference

2797
02:58:18,460 --> 02:58:20,000
in the average responses of black

2798
02:58:20,000 --> 02:58:21,400
and African-American families

2799
02:58:22,340 --> 02:58:25,300
that was less than the overall average response.

2800
02:58:25,480 --> 02:58:27,160
And this year, there was not a difference

2801
02:58:27,160 --> 02:58:28,780
between the overall response on those families,

2802
02:58:28,780 --> 02:58:33,500
which does signify some improvement in the perception of relationships and trust with

2803
02:58:33,500 --> 02:58:39,440
staff for that group. I also want to highlight that there was no statistical difference in

2804
02:58:39,440 --> 02:58:43,520
the responses for special education students, the families of special education students,

2805
02:58:44,600 --> 02:58:51,000
and that we still, that we do see positive differences for the families of English

2806
02:58:51,000 --> 02:58:56,900
learners and the CCSE scholar students participating in that program, which is really exciting.

2807
02:58:56,900 --> 02:59:01,780
I think what's concerning and something that we – that Pasquale is going to discuss

2808
02:59:01,780 --> 02:59:05,360
in the next slide are the responses from families of non-binary students.

2809
02:59:06,620 --> 02:59:10,740
We saw that they were lower than other families, and so that's definitely something that

2810
02:59:10,740 --> 02:59:12,980
we want to keep our eye on in future surveys.

2811
02:59:13,620 --> 02:59:18,440
And Superintendent Skidari, excuse me, is going to discuss some of the activities

2812
02:59:18,440 --> 02:59:21,660
and the approaches that we're taking in order to address this.

2813
02:59:22,200 --> 02:59:26,340
Yeah, I just, you know, we've heard from families who've come out in public comment

2814
02:59:26,340 --> 02:59:32,120
and we've seen even in some preliminary data that we've collected internally that there's

2815
02:59:32,120 --> 02:59:38,020
a significant need for additional training. Melissa Saunders has come on and done I guess

2816
02:59:38,020 --> 02:59:44,840
what you could call a preliminary needs assessment with our staff and we see a pressing and

2817
02:59:44,840 --> 02:59:49,120
kind of self-requested need from our counselors and school psychologists to kind of get

2818
02:59:49,120 --> 02:59:54,200
a little more training and a little more comfort in supporting students and families on this

2819
02:59:54,200 --> 02:59:55,800
issue as a whole.

2820
02:59:56,440 --> 02:59:59,840
So we'll see some PD and I know Ms. Zazo and.

2821
03:00:00,000 --> 03:00:06,000
Tanya Harris, we're talking about really reinstituting some training around our curriculum

2822
03:00:06,000 --> 03:00:13,380
on how to talk about different types of families and support students. And I think we really

2823
03:00:13,380 --> 03:00:17,400
are in the process, and I know there's folks who want us to kind of invest more heavily

2824
03:00:17,400 --> 03:00:22,720
in a single position at the moment. But I think what you see here is a long-term commitment

2825
03:00:22,720 --> 03:00:27,980
to try to build multiple points of capacity in our system to support all of our students,

2826
03:00:27,980 --> 03:00:31,660
certainly all of our LGBTQ plus students and our non-binary

2827
03:00:31,660 --> 03:00:35,320
trans students who are in really different and uniquely

2828
03:00:35,320 --> 03:00:38,800
challenging situations globally and within our district.

2829
03:00:39,120 --> 03:00:43,500
So we'll have some PD this fall. We are bringing on someone

2830
03:00:43,500 --> 03:00:47,920
in basically a 20% consultancy position to kind of continue to deepen

2831
03:00:47,920 --> 03:00:52,200
our needs assessment. Jodi, in student services

2832
03:00:52,200 --> 03:00:55,640
Jodi McCarthy is reaching out to some organizations like Gender Spectrum.

2833
03:00:55,640 --> 03:01:00,960
I've done some work in my previous district with our family coalition to see if there's

2834
03:01:00,960 --> 03:01:04,220
some external expertise that we could bring them right away to kind of broker that training.

2835
03:01:04,640 --> 03:01:10,120
With those front line staff, counselors, intervention leads, and obviously our classroom teachers

2836
03:01:10,120 --> 03:01:15,140
to support our kids represented in that part of our data.

2837
03:01:17,800 --> 03:01:19,680
That is the end of my presentation.

2838
03:01:20,960 --> 03:01:22,000
Thank you.

2839
03:01:22,820 --> 03:01:25,940
Ms. Lonergan, I don't have any speaker slips.

2840
03:01:28,420 --> 03:01:30,940
Do you have any hands raised?

2841
03:01:31,620 --> 03:01:31,840
We do.

2842
03:01:32,040 --> 03:01:34,840
We have one public comment, Ms. Broussard.

2843
03:01:35,160 --> 03:01:35,340
Great.

2844
03:01:37,870 --> 03:01:38,110
Hi.

2845
03:01:38,290 --> 03:01:38,970
Thank you so much.

2846
03:01:39,150 --> 03:01:40,850
Thank you so much, Lindsay, for this presentation.

2847
03:01:41,030 --> 03:01:41,970
I really appreciate it.

2848
03:01:43,010 --> 03:01:48,770
I saw the total number of responses, and I think the speed of this presentation was

2849
03:01:48,770 --> 03:01:50,190
a little tough for me to follow.

2850
03:01:50,650 --> 03:01:57,590
I didn't see, do you have a sense of, or do you have a percentage of total completion,

2851
03:01:58,010 --> 03:02:04,390
like of all the folks that received the survey, how many of them completed it, and versus like

2852
03:02:04,390 --> 03:02:07,990
the total number of families in our district overall, what was the overall completion

2853
03:02:07,990 --> 03:02:08,270
rate?

2854
03:02:08,930 --> 03:02:09,790
Yeah, thanks.

2855
03:02:10,630 --> 03:02:12,110
Sorry, thank you for reminding me of that.

2856
03:02:12,110 --> 03:02:14,030
One of us will probably take that question out.

2857
03:02:14,050 --> 03:02:14,250
Sure.

2858
03:02:14,370 --> 03:02:15,630
Was that the end of her comments?

2859
03:02:16,410 --> 03:02:16,830
Yes.

2860
03:02:17,090 --> 03:02:17,490
Thank you.

2861
03:02:17,630 --> 03:02:18,110
You're welcome.

2862
03:02:19,470 --> 03:02:24,490
Okay, I will open it up to board comments and questions

2863
03:02:24,490 --> 03:02:25,910
and maybe kick it off with,

2864
03:02:26,130 --> 03:02:27,850
I think that's a really interesting question

2865
03:02:27,850 --> 03:02:29,810
that was raised by a public speaker.

2866
03:02:30,290 --> 03:02:32,570
Do you have that data that you could share with us?

2867
03:02:32,910 --> 03:02:33,990
And especially acknowledging,

2868
03:02:34,130 --> 03:02:37,010
you guys like doubled the number in a year.

2869
03:02:37,730 --> 03:02:41,730
So let's relish that, but then also like,

2870
03:02:42,070 --> 03:02:46,030
sky's the limit maybe, how much more do we need to climb?

2871
03:02:46,030 --> 03:02:49,670
It's a little complicated, so let me talk about that first.

2872
03:02:50,070 --> 03:02:53,390
So we can identify the number of families that we serve.

2873
03:02:53,470 --> 03:02:57,610
So just as a reminder that this is a family survey about a student's experience in school.

2874
03:02:58,050 --> 03:03:04,350
And so we're not looking for 9,000 or 8,800 responses because that's the number of students

2875
03:03:04,350 --> 03:03:08,690
we have, but rather a fraction of that, which is more like around the 6,000 mark.

2876
03:03:09,370 --> 03:03:15,050
In addition to that, because this, the implications of the survey are really around

2877
03:03:15,050 --> 03:03:19,050
on school culture, if we allow families to respond

2878
03:03:19,050 --> 03:03:21,030
for every student who might be at a single school,

2879
03:03:21,190 --> 03:03:22,490
we would have over-representation

2880
03:03:22,490 --> 03:03:24,810
of that particular family's experience at that school.

2881
03:03:24,970 --> 03:03:28,590
So families are submitting one response per school,

2882
03:03:28,650 --> 03:03:31,650
even if they might have multiple students at that school.

2883
03:03:31,990 --> 03:03:34,470
Because again, a reminder of the purpose of the survey

2884
03:03:34,470 --> 03:03:37,150
is really to have implications for school

2885
03:03:37,150 --> 03:03:38,190
and district culture.

2886
03:03:38,650 --> 03:03:40,050
So it's complicated.

2887
03:03:40,310 --> 03:03:43,530
What we're probably searching for is about 6,000 families,

2888
03:03:43,530 --> 03:03:49,210
And then within that even less than that due to the fact that if the family has two students at a single school

2889
03:03:49,210 --> 03:03:54,470
They really are only submitting one survey for that so and then in general when you're doing surveys

2890
03:03:54,470 --> 03:03:59,390
You're you're looking for about 20% as a sample. It's a really solid sample

2891
03:03:59,390 --> 03:04:06,210
So we we hit really close to about that 20% which we were really excited for but of course always always want more

2892
03:04:06,210 --> 03:04:06,890
representation

2893
03:04:07,470 --> 03:04:10,350
particularly for some of the student groups that we didn't see

2894
03:04:10,350 --> 03:04:13,750
equivalent representation to their representation in our district population

2895
03:04:13,750 --> 03:04:20,270
as well. Yeah. Go ahead. We're just on that same point. We're so a family could

2896
03:04:20,270 --> 03:04:23,830
submit multiple surveys if they had children at different school sites.

2897
03:04:24,230 --> 03:04:28,330
Correct. But if they had children all at the same site they got one survey for

2898
03:04:28,330 --> 03:04:31,670
that. We're supposed to submit one. Okay. Yes. Supposed to. Yes.

2899
03:04:33,430 --> 03:04:38,170
I want to thank you for your attention to like we saw the places where there

2900
03:04:38,170 --> 03:04:40,130
It wasn't as much engagement that you dove in

2901
03:04:40,130 --> 03:04:41,430
and tried to understand that more.

2902
03:04:41,610 --> 03:04:43,030
So I really want to appreciate that

2903
03:04:43,800 --> 03:04:46,830
and appreciate the work that's going in next year

2904
03:04:46,830 --> 03:04:52,990
around addressing LGBTQ inclusion of the school sites

2905
03:04:52,990 --> 03:04:53,970
as we all know.

2906
03:04:55,010 --> 03:04:58,610
The rights of many of our students are LGBTQ plus community

2907
03:04:58,610 --> 03:05:01,630
in particular under fire all around the country right now.

2908
03:05:01,790 --> 03:05:04,370
So us creating safe inclusive spaces is important.

2909
03:05:05,190 --> 03:05:07,670
I'll offer my own personal anecdotal information

2910
03:05:07,670 --> 03:05:10,870
which is that a lot of it's the individual interactions

2911
03:05:10,870 --> 03:05:12,690
between kids on the schoolyard.

2912
03:05:12,710 --> 03:05:15,450
So I think we can create spaces where it's safe,

2913
03:05:15,570 --> 03:05:18,310
but we need to train teachers, desperately need to train teachers,

2914
03:05:18,430 --> 03:05:20,970
how to keep a closer eye on all kinds of bullying

2915
03:05:20,970 --> 03:05:22,610
and negative talk within the classrooms

2916
03:05:22,610 --> 03:05:26,410
and constructive ways that they can address,

2917
03:05:27,450 --> 03:05:30,970
especially any kinds of attacks against, you know,

2918
03:05:31,050 --> 03:05:33,670
LGBTQ kids, but again anybody, like,

2919
03:05:33,810 --> 03:05:35,270
how to address those constructively in a way

2920
03:05:35,270 --> 03:05:40,650
that leaves the student that's been treated that way whole and in a way that also doesn't

2921
03:05:40,650 --> 03:05:46,010
create more embarrassment or difficulty which I think is something that our teachers desperately

2922
03:05:46,010 --> 03:05:51,650
need some training on and to look for that on the yard and other spaces because I know

2923
03:05:51,650 --> 03:05:56,570
right now not all of our spaces are safe for our kids and we need to do better.

2924
03:06:01,080 --> 03:06:05,040
I'll just add on that thank you for making sure that when we're doing the survey

2925
03:06:05,040 --> 03:06:10,300
in year two we added in the fact that we could actually track our LGBTQ students and non-binary

2926
03:06:10,300 --> 03:06:15,940
students that wasn't in the first year of the survey and so adding that allowed us to see

2927
03:06:15,940 --> 03:06:23,640
that we were missing something and that took a lot of courage and necessity to do that

2928
03:06:23,640 --> 03:06:27,120
because it showed that why we were wanting to find that information out.

2929
03:06:27,440 --> 03:06:31,660
I find that all the time that we talk about let's do this or that but we don't have

2930
03:06:31,660 --> 03:06:36,240
any of the data to prove why we're doing the things that we're doing and why it's the

2931
03:06:36,240 --> 03:06:42,400
right thing to do. And we've committed ourselves to being that type of district where we're

2932
03:06:42,920 --> 03:06:46,920
getting the data and then applying our money to where the data shows us that we need to

2933
03:06:46,920 --> 03:06:52,560
be putting that money. So I applaud us for doing the 20%. I would say I wish we would

2934
03:06:52,560 --> 03:06:57,960
do more, but I think it's a good first step in addressing at least this kind of

2935
03:06:57,960 --> 03:07:06,120
fundamental gathering data component that we have and then the trainings I know that we have a robust curriculum that we've

2936
03:07:06,120 --> 03:07:14,100
created that needs to be expanded and we have a lot of state mandates that we might not be exactly like doing within the

2937
03:07:14,100 --> 03:07:20,280
classroom but at least now that we can talk a little bit about the cultures that we're creating on a campus and the

2938
03:07:20,280 --> 03:07:23,220
the safety net that we'll create for students.

2939
03:07:23,640 --> 03:07:27,180
I will call out that there was that little bullet point

2940
03:07:27,180 --> 03:07:30,960
that the state does not require any of the reporting

2941
03:07:30,960 --> 03:07:33,540
for students, and that that may have skewed some of the data.

2942
03:07:33,900 --> 03:07:36,540
But also, as a side note, one of the things

2943
03:07:36,540 --> 03:07:38,620
that's always made me uncomfortable with us saying that

2944
03:07:38,620 --> 03:07:42,880
is that when students do feel that they want to come up

2945
03:07:42,880 --> 03:07:44,720
and not come up to their families in our schools

2946
03:07:45,240 --> 03:07:48,660
and they want to change their name or their pronouns

2947
03:07:48,660 --> 03:07:53,860
and that goes into ARIs, really wants to be really clear that once it's in ARIs,

2948
03:07:53,860 --> 03:08:00,200
parents do see that. So that I want to make, I just wanted to kind of point

2949
03:08:00,200 --> 03:08:02,440
that out because I thought that was an interesting note and like it's true

2950
03:08:02,440 --> 03:08:06,180
until our students make them, like they're educated to know when they go

2951
03:08:06,180 --> 03:08:08,740
through that process that their parents might find out that they've made

2952
03:08:08,740 --> 03:08:11,760
that change on their own. That's right and just to remind you this is a

2953
03:08:11,760 --> 03:08:16,220
family survey. So the families are reporting on these demographics so

2954
03:08:16,220 --> 03:08:19,940
So it's likely an underrepresentation due to that exact point that you're bringing up.

2955
03:08:22,590 --> 03:08:24,290
Any other questions or comments?

2956
03:08:25,490 --> 03:08:26,790
Thank you very much.

2957
03:08:27,170 --> 03:08:27,270
Thank you.

2958
03:08:27,430 --> 03:08:28,190
This is an information item.

2959
03:08:28,490 --> 03:08:35,810
We are going to now move on to our next item on general business, which is the adoption

2960
03:08:35,810 --> 03:08:40,950
of the budget for fiscal year 2023, sorry, 2023, 2024,

2961
03:08:41,290 --> 03:08:46,450
and approval of resolution number 2022-2023.72,

2962
03:08:48,170 --> 03:08:52,330
designating certain general funds as committed fund balance.

2963
03:08:53,530 --> 03:08:54,690
Go ahead, Mr. Kahn.

2964
03:08:54,870 --> 03:08:56,790
Thank you, President, little board members

2965
03:08:56,790 --> 03:08:57,890
and Superintendent Skadari.

2966
03:08:58,550 --> 03:09:00,430
We conducted a public hearing

2967
03:09:00,430 --> 03:09:03,130
on this budget proposal on June 13th.

2968
03:09:03,370 --> 03:09:05,450
Since then, two things have happened.

2969
03:09:05,450 --> 03:09:11,930
one this I believe today or yesterday the state passed their budget however we do

2970
03:09:11,930 --> 03:09:15,890
understand that two trailer bills have already been introduced to make changes

2971
03:09:15,890 --> 03:09:20,410
to the to the budget that the governor signed yesterday so we'll have details

2972
03:09:20,410 --> 03:09:27,750
hopefully by middle of July or by by August at this point unless they are

2973
03:09:27,750 --> 03:09:31,010
significant changes our plan is to bring those incorporate those

2974
03:09:31,010 --> 03:09:36,670
changes in our September 13th or 14th presentation and bring them to the board. The second thing

2975
03:09:36,670 --> 03:09:41,990
that happened, the state has certified our transportation plan and we received a letter,

2976
03:09:42,250 --> 03:09:49,750
I believe, last week that we will be getting $1.2 million in 2022-23 the year we are in

2977
03:09:50,770 --> 03:09:55,250
and going forward on an ongoing basis. So that's the additional revenue that we will

2978
03:09:55,250 --> 03:10:01,730
also recognize in September. So tonight our recommendation is to approve the

2979
03:10:01,730 --> 03:10:08,530
budget the way it was presented on June 13th. Thank you very much. Ms. Lonegan, I

2980
03:10:08,530 --> 03:10:14,950
don't have any speaker slips. Do you have any hands raised? I do not. Okay. Three

2981
03:10:14,950 --> 03:10:21,150
two one. Do we have any board comments or questions? I have a quick question.

2982
03:10:23,670 --> 03:10:24,270
Go

2983
03:10:24,270 --> 03:10:29,730
presentation. You mentioned that there was a delay in getting those funds. Has there

2984
03:10:29,730 --> 03:10:35,530
been any update on that since you last presented? The only thing we know that the budget includes

2985
03:10:35,530 --> 03:10:45,810
$955 million for crop 28 allocation. However, CDE has not done any work on that yet. So

2986
03:10:45,810 --> 03:10:50,110
the simplest thing, which is the resource code, it will come under even that has not

2987
03:10:50,110 --> 03:10:58,270
been established yet. What we have done is we created our own local resource code and

2988
03:10:58,270 --> 03:11:03,050
recognized approximate revenue for Prop 28 in the budget.

2989
03:11:03,430 --> 03:11:07,630
So you've accommodated for the delay and that we would be getting that money because

2990
03:11:07,630 --> 03:11:11,390
I think you said that we would probably delay until October, November to even know

2991
03:11:11,390 --> 03:11:13,050
what they're doing on that regard.

2992
03:11:13,430 --> 03:11:19,350
That is correct. So we created three scenarios, low, mid, and high range and then we worked

2993
03:11:19,350 --> 03:11:22,730
with our principals and shared the amount,

2994
03:11:22,950 --> 03:11:24,250
the approximate amount with them

2995
03:11:24,250 --> 03:11:27,390
so they can start planning for those expenditures.

2996
03:11:28,010 --> 03:11:28,370
Thank you.

2997
03:11:29,910 --> 03:11:31,250
Any other questions or comments?

2998
03:11:32,490 --> 03:11:34,610
All right, this is an action item.

2999
03:11:34,850 --> 03:11:36,770
So do I have a motion to approve the adoption

3000
03:11:36,770 --> 03:11:39,910
of the budget for fiscal year 2023-2024,

3001
03:11:40,410 --> 03:11:45,910
an approval of resolution number 2022-2023.72,

3002
03:11:45,910 --> 03:11:48,350
to designating certain general funds

3003
03:11:48,350 --> 03:11:49,950
as committed fund balance.

3004
03:11:51,250 --> 03:11:53,330
I'm a vice president,

3005
03:11:53,410 --> 03:11:58,950
sweet makes the motion and member LaLone seconds.

3006
03:11:59,390 --> 03:12:01,810
We have a motion to second all those in favor say aye.

3007
03:12:02,250 --> 03:12:02,390
Aye.

3008
03:12:03,410 --> 03:12:04,430
That passes unanimously.

3009
03:12:05,250 --> 03:12:06,210
Thank you.

3010
03:12:06,450 --> 03:12:06,810
Thank you.

3011
03:12:07,190 --> 03:12:08,970
All right, number eight.

3012
03:12:09,310 --> 03:12:09,910
Here we go.

3013
03:12:10,130 --> 03:12:12,450
We have another general business item,

3014
03:12:12,930 --> 03:12:14,890
number eight, approval of resolution,

3015
03:12:14,890 --> 03:12:20,950
number 2022-2023.73 education protection account

3016
03:12:20,950 --> 03:12:24,690
spending plan for the 2023-2024 school year.

3017
03:12:25,050 --> 03:12:26,030
Good evening again,

3018
03:12:26,090 --> 03:12:29,330
similar to the last item that the board approved,

3019
03:12:29,490 --> 03:12:33,010
we conducted a public hearing on June 13th on this item.

3020
03:12:33,410 --> 03:12:35,170
At this point, we do not know exactly

3021
03:12:35,170 --> 03:12:37,810
how much we will get in EPA allocation

3022
03:12:37,810 --> 03:12:41,670
because the state has extended the tax collection

3023
03:12:41,670 --> 03:12:44,430
and deadline two, I believe October.

3024
03:12:45,030 --> 03:12:47,750
So what we are doing is using the amount

3025
03:12:47,750 --> 03:12:50,990
that we received in 2223 in current year

3026
03:12:51,830 --> 03:12:55,390
as a placeholder and following this legal requirement

3027
03:12:55,390 --> 03:12:56,850
once we get the exact amount,

3028
03:12:57,170 --> 03:13:00,130
we'll bring that resolution to the board.

3029
03:13:00,410 --> 03:13:04,170
So we are recommending board's approval tonight.

3030
03:13:04,630 --> 03:13:05,670
Thank you very much.

3031
03:13:06,790 --> 03:13:10,090
Ms. Lahnigan, I don't have any speaker slips.

3032
03:13:10,390 --> 03:13:11,330
I don't have any raise hands.

3033
03:13:11,330 --> 03:13:15,170
questions and no hands. Okay. Do we have any board member comments or questions on this

3034
03:13:15,170 --> 03:13:20,550
item? Seeing none, we'll go ahead and ask. Do we have a motion to approve the resolution

3035
03:13:20,550 --> 03:13:29,670
number 2022-2023.73 education protection account spending plan for the 2023-2024 school year?

3036
03:13:30,010 --> 03:13:32,630
I move. Oh, that was a tie. Again, I'm going to give

3037
03:13:32,630 --> 03:13:38,630
that one to Gary this time. I second. And Megan has seconded. So we have a motion

3038
03:13:38,630 --> 03:13:47,750
in a second. All those in favor say aye. Aye. That passes unanimously. All right. Our last

3039
03:13:47,750 --> 03:13:53,110
item of the night is general business item number nine, the approval of the 2023-2024

3040
03:13:53,110 --> 03:13:58,970
contracts between AUSD and Alameda Family Services. Before this matter begins, just

3041
03:13:58,970 --> 03:14:03,510
like I had to do last time, I need to disclose that I am currently contracted by Alameda

3042
03:14:03,510 --> 03:14:07,910
of Family Services to assist them with a accreditation

3043
03:14:07,910 --> 03:14:08,990
that they are going through.

3044
03:14:09,410 --> 03:14:11,870
I do not have a direct or non-remote interest

3045
03:14:11,870 --> 03:14:14,550
in the outcome of the contract being reviewed

3046
03:14:14,550 --> 03:14:16,390
in this particular agenda item.

3047
03:14:16,690 --> 03:14:19,010
However, I am choosing to recuse myself

3048
03:14:19,010 --> 03:14:20,370
for participating in the discussion

3049
03:14:20,370 --> 03:14:22,210
and the vote of this agenda item,

3050
03:14:22,450 --> 03:14:25,530
and I'll be handing over the rest of the meeting

3051
03:14:25,530 --> 03:14:27,250
to Vice President Sweet.

3052
03:14:27,690 --> 03:14:30,590
Give me just a second to vacate, please.

3053
03:14:30,810 --> 03:14:32,910
I have some things I have to clean up.

3054
03:14:32,910 --> 03:14:33,830
drum my fingers

3055
03:14:33,830 --> 03:14:36,130
okay I know last time it took me a minute

3056
03:14:38,470 --> 03:14:40,250
I am gonna leave this

3057
03:14:40,950 --> 03:14:42,070
these plums

3058
03:14:42,070 --> 03:14:43,410
which we

3059
03:14:45,460 --> 03:14:45,940
can take

3060
03:14:45,940 --> 03:14:47,360
that is the silliest thing

3061
03:14:49,220 --> 03:14:50,980
I gotta pour them into her hand

3062
03:14:50,980 --> 03:14:51,980
plums

3063
03:14:58,640 --> 03:14:59,980
are immaterial regarding her

3064
03:15:13,130 --> 03:15:20,910
What are you going to do with those plums, Carrie? Are you going to just carry them out? Are you going to make everyone take a plumb home? That's what we'll do. Can we vote on that?

3065
03:15:23,710 --> 03:15:28,170
Bring fruit and leave it in Carrie's hands. Empty. No vessels.

3066
03:15:29,090 --> 03:15:32,810
Okay, thank you Board Member President Little, who has now left the building.

3067
03:15:33,610 --> 03:15:38,170
As Board President Little mentioned, our last item of the night is the approval of the 2223

3068
03:15:38,170 --> 03:15:41,230
contracts between Alameda University and the School District of Alameda Family Services.

3069
03:15:41,430 --> 03:15:42,430
This is an action item.

3070
03:15:43,170 --> 03:15:45,670
Ms. Kirsten Zaza will give us information on this item.

3071
03:15:46,050 --> 03:15:51,410
So staff is asking tonight for the Board's approval on two contracts with Alameda Family

3072
03:15:51,410 --> 03:15:51,910
Services.

3073
03:15:51,910 --> 03:16:01,950
One contract is for the addition of a professional services agreement for $115,000 for an additional

3074
03:16:01,950 --> 03:16:07,110
therapist that will be supporting both Insanel and Alameda High School.

3075
03:16:07,270 --> 03:16:15,050
This is with the SBHIP grant that we received and will be supported for the next three

3076
03:16:15,050 --> 03:16:16,950
years supporting students at both schools.

3077
03:16:16,950 --> 03:16:23,870
The additional is requesting approval on the annual food services agreement with Alameda

3078
03:16:23,870 --> 03:16:28,250
Family Services Head Start Program with meal pricing payable to a USD.

3079
03:16:29,710 --> 03:16:30,870
Thank you, Ms. Zaza.

3080
03:16:31,170 --> 03:16:33,450
We will now take public comments on this agenda item.

3081
03:16:33,630 --> 03:16:34,130
Kerry, guess what?

3082
03:16:35,030 --> 03:16:36,430
I don't have any slips.

3083
03:16:36,830 --> 03:16:37,710
And I have no raised hands.

3084
03:16:38,410 --> 03:16:38,970
Excellent.

3085
03:16:39,550 --> 03:16:42,210
Do we have any board member questions or comments on this item?

3086
03:16:43,950 --> 03:16:44,170
No.

3087
03:16:45,150 --> 03:16:47,810
Oh, Gary has a little pile of plums already. That's so cute.

3088
03:16:51,070 --> 03:16:53,970
I think we've already heard about how they're doing

3089
03:16:54,510 --> 03:16:57,370
before, but I think we've also talked about needs

3090
03:16:57,370 --> 03:17:00,130
and when Ms. McClung came in and gave presentations.

3091
03:17:00,670 --> 03:17:03,050
So I would love in the future to get a little bit of an assessment

3092
03:17:03,050 --> 03:17:04,870
about how these services are going,

3093
03:17:05,430 --> 03:17:08,890
because I know we agreed to do three years

3094
03:17:08,890 --> 03:17:10,410
and we're coming up on that, I think.

3095
03:17:10,410 --> 03:17:19,010
So we will be happy to share the data that we have been collecting and have it really nicely over the last couple of years as well.

3096
03:17:19,170 --> 03:17:24,670
Wonderful. So the theme with Megan is she likes to see it before she votes on it. So thank you. I appreciate that.

3097
03:17:25,670 --> 03:17:30,510
Okay. Motion to approve the 2223. Oh man.

3098
03:17:30,730 --> 03:17:35,530
2023-2024 contracts between Alameda Unified School District and Alameda County Services.

3099
03:17:35,530 --> 03:17:37,170
Is there a motion?

3100
03:17:40,570 --> 03:17:41,970
Gary makes the motion.

3101
03:17:42,130 --> 03:17:42,710
Is there a second?

3102
03:17:43,370 --> 03:17:43,970
I will second.

3103
03:17:45,190 --> 03:17:46,190
Because you're it.

3104
03:17:46,430 --> 03:17:46,970
Thank you.

3105
03:17:47,330 --> 03:17:48,170
I guess I could do it.

3106
03:17:48,470 --> 03:17:48,670
Okay.

3107
03:17:48,710 --> 03:17:49,830
We have a motion and a second.

3108
03:17:50,670 --> 03:17:53,270
All board members, who is in favor?

3109
03:17:53,970 --> 03:17:54,270
Aye.

3110
03:17:54,630 --> 03:17:54,890
Aye.

3111
03:17:55,870 --> 03:17:56,890
And I vote aye.

3112
03:17:57,010 --> 03:17:58,150
This passes unanimously.

3113
03:17:58,450 --> 03:17:59,370
Thank you again, Ms.

3114
03:17:59,470 --> 03:17:59,710
Zazo.

3115
03:18:00,310 --> 03:18:02,330
That was our last agenda item of the night.

3116
03:18:02,510 --> 03:18:04,310
Thank you to everyone who came, staff,

3117
03:18:04,310 --> 03:18:08,870
staff are logged in to follow us along with us tonight during the meeting of the 22-23

3118
03:18:08,870 --> 03:18:15,170
school year. Our first meeting of the 22, man the number is 2023-24 school year will be

3119
03:18:15,170 --> 03:18:17,550
on August 8 and with that this meeting is adjourned.