Mesa Union Elementary School District, CA meeting

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[11:09] I think the rest of the board members are still considered attendees.
[11:38] Okay, we're ready to call the meeting to order.
[11:43] Everybody here?
[11:50] Let's call the meeting to order at 604, I'm sorry, 603 looks like. Roll call. I'm here, Mr. Eiden.
[12:03] Mr. Sullivan. Mr. Canvey. Mr. Marrow. Mr.
[12:10] Dr. Ramirez?
[12:14] Where is it?
[12:16] Ms. Peterson.
[12:19] Ms. Magdalena.
[12:25] Okay, so is they adopt the agenda?
[12:31] We're going to make it.
[12:33] Forgive me.
[12:34] Are we making a motion to adopt the agenda?
[12:37] I moved to the dot.
[12:41] I will second me all the dot.
[12:43] Yes. Oh, my gosh. Thank you, Erica. I can see it. Okay. So all those in favor of adopting the agenda.
[12:52] Hi.
[12:54] Okay. All those opposed motion carries unanimously. Can you scroll down Erica?
[13:01] I appreciate it's large. I can't see you pass that point.
[13:05] Okay. Thank you. Do we have any public comment on closed session items?
[13:14] No, there are no comments.
[13:16] Okay, so at this time at 605, we can add one and two closed session,
[13:28] and then go into
[13:29] the post-session link.
[13:33] See you all later.
[29:40] Okay, adjourning from closed session at 6, 18.
[29:46] And we are, let me scroll up on my side.
[29:53] This is elect. Yes. Can you indicate whether any action was taken in closed session.
[30:00] Yes, no action was taken in close session. I apologize. Trying to group everything around. Okay, so the official opening is the pledge of allegiance. So if everybody could stand to right hand over your heart, ready, begin. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, individual, for the routine and justice for all. I feel like I just did that wrong.
[30:31] I always feel like I'm going to be like I'm at a facility and I'm doing it incorrectly.
[30:37] I miss a sentence somewhere wouldn't be surprised.
[30:42] Okay, so let's see minutes.
[30:45] So is there a motion to approve the minutes from our meeting on September 21, 2021?
[30:53] I so move.
[30:54] For a second.
[30:56] I'll second.
[30:58] All those in favor.
[30:59] I am motion carried unanimously. Any audience to address the board of trustees? No? Okay, moving on to superintendent's report.
[31:13] Okay.
[31:21] Well, thank you. Good evening board community and for this this month's or this board meetings as a pretenders report. It's organized much the way in which other reports have been formatted in the past or organized in the past.
[31:37] So I'll wait for it to load.
[32:05] Okay, so we'll start with the first, the first part which is around learning and engagement.
[32:12] Understandably, you know, we are, we are, you know, still working our way back to normality, but it was very important for me to bring some attention to the incredible work that we've been doing as a staff that our staff has been following up on really since last year.
[32:28] and if you could, Erica, just push forward two more slides.
[32:39] So, one of the big important developments,
[32:42] and we'll continue to be a focal point for the rest of this fall and winter,
[32:46] will be a development of Mesa Framework for the future.
[32:50] We had our first meeting with our design team,
[32:54] or what we've branded as our design team.
[32:56] We were working as the board is has been is was aware with this author and facilitator Katie Martin. Our first meeting took place on September 28th.
[33:09] We have about 20 or so stakeholders, a combination of staff, parents and a few community members as well.
[33:18] and it was a really, really impactful first meeting.
[33:22] We're meeting virtually, and we have another one slated,
[33:25] another meeting slated for October 26th.
[33:28] One of the focal points of this framework for the future,
[33:31] as you've heard in the past,
[33:33] is really around the development of a learner profile.
[33:36] And that is all of those competencies,
[33:39] those important attributes and skills
[33:43] that students should have by the time they leave us
[33:46] in eighth grade because we want to be able to be very concrete around what it is that our
[33:52] goals are for our students. And so it was important to be able to start with staff but also
[33:57] important to bring in parent voices and of course the board voice will be part of this as well.
[34:04] So I will have a synopsis and an update for the board at our special board meeting on November 6th
[34:11] So that the board is well aware of what is underway and I will continue to provide those updates.
[34:19] Mrs. Dryden, trustee Dryden has volunteered wearing multiple hats in our district as somebody to be part of this design team.
[34:29] So we're looking forward to having her, you know, have that lens as a board member as well.
[34:34] But in any event, one of the things that we decided to focus on while the framework for learning is more long view, we wanted to focus on our near term priorities.
[34:45] So the staff taking back to last spring moved ahead with an instructional focus on writing.
[34:52] And so in the next two slides, I just want to show the board and our public really what that centers around.
[34:59] So we've been using our professional learning time which happens during our early release Wednesdays to do a combination of a professional learning and professional collaboration following the plan do study act cycle.
[35:16] Every single grade level team has developed their own goals around writing around the areas of strength and of future growth for our students.
[35:27] and so we have an entire TK-8 focus.
[35:31] It's still coming together in some ways,
[35:34] but it's really taken hold in the sense
[35:37] that the students are kind of reading the benefit
[35:41] of that focus.
[35:44] So we've had Katie Martin with us a few times,
[35:48] but mostly it's been the facilitation of Mr. Klinsky
[35:52] who has done tremendous job facilitating
[35:55] with our with our leadership team as well and Miss Wagner, Michelle Wagner, who has been really at the forefront, but more than anything else it's about our staff.
[36:05] We've been really focused on making this a reality. And of course, in focusing on writing, we're not just focusing on writing, focusing on how writing unfolds as a function of communication and across content.
[36:20] So, every grade level is involved and very much meeting grade level team ideals so that we have coherence across our instructional program.
[36:31] Next slide, please.
[36:33] And here you just see, you know, come some snapshots of that collaboration. We're documenting all of our notes, we're revising goals.
[36:40] And in just in the last two weeks, three weeks, we've actually looked at student work samples just to give us a sense of where students are.
[36:47] So I just couldn't be more pleased with our team and our entire staff who has been working
[36:54] really diligently on making instructions, still a priority for us in spite of the many
[36:59] challenges that we face.
[37:03] Next slide please.
[37:06] So one other piece that I just wanted to continue to bring forward is that we continue to serve
[37:12] students in the independent study space, that group of 11 has been rock solid since the start
[37:17] of the year and you know we've had a transition in staffing Mrs. Wagner up to this point has
[37:26] has really started the year and set up the structures and of course it's been with incredible
[37:32] support and collaboration of all other teachers but then this week we are crossing over into a
[37:38] transition with Mrs. Carson who will assume that responsibility throughout the rest of this school year
[37:47] And, well, I'll reserve any more comments there for future slides.
[37:57] Also on the learning and engagement space, just some updates in athletics.
[38:02] We have resumed our collaboration with the Camario Independent Sports League.
[38:07] As one example for flight football and volleyball.
[38:10] We will abide by the health guidelines specific to those sports activities.
[38:14] And we've been getting a lot of those updates.
[38:15] There are some slight differences, but important ones between indoor and outdoor sports.
[38:21] So yesterday, unfortunately, we had a forfeit, but we would have hosted our first light football, you know, game yesterday here at Mesa.
[38:30] But it was a win and unfortunately, it was a forfeit, but that was one example of an outdoor sports.
[38:39] our school program is active as the board knows and we are, you know, in two of our three cohorts, we are kind of at our capacity, but in our four or five, we're looking still looking for some additional students if anyone to come on board.
[38:54] We're very excited at the possibility of starting a mock trial team after school club with our own trustee, Mrs. Romero, as somebody who is who's well equipped to lead those efforts.
[39:09] And so we have an orientation coming up here on Thursday.
[39:12] But it's an incredible opportunity for our middle school students and their families who may have an interest in learning more about our judicial system and really refining many of those skills that I think the learner profile will unveil around communication collaboration and analytical thinking.
[39:32] You know, using reason and using evidence and claims, things that we are certainly focusing on now as part of our writing focus.
[39:41] But I think it's just an incredible opportunity that I'm very, that we're very fortunate to have with our parent volunteers and with our community.
[39:50] So we're really expecting the best with that group and it's, and it's supposed to kick off really as an orientation on Thursday.
[39:58] And lastly, field trips. We are resuming our field trips. We've had some instances already
[40:04] of that have come to the board. And they are based on a case-by-case basis, just depending
[40:11] on the location and our scheduling.
[40:16] We just have many, many things going on and we just want
[40:19] to make sure that we are not overextending ourselves. But we do have some overnight trips planned
[40:25] for our middle school students which hopefully gets us back to some of those traditions we've had in
[40:30] years past including Pali and Sini later on in the early spring late winter.
[40:39] So until in terms
[40:43] of health and wellness, I think just some important updates. The vaccine availability for children ages
[40:48] 5 to 11 is forthcoming. It's expected to be here sooner than later. We're going to be continuing to
[40:54] work with our county office and our county public health to receive more
[40:59] information about what that rollout will entail. But that is something that we
[41:03] expect here before the end of year. And another important update is that
[41:09] recently there was a state mandate that that the vaccination for COVID-19
[41:17] will be expected to roll out consistent with other vaccinations. Now an
[41:23] an important point to make here is that it is contingent upon FDA approval, so I don't have a firm timeline and I myself am still gathering more information about this in terms of what full implementation will look like, but it is something very noteworthy and important to note at this time.
[41:42] In terms of staff vaccinations, that state mandate came forward several months ago and we are I'm glad to report that we are compliant here by the order of October 15 later on in this and this agenda, you'll see a partnership around some on psych COVID testing, which will begin tomorrow Wednesday the 20 and the expectation is or the mandate entails having any staff members who are unvaccinated.
[42:12] vaccinated conduct weekly COVID tests. So in order to facilitate that and also for all of our other employees, we will look to have a partnership around on site testing.
[42:24] Finally, our visitors and guests on campus, we continue to hold that really limited, we've had, you know, we've had a good year overall in terms of COVID rates and exposure.
[42:39] But we are still choosing to limit our interactions and volunteers, so as to just continue to focus on keeping ourselves in the best position possible.
[42:55] This dashboard is now about a week older so there have been some updates here very recently.
[43:03] We're updating it at the very least every Monday, but this is just an example that just this this month we released a dashboard for our community that indicates our enrollment.
[43:16] As well as our current confirm cases and on the far end, the total positive cases since the start of basically the school year, not quite it's August 1st, but we are keeping a running talent.
[43:27] Now of course these are confirmed cases, this is not in in in tail cases of exposure that is that is a different that is a different matter altogether.
[43:40] But the other thing that I wanted to mention with this is that to this point all of these are what you would attribute to be community spread in other words, not cases that originated from everything that we've gathered originated here on site.
[43:55] So, this is available on our website and for our internal parents and families, it's something that is part of our weekly Mesa Matters bulletin.
[44:08] Okay, on the facilities and update and operations front, you know, just continue to highlight the good work that's happening with measure.
[44:15] Oh, this is a nice little add on that that I think is kind of a preview of things to come so it's, it's, this is all a screen that was supposed to be replacing.
[44:26] seen a more outdated and a need of replacement piece of hardware there, and in doing so, we were
[44:37] able to put there an image that I think is going to be pretty welcoming and that the kids and
[44:42] families that have seen it have already been pretty excited about. So it's very functional. It's very
[44:47] much a shade structure for the windows behind it, but it happens to provide a nice aesthetic, and that
[44:55] that was part of our roofing project. It was the last part of our roofing project, in fact.
[45:00] But this similar setup, not with the graphics per se, but with the screens will help also hide and conceal the roof mounted units that will be installed as part of the HBAC project this following summer of 2022. And then just another piece of information, this well project repair project turned out to be a lot more extensive than originally anticipated. So that project was completed in September 2021.
[45:29] just this last month. After many months of some delays, we're able to get that completed.
[45:39] Also part of the superintendent's report is around attendance. And here's where I really want
[45:44] to make a very important note. I made this note last month that these numbers reflect a lot
[45:54] of effort on the part of staff, and they still do, of course. But I want to also make another
[45:59] or just a declaration about what is behind these numbers.
[46:05] We have asked our families and parents
[46:08] to be, to exercise maximum caution,
[46:11] to be very conservative when it comes to monitoring
[46:14] their health and making decisions
[46:16] about having their children attend school on any given day.
[46:19] We have also taken a very conservative approach
[46:22] when it comes to students who demonstrate
[46:24] any possible signs of concern when it comes to COVID.
[46:30] All that to say that it's necessarily going to have an impact on our attendance, that much we know.
[46:37] And this definitely encompasses days where there have been students on quarantine, days where students or their families,
[46:45] their families really have opted to keep them home because they have shown some symptoms and because testing has occurred.
[46:53] or because we have detected symptoms and we've asked them to stay home until they have cleared a negative COVID test.
[47:03] So I'm afraid to say that it is the reality of what we're experiencing and I would love to say that attendance will be because I believe in daily attendance in person.
[47:16] But it's just important to keep in mind that there are a lot of factors right now I play and seeing these figures through. So it was just an important piece of information that I think is is relevant to this discussion around attendance, particularly in certain grades where we've had to notify parents or where we've had either exposure or confirm cases.
[47:39] And
[47:42] lastly, of coming events, this is not a not an exhaustive list, but I just wanted to call out a few events that are on the horizon.
[47:50] November 1st is a student free day, and that's will that will be a day for professional learning collaboration amongst our certificate staff.
[47:58] November 6th, we have our special board meeting veterans day is on the 11th, and then on the 12th, we have our major education foundation roaring 20s event.
[48:09] and that's a big event in and of itself.
[48:13] And then our next break would be a fall break
[48:17] on the week of November 22nd through the 26th.
[48:21] So with that said, I will conclude my superintendents report
[48:24] and open to any questions or comments
[48:26] you've got on the board.
[48:30] I have a question with regards to attendance.
[48:35] And that has to do with the fact
[48:37] that we're still in a state of flux
[48:39] and this might be more geared towards Tammy on this,
[48:43] but the attendance is not quite as high
[48:48] and that's to be expected.
[48:50] What is the legal obligation?
[48:53] Or I know that we can go back
[48:55] to the previous year's ADA.
[48:57] Is there any sort of understanding
[49:02] that we can let the parents know about
[49:05] how ADA is being handled in school funding?
[49:08] Are
[49:17] you asking about communicating with parents?
[49:21] Well, first off, do we have any penalties because of the lower attendance rate?
[49:27] It's not off by much, but things can change pretty quickly.
[49:32] As we saw just recently, somebody comes down with COVID.
[49:35] We have shut down a class.
[49:36] We're back to distance learning. That sort of thing.
[49:41] How is the school protected with regards to ADA?
[49:45] That's what I'm really trying to get at.
[49:47] So Mesa will be funded at the higher of this year's ADA or the higher of the 1920 school
[49:57] years P2 ADA.
[50:00] So that's, so because you are in declining enrollment as well, you'll be higher funded at a higher
[50:08] rate where there may potentially be implications as if next year the enrollment continues
[50:14] to slide, then you would be funded at this year's ADA or the higher this year's ADA or next
[50:22] year's ADA. So it's difficult to know at this point exactly the implications for funding,
[50:31] but we do know that at least this year we have protections going back to 1920 and we had a fairly
[50:37] higher. We had a higher ADA just because the enrollment was higher. Right, but the enrollment
[50:44] this year will certainly impact the ADA reimbursement for next year.
[50:51] Potentially, but as we recover from COVID, we're seeing more and more students come back
[50:57] and so we could see an increase in enrollment and this year's ADA may just be a blip on the map
[51:04] not really have any consequences for future funding. There's too many unknowns right now to make
[51:11] that production.
[51:18] I did want to make one other comment on this related. Obviously in my
[51:22] conversations with local superintendents and in fact superintendents from other parts of the state as
[51:29] well. I can tell you that it is it is a very common problem. I'm afraid to say and it is one that is
[51:36] perhaps more acute in other communities than it is even here so I know that
[51:43] that's not that may not be comforting but I do know that there is advocacy to
[51:49] try to resolve and address this at the legislative level because this is a
[51:55] this is a concern that just to highlight what we've done in our community simply
[52:01] put we have asked our parents to be responsive to their health in order to
[52:06] to protect their health and the health of others.
[52:08] And in so doing, it's going to have an adverse effect
[52:10] on our attendance.
[52:12] So I feel very, very, very resolute in saying
[52:18] that we need to stay the course on the health front,
[52:21] even if it does unfortunately compromise our attendance
[52:25] because we could be inviting a whole different set
[52:27] of concerns and mixed messages along the way.
[52:31] So this is a common problem across all schools
[52:33] and school districts from everything that I've heard and one that will likely involve a more
[52:39] holistic legislative solution to the very questions that Mr. Sullivan is raising.
[52:47] Any other questions or concerns? I have a question regarding testing.
[52:55] So I know we're a testing
[52:56] staff or we're making it available for staff to get tested on site in the event that we have a
[53:04] a kiddo test positive? Are we offering that test to any of their fellow students in their classroom?
[53:13] That may open up. That's a possibility. That certainly is on the on the table,
[53:18] but not not immediately, particularly because it involves consent for minors and it invites
[53:26] a whole nother layer of just the work that needs to be undertaken and messaging that needs to be
[53:34] undertaken. So it's something that as we get this partnership underway could give
[53:40] away if the need is there and the interest is there on the part of parents
[53:45] and families, but won't be starting immediately now.
[53:57] Anything else? No? Okay,
[54:01] let's move on to the agenda up from my side. Thank you, Dr. Amaris. Okay, board
[54:09] Board members, reports and communications, is there any board member?
[54:15] I'd say correspondence to, sorry, I can't see it, Ventura County Office of Ed correspondents
[54:19] regarding the unaudited actuals of the Masonian School District for 2020, 2021, fiscal year.
[54:26] Dr. Amir, so do you want to touch on anything in regards to that?
[54:29] Just an affirmation that are unadded actuals are very positive and a commendation to the
[54:35] the GSA, but what very well received on just the thoroughness and preparation of those
[54:42] reports.
[54:43] Okay.
[54:45] Thank you.
[54:46] Any board member reports or communications?
[54:51] I have one.
[54:52] I attended the Ventura County
[54:58] Committee on School District Organization last night, where
[55:07] We elected, there was three openings in the Supervisorial Districts.
[55:15] For your information, Dr. Robert Perez, Arley Kid, we're both elected in District number
[55:20] four, and Dr. Charles Wease was elected in District five.
[55:26] He was re-elected in District five, and along those lines it was also brought up that, let's
[55:39] Let's see, I can't remember what school district it was that's going to be having their discussion.
[55:46] The only one school district will be going into having organized districts that are evaluating that now.
[55:58] Rather than having all of their trustees at large.
[56:07] Perfect. Thank you, Mr. Sullivan.
[56:08] and I also received communication pre-email and it was addressed and we are moving forward from that.
[56:18] Do we have any other board member interest or concerns?
[56:23] No?
[56:24] Okay, so moving on to the business services, the purchase order, Mesa's September 1st to 2021 to September 30th, 2021.
[56:34] Is there a motion to approve?
[56:37] Well, the consent agenda to approve the consent agenda and years. Sorry, I just apologize.
[56:48] I apologize. Is there a motion to approve the whole darn consent agenda in one motion?
[56:55] I so I will second. Okay, all those in favor?
[57:00] Wait, I had a discussion.
[57:03] Oh, okay, yes.
[57:04] See?
[57:05] Yeah.
[57:06] Amy, it's almost your turn.
[57:07] I'm so done.
[57:10] Um, I'm just.
[57:15] No, I, I called Dr.
[57:17] Ramirez.
[57:17] It had to do with the MOU.
[57:19] Uh, with VCOE and what,
[57:21] what that meant and how that was evolving.
[57:26] Um, so it's going to be, you know,
[57:28] taken over eventually by the auction union school district.
[57:31] Is that correct, Dr. Ramirez?
[57:36] Yes, I think Mr. Sullivan is alluding
[57:39] to the strong workforce grant.
[57:42] And what that entails is years ago,
[57:46] the state put out funding to really be a catalyst
[57:50] for career technical education.
[57:53] Here in this region, the Oxnard Union High School District
[57:58] really has a number of feeder TK8 schools
[58:03] and districts, and initially that grant was steered and received by the Ventura County Office of Education, but subsequent years, the partnership has evolved to one where it will be held by the Oxnard Union High School District, which has always been involved in those discussions.
[58:25] And now we'll involve a partnership more formally between those year districts, ourselves included as Mesa and oxygen union high school district.
[58:36] So VCOE is is kind of removing itself from from that direct partnership and oxygen union high school district will be taking over that partnership.
[58:47] Okay.
[58:53] Any other discussion?
[58:58] Okay, all those in favor to approve the consent agenda as it stands.
[59:04] Okay. Motion carries unanimously. Okay, let's see. My eyeballs can spare me.
[59:15] Dr. Mayor's want to give me a number. Is it 12? No, it's 11.
[59:20] Okay, so information, California Voting Rights Act, CVRA, presentation provided by cooperative strategies.
[59:29] So discussion on this.
[59:31] I apologize if my children are allowed in the back.
[59:34] This is the redistricting, right, that we have to follow up with.
[59:38] Yeah, this is just a presentation information, right.
[59:42] Yes, sorry. Yes, we we will have a presentation and with us is Chris Schmidt, Chris Schmidt from from this group cooperative strategies and we will bring him in as a panelist to walk us through the.
[1:00:00] The points of the presentation.
[1:00:17] So welcome, Chris. Are you with us?
[1:00:23] I am. Here I am. Well, welcome. Welcome to our board meeting. Welcome to Mesa Union, even if it is virtually. I'm very excited to have you go ahead and turn it over to you. Okay. Well, thank you so much for having me here. Let me just get my screen set up. So I'm looking sort of in your general direction here. Oh, you and you have. You're going to advance the slides. It looks like.
[1:00:46] Yes, just give us or give us the cue and we'll go ahead and advance.
[1:00:52] Okay, great. Well, so I'm Chris Schmidt. I work with cooperative strategies and we're the demographers who will be working with you as you move from trustee at large trustee voting areas and we're going to get into some details this evening.
[1:01:11] and this is, well just briefly, this is the first of five meetings and so this really is informational.
[1:01:16] We kind of kind of go over the gist of what's happening and actually the second meeting is a repeat of this one.
[1:01:25] We kind of go over some of the same things and we'll just get more and more feedback.
[1:01:28] But I'll go over that when we talk about kind of the calendar that we're proposing.
[1:01:36] So I'll just go through some of the slides and you're going to kind of get a primer on the California Voting Rights Act and what's entailed in moving to having trusty areas.
[1:01:48] So California Voting Rights Act is actually called the California Voting Rights Act of 2001, but it took effect in 2003.
[1:01:56] And I'm just going to read this part because this is a quote from the actual election code.
[1:02:03] And so what it does, it prohibits the use of that large elections when such election systems
[1:02:12] impair the ability of a protected class to elect candidates of their choice or their
[1:02:20] ability to influence the outcome of an election.
[1:02:24] So a protected class, there are a class of voters who are a member of a race, or a color,
[1:02:33] or a language of a minority group.
[1:02:40] And next slide, please.
[1:02:46] So there are three types of elections.
[1:02:49] You're currently the first type at large elections.
[1:02:55] Candidates have to reside within the district, and everybody in the district can vote for
[1:02:59] the candidates.
[1:03:00] Then there's a middle ground where there are sort of trustee areas, but they're voted on by everyone in the district.
[1:03:10] And then you have the final, the by trustee area election, which is the only safe harbor under the California Voting Rights Act.
[1:03:17] And so this has actual, the district is divided up into five areas that are, we do our best to make them relatively even size and total population.
[1:03:28] And they're voted on, then they must live in that, the trust you must live in that area.
[1:03:34] And they're voted on by people who also live in that area.
[1:03:39] And so this is the process to move from that first option.
[1:03:43] The first method, election method to the third election method.
[1:03:49] Next slide please.
[1:03:52] So here we have the proposed schedule.
[1:03:56] So there are four statutorily mandated public board meetings we have to have.
[1:04:07] We have to have those first two, which are the, we call them the pre-map hearings,
[1:04:12] where we're really gathering information from the board, from the community.
[1:04:19] and those can be no more than 30 days apart.
[1:04:24] Then we have two more, these public hearings,
[1:04:27] and that's where we'll present scenarios of various configurations
[1:04:33] for how to create these trusty areas,
[1:04:36] and then we'll show those and discuss those and get feedback,
[1:04:39] and then we'll go back and do that again.
[1:04:42] And then we've actually added a fifth meeting
[1:04:44] Through doing this over many years, we found that it helps smooth the process out that
[1:04:51] instead of having to the board to approve a map in that second public hearing, that
[1:04:59] whole hearing can be devoted to discussion and review, and then we have that fifth, which
[1:05:05] is set aside for just the selection of the trustee area map.
[1:05:10] And then the final stages are really an administrative period where the county committee of school district organization will hold a hearing and they'll review that what the board has decided.
[1:05:24] And then if they approve that, which they generally do, we'll submit those to the county registrar of voters.
[1:05:36] next slide please.
[1:05:42] Okay so I'll spend a little bit of time on this slide. These are the considerations
[1:05:45] that we will take into account when we're when we're drawing the maps and and then we're getting
[1:05:54] information from from from the board of trustees and from the community. So the first two on the left
[1:06:00] there. The first two check boxes we must comply with. The rest of the boxes we try to accomplish
[1:06:09] as best as we can. So the first one there, each area shall contain nearly equal numbers
[1:06:15] of inhabitants. So if you take the total population of the district and divide it by 5, each area
[1:06:24] should be about that amount. The difference between the largest and the smallest, the smallest,
[1:06:32] should be no greater than 10% of that ideal size. And we'll get into that more in the later
[1:06:40] meetings, but there's basically a control on the variance between the largest and the smallest.
[1:06:47] It has it varies from the ideal size. And then the second bullet, they're drawn to comply with the
[1:06:53] federal voting rights act. So this means we're not dividing or diluting a protected class
[1:06:59] so that it inhibits their ability to elect candidates of their choice.
[1:07:06] And now we will,
[1:07:07] I'll talk a little bit about just those that we try to accomplish. So they should be compact
[1:07:13] and contiguous as much as possible. So we don't want odd or bizarre shapes. You've all seen
[1:07:21] pictures of congressional districts that just look wild.
[1:07:25] You can't imagine how they possibly created those areas.
[1:07:31] And so we want them kind of straightforward.
[1:07:35] And what we're trying to avoid is the terms are packing and cracking.
[1:07:40] And so there's different strategies that have been used to dilute, protect the class voting rights.
[1:07:47] And so packing, you know, you pack, you create an area that packs all of them into one one area and so they that limits their ability to influence elections or you or you break them up and spread them out and dilute them through many areas.
[1:08:02] And so we want to make sure we definitely make sure we're not doing doing that respect communities of interest as much as possible.
[1:08:09] So, communities of interest are groups that have shared social and economic characteristics.
[1:08:15] So, the Census data doesn't tell us about these sorts of groups, and so we'll rely on you
[1:08:19] to share that with us. So, an example that helps people understand, although you don't have this
[1:08:26] population in your area, I don't believe, but would be if an area had like a men and
[1:08:32] night or omniscience population, they would clearly be a group that had shared social and economic
[1:08:37] characteristics that we'd want to know about. And we wouldn't want to draw a border that goes,
[1:08:41] you know, right through their farms or something like that. Okay, then the next consideration is
[1:08:48] to follow man-made and natural geographic features as much as possible. So mountains, rivers, freeways,
[1:08:55] these are often things that just naturally kind of create boundaries around communities. And so we
[1:09:03] we want to pay attention to those.
[1:09:05] We also want to respect your competency.
[1:09:08] So that's not, it can't be the prime consideration,
[1:09:11] but it should be taken into consideration
[1:09:13] to respect the will of the voters
[1:09:15] because they put those trustees,
[1:09:18] they voted those trustees into their term.
[1:09:21] And then there's other local considerations.
[1:09:23] So you may tell us about other things
[1:09:26] that are important to you or to the community
[1:09:28] and that we can also consider during the process.
[1:09:33] Next slide please.
[1:09:38] So this first kind of chart here looking at your 2020 Census
[1:09:43] data and you can see this is the various protected classes. So the left is just a
[1:09:51] snapshot of the district but on the right we have the total population and that's
[1:09:57] what we use to balance the trustee areas and it's also what we'll use to
[1:10:05] determine the variance I talked about.
[1:10:08] How do you have a question?
[1:10:09] How do you balance trusty areas when we're rural?
[1:10:13] And we have pockets of people that you don't want to break up,
[1:10:16] but yet, that's all that it is out here.
[1:10:19] Yeah, it's, I mean, it'll be a challenge,
[1:10:22] and that's why we'll work through iterations.
[1:10:27] And yeah, pockets of people, and also, you know,
[1:10:30] probably I'm guessing many trustees live
[1:10:33] in some of the neighborhoods, you know, they probably live really close to each other.
[1:10:38] So, I mean, that is the challenge in smaller rural districts.
[1:10:46] But
[1:10:49] you can see that the Hispanic Latino community is the largest protected class
[1:10:54] with 36.6 percent of the population.
[1:10:59] population. And the total population is 3628. And so what I was saying, if you divide
[1:11:07] that by 5, it's 725. And so that would be, that's going to be the ideal size. And each
[1:11:17] area is going to vary a little bit. We just don't want the largest and the smallest to vary
[1:11:23] by greater than 10% of that ideal.
[1:11:29] Next slide please.
[1:11:36] So this is just, you know, this is
[1:11:39] an informational meeting. This isn't, you know, making decisions tonight. But just as an example,
[1:11:47] we've included a graduated color map of the largest protected class, the Hispanic Latino population.
[1:11:53] And so the map on the left just shows the concentration of Hispanic population.
[1:12:03] We don't see in this map counts, but we just see densities.
[1:12:08] And it's just an example.
[1:12:11] And so in the last slide of population,
[1:12:16] and that's what we actually need to use to balance these areas.
[1:12:19] but this shows us this is the the SEVAP, the citizen voting age population. And so the SEVAP is,
[1:12:28] it's actually an estimate created by the US Census. It's an estimate on who's actually going to show
[1:12:35] up to vote. And so this is used, it's a proxy for those, you can use this as a proxy for how many people
[1:12:44] you think are going to show up to vote. But what it does is it shows we're the citizens of a
[1:12:51] protected class live and where they have voting power. And so this is what we use to make sure
[1:12:56] we're not breaking up voting power.
[1:13:05] Next slide.
[1:13:10] So I'm just going to share a little bit about the
[1:13:14] feedback. We'll go back to that previous slide for just a moment.
[1:13:19] You're talking about voting power.
[1:13:21] Is this the density of population of residents or of registered voters for
[1:13:30] eligible voters just eligible? Yeah, just they would be old and yeah, it's an estimate of people who are old enough to vote, but also, you know, they're not prisoners.
[1:13:41] You know, they they they would actually be eligible old enough and eligible to vote.
[1:13:49] And and this is just the density of just the Hispanic Latino community of where they would.
[1:13:56] The density of the people who would like who are eligible to vote.
[1:14:01] Well, do you mean by density, though, that's what baffles me because this map to me is misleading because in like the yellow areas are we saying there's a lot of people in that area, no, the darker, no, the darker the color would be the more dense.
[1:14:17] So basically up again and price you have a there's like four houses on that street so that's why I would be interested to see what it is that you guys are utilizing as a density measure.
[1:14:30] I think it's since four of the four houses on that street.
[1:14:35] It's the density, right?
[1:14:36] So it's a percentage.
[1:14:37] But literally there's only handfuls of houses in that whole,
[1:14:41] I'm saying in this whole on the other side of the 118, there's probably 30.
[1:14:45] Yeah, so if, you know, exactly so this is what I'm saying, it's not showing.
[1:14:50] It was not showing counts and we're not going to use this map tonight to make decisions.
[1:14:55] It's just kind of, it's just showing kind of a snapshot of the Hispanic.
[1:15:00] But yeah, it would be dark red if there were 30 houses and 25 of them were Hispanic and it would be- We're doing this because we're saying they have not a capable way of getting to a voting polling place to vote. No, no, it's saying that when we draw areas, if it's just again, it's just an example, we're going to have more detailed maps, you know, later, but what we're saying is if there is an area.
[1:15:29] where there's a high density of a protected class,
[1:15:33] whatever that protected class is
[1:15:34] under the Federal Voting Rights Act.
[1:15:37] We wouldn't want to draw a line right through that
[1:15:40] because it would break up their power to elect
[1:15:43] a board member that would represent, you know,
[1:15:46] I get it, no, I get it.
[1:15:48] I get it, this is a conversation for another time
[1:15:50] because we'll be here all night, but yeah.
[1:15:53] And I'm assuming that in the future
[1:15:55] that you'll also have representation on here,
[1:15:57] not just Hispanics, but also African-Americans, Black and Asians.
[1:16:05] Well, so every, every protected class can't, this is saying the large, so if we tried
[1:16:14] to represent, let's say, you know, made an area that gave Native Americans a, said they
[1:16:23] have a power in voting but they're they're very small population. Where's this this is saying that the
[1:16:30] largest protected class should have ideally now it may not be able to but it would ideally have
[1:16:40] an area that it could elect a board member to represent and maybe maybe we can't maybe it's not
[1:16:49] possible to create that maybe we have to create an area that is the next best option would be to create
[1:16:53] was called a plur- plur- plur- of- among those say it polarity that's not the right word but where
[1:17:01] you'd have at least it would balance out so maybe the the white population would be 25 percent or
[1:17:08] something Hispanic would have 25 percent but
[1:17:13] ideally you could create an area where a protected class
[1:17:17] If it's possible, they would have, they would, their, at least their voting rights would be, they would be able to elect somebody.
[1:17:27] So what I'm hearing thus far is basically you're, you're trying to accommodate Hispanics only.
[1:17:37] You know, blacks and, you know, African-Americans, Asians really don't matter because they don't have enough numbers to mount anything.
[1:17:44] it's only giving Hispanics an opportunity to be elected. That's what I'm
[1:17:50] hearing you say. Well it's what the data is showing that the
[1:17:55] V protected class that could have a majority in an area. The closest one is
[1:18:01] the Hispanic Latino. And so because they have voting power and when
[1:18:06] when we create the voting areas we don't want to disrupt that.
[1:18:11] We haven't thus far. I mean, none of them come out to vote to begin with. I mean, there's nobody,
[1:18:16] that, I mean, I was placed on the board because nobody stepped up to do it. So I think we're
[1:18:20] going to have quite an uphill battle because I mean, even I know we have to do it by law. So I get
[1:18:25] that part of it, but I just think the reasoning needs to be for everyone, not just for one entity,
[1:18:33] but we probably should keep this moving because we're right. I agree.
[1:18:40] I just want you to be thinking
[1:18:41] about that when you come back to visit with us again?
[1:18:43] Oh, yeah. Like I said, we're just demographers. We, we're just
[1:18:47] want to represent, you know, get input from you from the
[1:18:51] community and try to draw trusty areas that make sense for
[1:18:54] your community. And, and, and to, and to keep you, I'm not your
[1:19:00] attorney, and I don't want to speak like an attorney, but to keep
[1:19:02] you safe from, you know, violating, you know, that nobody could
[1:19:08] say you have racially polarized voting, which is the reason
[1:19:10] into move to trusty areas rather than trusty at large.
[1:19:17] You're out of the danger zone of anybody coming from saying that, you know, the way your
[1:19:23] community votes is that there could be racially polarized voting, but so that's just, our
[1:19:29] job as a democracy is just to kind of listen to you, present options, go listen to you, go
[1:19:35] back to the drawing board, bring other options, but really it's working with you.
[1:19:38] So it's
[1:19:41] anyway, but so this map is just showing, you know, here's just a snapshot of the community.
[1:19:49] We have mountains in north, we have farms, we have neighborhoods down in the south, we have some freeways.
[1:19:58] Let's just go to the next slide.
[1:20:04] And so these are just examples of the kind of feedback we want to get.
[1:20:08] you know someone saying we should keep neighborhood X and neighborhood Y in the same trustee area or
[1:20:14] I think this about highway 232 or highway 118 and how that affects these areas or
[1:20:24] It makes sense as a trustee area boundary because it keeps communities together or provides a good representation
[1:20:31] It these are just examples of the kind of feedback
[1:20:34] We would love to hear from you to help us
[1:20:37] Draw these first round of maps
[1:20:40] And the next slide is just kind of more examples.
[1:20:44] I think and I apologize some of this is is boilerplate. I know you're an elementary district. So.
[1:20:50] Oh, so I guess you do have a you would have a your K K a. So.
[1:20:58] But I think all of why community should be in one area or.
[1:21:02] It makes sense.
[1:21:04] This is a trustee area. It keeps communities together. It provides a good representation.
[1:21:08] But this is the kind of feedback that I'm open to taking any kind of input tonight, and
[1:21:14] I'll just furiously take notes. And also the meeting is being recorded. And then we'll
[1:21:19] come back and do this the second time. And you know, it's kind of hard this is being sprung
[1:21:25] on you. And maybe tonight you have a few things to offer. And then, you know, you'll sleep
[1:21:31] keep on it and talk with people and next time we'll get a lot more feedback but any kind
[1:21:38] of input you'd want to offer is welcome.
[1:21:44] Well, I definitely think it's going to be a challenge based on population but I think
[1:21:49] I don't know if any of us have enough information about population so as you saw in the aerial
[1:21:55] There are so many farms and mountain rages, there's going to be huge districts because not
[1:22:03] that many people live in there.
[1:22:05] And then, you know, there's going to be little neighborhoods that are probably cut in half.
[1:22:09] So I don't think we'll be able to go with major freeways because the population will support
[1:22:14] those areas.
[1:22:15] I never heard of it.
[1:22:16] I have to have 725 in each area.
[1:22:20] It is common to have a very small trustee area, obviously, with a high-density population,
[1:22:27] and then others that are very likely to cover much larger areas because they're trying
[1:22:32] to get in that population, and just like school boundaries are drawn, yeah, that lines
[1:22:39] will go through neighborhoods, but hopefully we pick a main road, or those are definitely
[1:22:49] the challenges. I think what trusty
[1:22:52] Dragon is trying to say is that we've got a small geographic area that houses a majority
[1:23:03] of the population and to put groups into 725 when most of it resides in this one geographic area
[1:23:15] it'll be interesting to see how that plays out.
[1:23:19] I think Jamie's correct though. I don't think we have enough information to continue to discuss it further because it's we're spending our wheels with what ifs without tangible.
[1:23:28] I think
[1:23:31] the only point that I would make is you know asking us questions is you know in those as you pointed out those high density population neighborhoods to the south.
[1:23:41] And then those large geographic areas to the lower populated to the kind of north east area, you know, and again, people, you say, you know, keeping people of communities together, you know, some more agricultural out in that area and also to the west along the river and to the southwest over there, you know, again, if you put like
[1:24:06] come on to communities together and then those other, you know, kind of those highly densely,
[1:24:12] densely, densely populated areas just to the south there along the border. Those are the kind
[1:24:19] of the areas that I see as just kind of community areas. You might go back to the slide seven
[1:24:26] with that with kind of the main map.
[1:24:31] Oh, to go no, go down. Sorry. Yeah. Okay, so just start over
[1:24:37] at the river on the west. What were you saying over there?
[1:24:42] Well again and again I don't know all this area all that well but as you talk about to the
[1:24:46] to the west and south that area agriculture over there and then right in kind of the middle south
[1:24:54] where you kind of have that 90-degree angle you have those communities there that are
[1:24:59] grouped together where there are high residential population and then as you had basically
[1:25:04] to the northeast. You've got a large agricultural all above the 118 kind of
[1:25:10] with Krista set. That's all I'm saying. Just kind of those pockets of like
[1:25:15] communities.
[1:25:18] And Krista, you have all of our addresses as well, correct? You know,
[1:25:23] it's in the back of my mind during this meeting that I need to reach out and and
[1:25:27] get that get that list. I think when you see that you'll see the different
[1:25:31] community because only two of us, I'd say Mr. Sullivan and myself, live close close to each other.
[1:25:40] So we're actually pretty in different communities. So that might help you with your mind as well
[1:25:48] because that will help. Yeah. There's not that many larger communities in this district as a whole.
[1:25:55] but in the past four of the trustees have been within 30 houses of where I've
[1:26:03] lived.
[1:26:06] Okay so my point is this when you go back you need to go back as a
[1:26:11] part of this demography and look at the voting over the last 20 years and over
[1:26:18] past 14 years in almost every election we have done appointments because no one has run.
[1:26:31] I don't know how that plays into it as well, because nobody's running and so we're hustling
[1:26:36] trying to get people to fill the position of trustee.
[1:26:42] Members of this board, every member of this
[1:26:45] board, if I'm not mistaken, has been appointed at one point in time.
[1:26:52] Chris and I weren't. Chris and you were not, but you know it's okay. So there we go.
[1:27:02] 60% of this board has been appointed at one point in time.
[1:27:07] Because no one is elected as a process of running. We have to, but we have to do it by
[1:27:14] I lost, so I get it. I mean, look at that.
[1:27:16] County supervisors just put out there saying it's a hot mess express.
[1:27:21] We have to, yeah, I agree with you. That's my, my concern lies. I've talked to Dr.
[1:27:25] Amera's about it because it's perplexing to think that we're all
[1:27:28] setting going to redraw lines and people are going to all of a sudden come out and
[1:27:31] go and they're going to all of this.
[1:27:33] Let's just take a one day at a time.
[1:27:35] Let him come back to us. We can discuss it with him later.
[1:27:38] I mean, Dr. Amera's, can he send us all emails individually to like ask us questions
[1:27:43] to expedite it. So we're not on time on the meeting, keeping us longer.
[1:27:50] Yeah, what I'll do. Let me do this. Let me work with Mr. Schmidt and cooperative strategies,
[1:27:56] so that they can give us a comprehensive look at what they would like to get from us,
[1:28:01] either as a district or from you specifically as trustees, just between meetings.
[1:28:07] If any of that is appropriate, then relevant to this conversation. And I will push it out via
[1:28:13] the memo or make personal contact to just pull information addresses we have those on hand
[1:28:19] so we will be able to provide those pretty readily.
[1:28:26] Okay thank you Dr. Amiris it sounds good. Thank you very much for coming I really appreciate it
[1:28:32] and don't take it as an attack it's just all of our brains work in such a complex way that I think it's
[1:28:37] just going to be navigating what the the new normal right so how we've all either grown up in the
[1:28:43] district have been around forever and just know the areas.
[1:28:46] However, we're going to Tetris this will have to figure it out.
[1:28:50] I guess I might have to be ready.
[1:28:51] We may have to give up your pretty lines, but we could probably figure it out.
[1:28:56] Jamie, can you do the architect or engineer or whatever the stuff is?
[1:29:01] Okay.
[1:29:02] So I appreciate your time.
[1:29:04] Is there anything else for Mr. Schmidt?
[1:29:07] That's it.
[1:29:08] Thank you so much.
[1:29:08] Thank you for every time.
[1:29:10] I'm sorry.
[1:29:12] Presentation.
[1:29:13] Yes.
[1:29:14] Yeah.
[1:29:14] No, I cut them out.
[1:29:16] We got we got stuff to do.
[1:29:17] I don't feel good.
[1:29:19] Okay.
[1:29:19] On to.
[1:29:21] Thank you.
[1:29:21] Thank you.
[1:29:22] On to action items.
[1:29:24] Is there a motion to approve the consideration of adoption of the resolution?
[1:29:29] 21-22-04 withdrawn from district of choice program.
[1:29:36] Motion to approve.
[1:29:40] I know that we approve resolution.
[1:29:42] 221-2204 to withdraw from the District of Choice Program.
[1:29:46] We have a second.
[1:29:48] A little second.
[1:29:50] Okay, is there any discussion?
[1:29:54] I know we've all kind of discussed it pretty thoroughly.
[1:29:57] We have.
[1:29:58] I had a discussion earlier with Dr.
[1:30:00] And that is that, you know, I'll be in favor of this, provide with a caveat that the inter-discute transfer is able to follow the same timelines as what the district for choice gives us. I think we're all on the same page for that. So, go ahead. I'm sorry. Somebody say something. Okay. So all of those in favor of approving the consideration of adoption and resolution. Aye. Aye. Closed. Okay.
[1:30:29] motion carries unanimously to 12b. Is there a motion to approve the consideration of adoption of
[1:30:36] resolution 21-22-05 in recognition of National Red Ribbon Week? I assume. Okay. Any discussion?
[1:30:49] Are we doing anything fun for this week? The cups and the gates and stuff?
[1:30:55] You know, in spirit days every day, don't use to have McGruff to duck the dogs at the crime
[1:31:03] dog.
[1:31:03] Yes, that is so hard to do.
[1:31:08] I just stated myself.
[1:31:10] Okay.
[1:31:11] Oh, the district has a McGruff outfit.
[1:31:15] They used to.
[1:31:17] Do you?
[1:31:18] Dr. Mary is you are looking at that.
[1:31:20] If you have it, I volunteer to wear it and go around.
[1:31:24] Do you want to see the outfit first?
[1:31:25] I may just have to purchase one if we don't want that to.
[1:31:27] I would totally do that.
[1:31:29] You let me know for that, for that, for that ride.
[1:31:32] Oh.
[1:31:32] Yeah, you know, I'll definitely look at it.
[1:31:34] I've never, I haven't seen it, but now you've got me on the, on the hunt.
[1:31:38] Oh, that would be fun.
[1:31:40] That would be fun.
[1:31:41] You should not action that off that privilege.
[1:31:44] To be the McGruff dog.
[1:31:46] Yeah.
[1:31:46] Action that off at the foundation party.
[1:31:50] Foundations out in talks.
[1:31:53] Okay, so all those in favor of the I'm approving the adoption of the resolution 21-205.
[1:32:00] Hi.
[1:32:01] Emotion carries unanimously. 12C is there a motion to approve the consideration of the note of the approval.
[1:32:09] I'm sorry of the notice inviting informal bids for the window replacements HVAC and electrical upgrades project.
[1:32:17] I'm going to start the bidding process.
[1:32:20] Neil seconds, is there any discussion?
[1:32:23] Mrs. Noak, I just wanted to or or present Noak. I just wanted to make mention that this is coming to us about a month in advance.
[1:32:31] And that's thanks to the hard work of Dave Norris, who's not with us on this call and BSA.
[1:32:37] It came out of the DSA Department of State Architects office just in time to make it to
[1:32:44] this meeting, which actually gives tremendous advantage in picking up some early bids from
[1:32:51] contractors that would otherwise be tied up. So I can't thank our BSA office, Dave Norris,
[1:32:57] Tammy, enough for making sure that this is here in October, a month in advance.
[1:33:03] thank you Tammy and Dave. Okay, so all of those in favor of
[1:33:11] can overpretation. Okay, anybody opposed? Motion carries unanimously.
[1:33:20] Okay, going on to 12D. Is there a motion for the consideration of acceptance of the report?
[1:33:26] I'm sorry, the receipt of the Golden Valley Charter School Annual Pregmatic Audit 2020-2021.
[1:33:33] I move that we accept the Golden Valley Charter School Annual Audit.
[1:33:39] I can't.
[1:33:40] Any discussion?
[1:33:43] There's still self-self-contained and self-sustaining for the usual, right? From what I see.
[1:33:49] Yes, but although this is this is the programming audit, so this has to do with their instructional program, which is part of their memorandum understanding historically with the district.
[1:33:58] So every year they need to submit this and basically details the way in which their program is being structured, run, and how their results are fairing.
[1:34:10] Okay. Wonderful. Okay. So all of those approve the consideration of the receipt of the Golden Valley School Charter.
[1:34:18] Hi. Hi.
[1:34:20] Okay. Motion carries unanimously. Is there a motion to approve the consideration of the Esther?
[1:34:27] Is that a three? Esther, the third expenditure plan? Sorry. I need better eyes.
[1:34:35] Is there a motion to approve?
[1:34:45] I just wanted to make mention obviously the report is there before you. I just wanted to make two two important pieces of information number one that this plan is an extension of
[1:34:58] S or one and two, which were funds already awarded to the district and that this program,
[1:35:06] sorry, that this plan is directly linked to prior plans, including the expanded learning
[1:35:13] opportunity grants, which was adopted last spring and also our LCAP, so you'll see representations
[1:35:19] there. Lastly, we are just getting started really with the school year. Not every need is
[1:35:26] well in view, although we've got general framework for that.
[1:35:31] So you'll see that these will require more specificity
[1:35:36] as a year wears on.
[1:35:37] But it's intended to extend the timeline of those funds
[1:35:41] so that we can really focus on implementing
[1:35:44] the things that we already have underway
[1:35:46] and not just as a catalyst to funding
[1:35:50] that then starts to wane in the coming year or two,
[1:35:54] just as we're getting some some benefit.
[1:36:00] Thank you. So all those in favor of the approval of
[1:36:06] the SR-3 expenditure plan. Hi. Okay, motion carries unanimously. Is there a motion to approve
[1:36:15] the agreement? PMH Laboratory incorporated for COVID-19 testing services. I move to approve the PMH
[1:36:23] laboratory testing services.
[1:36:27] Any discussion?
[1:36:31] Now that it's at no cost to the district. Yes.
[1:36:35] That is correct. It is at no cost to the district.
[1:36:39] Okay. All those in favor?
[1:36:42] Hi.
[1:36:43] Hi.
[1:36:44] Okay. Motion carries unanimously.
[1:36:47] Okay. Is there a motion to approve?
[1:36:50] The approval of the discarding of the obsolete equipment as listed.
[1:36:54] and I believe it's our motion to approve.
[1:36:57] I move that we approve the discarding
[1:37:00] of the obsolete equipment as listed.
[1:37:03] Sir, is that good?
[1:37:04] I'll second.
[1:37:05] Discussion, is that the electric computers
[1:37:08] and electronics correct that we were discussing?
[1:37:11] Wow, great.
[1:37:12] To some monitors.
[1:37:13] Yes, there's a variety of outdated technology
[1:37:17] and an important point to remember
[1:37:19] is that in the process of of writing that for discard for discarding, we do clean the memories off of those computers and devices that mostly we don't use local information anymore.
[1:37:34] A lot of our information is cloud-based, but those student profiles and anything that is identifying is quite clean before preparing the or as we prepared the devices for
[1:37:49] e-waste. Perfect. Thank you. Just a curious question. There's no aftermarket
[1:37:54] resale. These are obsolete and really can't be used anymore. Yeah. Unfortunately,
[1:37:59] the resale value of most of the devices that we purchase are minimal. I mean, we really take
[1:38:07] the life right out of them, Dr. Canvey. So these are mostly equipment dating back to 2014.
[1:38:14] So I wish there were some resell value and wherever we can, we tend to repurpose them either by using them as a kind of additional equipment or, you know, just we, we, we try to maximize the life of every single device.
[1:38:30] I just wanted to ask the question.
[1:38:35] Okay, so all of those in favor of discarding the obsolete equipment as listed.
[1:38:40] Aye.
[1:38:41] Aye.
[1:38:42] Motion carries unanimously.
[1:38:44] Is there an approval for the consideration of acceptance of the quarterly report on Williams information complaints for the quarter ending September 2021?
[1:38:52] I so move.
[1:38:54] A second.
[1:38:55] A second.
[1:38:59] No complaints, no complaints were listed just as FYI correct this has to do with instructional materials.
[1:39:11] Okay, all those in favor?
[1:39:13] Aye.
[1:39:14] Motion carries unanimously.
[1:39:17] So on to 12.
[1:39:18] Is there a motion to approve the 6th grade field trip request to Pally Institute November 3rd to the 5th 2021.
[1:39:25] Nice.
[1:39:26] motion to prove. Any discussion?
[1:39:31] Sorry. Can we just at the point of order? Can we clarify who
[1:39:34] who made the motion and who seconded? I made it. And then Jamie second. Thank you. Thank you.
[1:39:42] Sorry about that. We got real excited. There's a field trip on the books. We're excited.
[1:39:47] Yes, we are. Do we can we like to be sure? And our kids get to go.
[1:39:53] Tyler had a ball. He loved Pally. Those who went to graduation, that was the most
[1:40:01] talked about event in school in the students' history at Mesa Union.
[1:40:09] It's a wonderful
[1:40:10] opportunity and the board should also know that we are chartering buses. So children
[1:40:18] and we'll be writing in a very comfortable setting.
[1:40:23] Is that going to cost us anything?
[1:40:25] Our children deserve the best board president in the whack
[1:40:29] and therefore they shall get the best at every turn.
[1:40:34] Yes, that's fine.
[1:40:37] OK, so all, Ms. Ernie, for the discussion.
[1:40:40] So all those that approve the sixth grade field trip to Pallee.
[1:40:48] Jamie, are you and I?
[1:40:50] Hi.
[1:40:51] Okay.
[1:40:52] Motion carries.
[1:40:53] I am sorry.
[1:40:54] You froze a little bit.
[1:40:55] Yeah, I gotcha.
[1:40:56] Okay.
[1:40:57] So Jay, the approval.
[1:40:59] Okay.
[1:40:59] So is there a motion for the approval of the seventh and eighth grade field trip agreement to request
[1:41:05] and request to Catalina.
[1:41:07] C.I.
[1:41:08] Am I toy on Bay on February.
[1:41:12] February 11th, 2022 to February 13th, 2022.
[1:41:16] I wish to approve that we approve this 7th and 8th grade field trip to see me at Toyan Bay from February 11th to February 13th of 2022.
[1:41:31] Is there a second?
[1:41:33] That's see me?
[1:41:35] Yes, see I am.
[1:41:36] Awful.
[1:41:37] Okay.
[1:41:38] Any discussion?
[1:41:39] It's a great place.
[1:41:41] Oh, I'm sure it is. I just can't read apparently.
[1:41:46] Just real quick question. I mean, is this going to be a student funded? Are we going to get
[1:41:51] funds from MEF or other funding sources for this? We are going to be, it's going to be split funded
[1:42:01] and PFO will contribute. Let me give you the figure.
[1:42:10] It should be less than Pali.
[1:42:13] Yeah, and PFO was at pled $6,000 towards Pali. We didn't mention that in the last
[1:42:19] year. Yeah, and PFO pledged $12,000 towards this, towards Cali. That is correct.
[1:42:28] Okay, any
[1:42:29] further discussion? Thank you, PFO. Hopefully we can shake down the MeeF event too.
[1:42:37] So I'm counting auction off my graph to die. You don't want it? You need a parking spot.
[1:42:42] If they didn't make us dress up in 1920s, I would attend.
[1:42:46] Anyway, that's another conversation.
[1:42:48] Okay, so all of those in favor?
[1:42:52] Oh, hi.
[1:42:53] Okay, motion carries unanimously.
[1:42:56] Is there an motion to...
[1:43:00] Don't forget to ask for name votes.
[1:43:02] I would give this in trouble if you don't.
[1:43:04] Even if all of our hands are recorded and we all say yes.
[1:43:07] I have to ask for an opposing vote.
[1:43:10] Thank you. Thank you. Okay. Is there a motion to approve the consideration of the adoption of the amended administrative regulation 1312.3 uniform complaint procedures.
[1:43:27] I moved to approve the amended AR uniform complaint procedures option one.
[1:43:35] I'll second the motion.
[1:43:38] Any discussion?
[1:43:41] No.
[1:43:43] Mrs. Noah, just as a point of clarification, the reason it's coming back is because there does need to be a board vote on option one versus option two.
[1:43:55] And it's our, it's my recommendation that the board consider option one.
[1:44:00] Okay.
[1:44:06] Any other further questions?
[1:44:10] Okay, so all of those in favor of consideration of the adoption of the amended administrative regulation uniform complaint procedures option one.
[1:44:20] Hi. Hi. All those opposed? Motion carries unanimously.
[1:44:30] Is there a motion to approve the board policy revisions as stated?
[1:44:36] it. First reading. First reading. I think so good too. I didn't itemize each one. You're
[1:44:44] doing so I am. Okay. You guys go ahead and do that on your leisure.
[1:44:51] Okay. So we go on
[1:44:52] to personnel then yes. Yes. Motion to approve the consideration of approval of the hiring
[1:44:59] of the
[1:45:00] Following classified staff, Rob Wiggins Facilities Worker Effective October 18, 2021. It's our motion to approve. I move that we approve the hiring of Rob Williams. There's a point six FTE.
[1:45:17] Is there a second? I will second. Okay. I'm a clarification. Is it Rob Wiggins or Williams? Wiggins. Okay. Yes. I miss all kind of apologized. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry.
[1:45:33] Okay,
[1:45:36] all those in favor.
[1:45:38] Hi.
[1:45:39] Hi.
[1:45:40] Hi.
[1:45:41] Okay.
[1:45:41] And you want to pose, all those opposed?
[1:45:45] Thank you.
[1:45:45] Motion carries unanimously.
[1:45:48] B, is there a motion to approve the consideration of the resignation of the following classified staffed patricia or or a Costco?
[1:45:57] I see that wrong.
[1:45:58] Let's go.
[1:45:59] Please.
[1:45:59] Patricia Orozco.
[1:46:02] can I just say as stated on the agenda?
[1:46:05] You could, I was just clarifying that her name is Puppi.
[1:46:07] No, I thank you, but that way I don't slaughter everybody's name.
[1:46:11] It's the glasses, Kristen.
[1:46:13] I need them. I honestly can barely see my screen. It's ridiculous.
[1:46:17] I don't want to have four eyes on here. Sorry, Neil. I love you, but I didn't want to give you my cheaters.
[1:46:23] I got my cheaters.
[1:46:25] I need I need to see. I'm sorry. It's another conversation.
[1:46:28] Okay. So is there a motion to approve the consideration of the resignation of the following
[1:46:32] classified staff as stated?
[1:46:35] I make a motion to consider the resignation of Patricia Orozco, Jessica Martinez and
[1:46:41] Erica Magdalena.
[1:46:44] So, we're a second.
[1:46:46] It is a consideration or an acceptance of.
[1:46:50] We need a motion first, didn't we?
[1:46:52] Uh-huh.
[1:46:53] We're considering, but we need to accept that.
[1:46:55] But you can't, but you can't discuss Mr. Sullivan out of turn.
[1:46:59] You have to have a motion, then you can discuss and we can ratify it at that time.
[1:47:04] Look at her go.
[1:47:05] Love it.
[1:47:10] It's a good thing you're right.
[1:47:13] I was, could somebody give me a second motion, please?
[1:47:16] Mr. Meridan, okay, yeah, thank you.
[1:47:18] Mrs.
[1:47:18] Remember, okay, discussion over there.
[1:47:21] I know she's okay.
[1:47:25] So you're saying that we have to, we have,
[1:47:27] to consider it first, Dr. Amiras, before we can approve it, is that the order? Is that
[1:47:33] why Mr. Sullivan said that? I think Mr. Sullivan, go ahead and I'm sorry, can you clarify
[1:47:37] your point? I'm just saying is that we're not considering their resignation, we're accepting
[1:47:42] their resignation. Correct, it's an acceptance of resignation correct. And that's really the proper
[1:47:46] wording that we accept the resignations of the following people have stated. That is a consideration
[1:47:53] that we're doing, but we're accepting their respiration, which, you know, I think is kind
[1:47:59] of a silly thing because they're going to resign whether we say yes or no. As much as
[1:48:04] we can complain, we can't stop them.
[1:48:07] I say we don't let Eric go, but we can let the other two go.
[1:48:09] Correct.
[1:48:10] How long will I say?
[1:48:12] And so, okay, any further discussion?
[1:48:17] Okay, so all those in favor of the consideration of the acceptance of the resignation of the following classified staff as related say aye.
[1:48:31] All those opposed motion carries unanimously.
[1:48:37] Okay, is there a motion to approve the consideration of approval of the leave request of the following certified and classified staff employee.
[1:48:46] the 0, 0, 0, 0, 0, 8, 1 effective September, 2, 2021 through October 31, 2021.
[1:48:56] I so move for a second.
[1:49:00] Second question.
[1:49:03] I have a point of clarification on this one.
[1:49:07] I believe I can vote on this, but should I abstain, Dr. Maris?
[1:49:11] I don't know, because you are, you would not have to abstain based on any, any conflicts
[1:49:17] because of the direct action, the direct action does not in my eye.
[1:49:24] It's for the employee.
[1:49:26] Zero zero zero zero.
[1:49:27] Correct.
[1:49:28] It's only for the employee correct.
[1:49:30] Okay.
[1:49:32] Any further discussion?
[1:49:36] Yeah.
[1:49:37] All those and I hope she gets well.
[1:49:39] All of those in favor of the consideration of approval of the lead request of the following
[1:49:45] certified and classified staff has stated.
[1:49:48] I, a motion carried unanimously,
[1:49:53] Mr. Dr. Amir as you have the floor.
[1:49:56] Well, as the board is well aware and it's just executed,
[1:50:01] this will be America's last board meeting with us.
[1:50:04] It's been 11 years so I can't I'm going to invite her to kind of turn her
[1:50:09] camera on while I speak a little bit about her, because I think it's important.
[1:50:16] Just on a personal note, you know, when you transition from one place to another, you just you never know you never know what you'll find you'll never know it's everything is a big mystery, but Erica has been an immense immense support for me personally and professionally
[1:50:34] I cannot say enough about her just commitment to her to trying to do her job best best.
[1:50:43] She can to serving this community. She's been a parent. She's been kind of a jack of all trades.
[1:50:51] Just a tremendous tremendous value add to us.
[1:50:56] I've had the personal opportunity to see her work and I can tell you she holds more than most.
[1:51:03] So she will be missed. I will miss her certainly. She's, she's, she's, she's, she's been a confidant already just in the in the last year and a half that I've been here.
[1:51:14] A sounding board. I mean, you name it.
[1:51:17] And I will certainly, we certainly, I certainly wish her the best moving forward. I know she'll be great in her next stop.
[1:51:24] And I hope that that relationship for us continues, but on behalf of all of our community, I just cannot thank her enough for contributions and desired nothing but great things for her as she moves ahead and that she will come back to us and remind us about all those great things that she's doing and all the great work she's done to this point cannot be replaced, but we will certainly look forward to onboarding a candidate that can continue her great work.
[1:51:53] moving forward. So just from me to her, just tremendous, tremendous, and I'm sorry to see her go,
[1:52:01] but glad that she's moving on with something that she's ready to tackle and enjoy.
[1:52:07] Where is she going?
[1:52:10] She's moving into the HR world and I'll let her kind of share her news,
[1:52:17] maybe a little later, but I think it would be great if there were any other, just an open invitation
[1:52:23] to the board to, you know, provide any input feedback and just words as we conclude the final meeting for her in her role.
[1:52:38] This is a gluekeeper. I think that's for sure. I mean, thank you, Erica. You're always the one to give you the laughs and the guidance and, you know, always be there for anything or any questions and, you know, it's a smile on your face. So I'm going to miss you because I enjoyed having you.
[1:52:53] but I do look forward to you succeeding in whatever it is that you want to do next.
[1:52:56] So good luck with anything that you're doing.
[1:53:02] And I will just mention that when my older boys, we moved into Mesa and transitioned over.
[1:53:08] Erica had just came to Mesa also. She was one of the first first faces I met when I came on campus
[1:53:14] and that's getting my voice settled in. So yeah, that 11 years here has been the time that my
[1:53:19] boys were there too. So I know she remembers that enough. I remember being lost one time when I came
[1:53:23] and trying to figure out how the bus system works.
[1:53:26] That was a little bit of help me out through that.
[1:53:28] That was my first recollection of meeting Erica.
[1:53:30] But again, we can't say enough Erica for all you've done,
[1:53:34] especially as the board members come and go
[1:53:37] and you are kind of the glue that holds us all together a lot
[1:53:40] there and especially through the transition
[1:53:42] of a new superintendent.
[1:53:44] So again, thank you so much and appreciate all your hard work
[1:53:46] and really good luck to you in the future
[1:53:49] and whatever endeavor you are pursuing.
[1:53:51] So but thank you very much.
[1:53:54] agreed, and I know I can be probably headache for the others in preparing for all of these
[1:54:00] board meetings, but Erika had a talent for getting all of this data together and organizing
[1:54:07] it in an organized fashion, putting all of these links in, getting all the supporting documents,
[1:54:13] all the ducks in a row, so I know you are a multi-tasker and we'll succeed in whatever you do
[1:54:21] because you've succeeded very well here.
[1:54:27] I just want to say thank you for your service,
[1:54:29] and we all really appreciate your hard work.
[1:54:33] I know, always remember that you took me to in and out.
[1:54:35] The day I got appointed after the meeting,
[1:54:40] she took me to in and out, so I'll remember that.
[1:54:46] I was going to chime in here.
[1:54:50] Erica's had staying power.
[1:54:52] you guys make comments about the longevity that I have on the board. There's been two executive
[1:55:00] secretaries during that my tenure as Diane Acha and Eric and Magdalena. And there's probably
[1:55:08] been four or five superintendents in between. And so thank you very much for the hard work
[1:55:13] that you do. They are the backbone. They carry the heavy load, no offense, stock or remarrants,
[1:55:18] Or any of your predecessors, but there's a time to support that goes across her desk and I realize that so I wish you well and you're new endeavors and may you have much success.
[1:55:32] Well,
[1:55:41] thank you all and we're going to try to make the last two weeks of Erica's time here count and one one other thing she has graciously accepted to continue to support us and we haven't figured out the details but continue to support us because I just think that that's the kind of loyalty she has and the kind of commitment so we're going to try to, you know, make a count of course, but you know she's not.
[1:56:09] but she's not abandoning me quite yet.
[1:56:11] So I'm very thankful for that as well.
[1:56:20] I'm muted.
[1:56:21] Okay, so Erica, would you mind scrolling to the end?
[1:56:23] I think it's for future consideration
[1:56:24] is the California Voting Rights Act CVRA.
[1:56:29] Our future meeting is November 6th, 2021 at 7.30 AM.
[1:56:33] And we also have one set, I'm sorry, November 16th, 2021 at 6 PM.
[1:56:37] So I'm going to adjourn the meeting at 7.46, okay?
[1:56:45] I know everyone.
[1:56:45] I need your calendar.
[1:56:47] Oops.
[1:56:48] Sorry.
[1:56:48] Okay.
[1:56:51] I need to go to bed.
[1:56:54] Good night.
[1:56:55] Good night.
[1:56:57] Thank you.
[1:56:57] Have a wonderful evening, everybody.
[1:56:59] Good night.
[1:57:00] Bye.