Board of Education — January 19, 2017

to the regular meeting of the board of education at 7:02 p.m. with Blair, Cruz, Fik, Naw, and Arasco present. Before we be we begin, please silence all electronic devices and note that these proceedings are being recorded. Pat the met the board met in close session from 4:08 p.m. to 7:01 p.m. regarding conference with legal counsel anticipated litigation anticipated and

existing litigation student discipline conference with labor negotiators ACT and CSSEA public employee discipline dismissal release public employee appointment elementary principal and coordinator of special education and public employee performance evaluation superintendent. The board vote, excuse me, the board voted to appoint Patricia Castio as principal of Dicki Elementary School with an effective date to be determined with Vikes, Hernandez Blair,

N Arasco, and Cruz voting yes and voted to appoint Willa Mcrenolds as coordinator of special education with an effective date of January 20th, 2017 with Fikes, Hernandez, Blair, Na, Arasco, uh, and Cruz voting yes. No further action was taken which requires public disclosure. Thank you. Our new principal from Dicki, Patricia Castio is here. Patricia, well, thank you for having me.

I appreciate this. I'd like to express my appreciation to the board of education cabinet members for having my having faith in my leadership abilities and providing me the opportunity to be part of the Levi Dicki family. I look forward to providing support and leadership to my stakeholders and can't wait to be a fellow Eagle. Thank you very much. Congratulations.

Next. Next leading the pledge of allegiance tonight is Butterfield Ranch Elementary School, Patty Chel. Good evening. Could you please rise for the pledge of allegiance? Place your right hand over your heart. Ready? Begin. Ice to the flag of the United States of America. and to the for it stands one nation under God indivisible with liberty and justice for all. Thank you. Please be

seated. Thank you. Well, with that, ladies and gentlemen, please welcome our third and fourth grade students from Butterfield Ranch. [Applause] All All right, ladies and gentlemen, we've been learning a lot about ostanado patterns. Can anybody tell us what an oenado is? Thank you very much. All right, who can tell me? Julia, can you tell us what an oenado is? A stubborn

repeating pattern. A stubborn repeating pattern. And there's melodic oenado and rhythmic o. And who knows what a melody is? Yes. a series of notes that's musically satisfying. A series of notes that's musically satisfying. So hopefully we'll be able to provide that for you this evening. All right, dancers, places. [Music] One, two, three, four, five. Sing it out.

Pumpkin looking for a [Music] pumpkin. I see one nice and turn. [Applause] Pumpkin patch. Pumpkin patch. Looking for a pumpkin in a pumpkin patch. I see one nice and [Music] [Applause] go. Christmas tree. I see one big and some Christmas. Here we go. Christmas tree. Christmas tree. Looking in the mountain for a Christmas tree. I see one red and

green up into [Applause] [Music] the day. Now it's time to sing and now it's time to play is here old [Applause] as here [Music] at well Great job. And now you can take an instrument and parents if we can get some help transporting this out so we can take care of a lot of parents. Here we go. Thank you very

much. Thank you. Great job, boys and girls. That was Yeah. I would have been Rosco. Where's everybody? No, they just came for the students. That was a great performance. But, you know, equally, I love watching the parents and their expressions and just it's just awesome. Okay, as people continue to find a seat, next we have a donation to the Care Hope

programs from the Chino Valley Fire Foundation. Laura, Laurel, and Liz. Good evening everyone. Um, we would just like to introduce one of our our very um important partners for our program. This is um Mark Bozac from the Fire Foundation, Chino Valley Fire Foundation. And so I just want to just talk about how wonderful he's he's been uh support to the program to hope to

care our homeless education program. He's even done a few home visits with me just to make sure that you know our our um families are really being taken care of. So I just want to thank him in front of everyone and he has a donation to well not he but the foundation actually wants to donate to us. And I just want

to add the fire foundation has been a partner to our homeless program for many years and we just appreciate the ongoing support. Well, I want to thank both you guys and the board. Um, we're happy to be a part of the Chino Valley School District. Um, and continue our support with the hope program, care program. And, um, this is

just a little donation, one of hopefully many to come. So, we appreciate all the work you guys do. Ours is very minimal to what you what you guys are doing. So, thank you so much. And, uh, like to uh, present, excuse me, this check to you guys. Thank you. Thank you. Thank you. Thank you so much. And it's it's what's

makes this school district so awesome is the collaboration with our partners. So, thank you for for the collaboration. Okay. Next, we have Dan Sosa, director of elementary curriculum, is here to provide an overview of the ELA textbooks for grades K through six. Bear with me a second while we get our technology going. Well, we'll wait for that to warm up. I

will just go ahead and introduce myself. It's so uh I'm so glad to be here. Um, Madame President, Superintendent Joseph, um, Executive Cabinet, and the community, thank you so much for having us today. Uh, myself and my team are here to present some of our process, in fact, our whole process on what we went through over the last 18 months to vet a

brand new uh, English language arts and English language development set of textbooks. So, one of the things we will be talk we will have four objectives today. Um, and I apologize to the public that our technology uh we're having a bit of a snafu. We'll get this going. Uh, but we won't take up the board's time as we

wait. So, we'll be looking at uh some of the background what um actually necessitated uh this need to go in this direction. We'll explore some of the decision-making processes that went into selecting the programs to pilot. We will delve into the piloting period and explain how that length of time and that process occurred. And we'll also share what the

committee's recommendations were and the next steps that we will have in this process. But you won't just be hearing from me today. Uh, luckily I have a team of four dedicated, absolutely wonderful professionals that I would like to introduce before we get started. We have Miss Pam Levec, fifth grade teacher from Dixon Elementary School. Pam, thank you

for being here. We have one of our outstanding EL coaches, program improvement instructional coaches, and Diana Seedra. She'll be helping us today. Thank you, Diana. We have an outstanding fifth grade teacher from Wickman Elementary School, Miss Carolyn Friedri will be here to join us. Thank you so much. And we also have uh one more wonderful, outstanding teacher from

Butterfield Ranch, Miss Patty Schultz. Patty will be here to talk about our technological component. Thank you for your patience. I so appreciate that. Here's the visual that goes along with what we will be doing today. So to start from the beginning, back in 2014, in July of 2014, the state board of education adopted a replacement to the old ELA framework that had been

aligned to the 1997 content standards. the new framework broke ground that it aligned the ELA with the EL standards in years in the past 20 years before that they had been separate but in the new framework it aligned that one of the best visuals to think about that is this sometimes we call it the turtle but we use this visual as a way

to show that ELA and EL standards are aligned because we know we don't learn anything without literacy be it um English or be it French or be it mathematics or science or social studies, it all comes through literacy and these standards are completely um interrelated at this point. Shortly after that, in November of 2015, the state board adopted a number of

English language arts programs that met a very rigid criteria that was set out by the framework. One of the first times that this has happened in our history, the state board of education actually had included in the framework a very specific rigid criteria that we call chapter 12. that lays out five different programs that meet the needs of all of

the students within our very vast uh state from those programs that are English only all the way to those programs that are the intervention programs for those students still acquiring English. So what process did we use within this decision-making? Well, the CIAS team had an important decision to make. We could do one of three things. We could overlook the adoption process

all together and go with our units of study that we created inhouse. We could two, we could immediately commence with an adoption process, steamroll all the way to June and then adopt for the 1617 school year. or the third option, which would be to carefully study what the programs were about, continue to refine our units of study while we went through this process

of seeing if there was a program that met the needs of our students. And in fact, we decided on that third option to continue to write and perfect our own curriculum as we did our due diligence and investigation into some of the possible new options that would be available to us. The team went right to work and within

the the next two months we immersed oursel in what the framework entailed. We went to trainings in two different counties and we went to three different materials fairs and spoke to every publisher out there to closely look at those materials to make sure that we knew the best options for the Chino Valley Unified School District. So we come to February

2016. We knew that we needed to do our due diligence and put a group a broad group of stakeholders together in order to make sure that we heard all voices. So we created a threelevel structure that began with an adoption steering team that included the deputy superintendent and many members of executive cabinet, CIS directors, CIS coordinators. We also included ACT

leadership and then we included the media center staff as well because if we were to make this decision, the media center staff has to coordinate the thousands of books and materials that this entails. So they needed to be part of that steering committee as well. We also had a piloting committee that obviously would have teachers on it

because teachers are the ones who will be piloting the materials. But we also needed to have expertise on that committee. So within that committee, we also had CIS directors and coordinators plus site administration plus we also had support staff, coaches, technology training specialists who could lend a critical eye to looking at those programs. And then the third piece of that

triangle, we have a group we called the adoption task force, which would be the actual classroom teachers who would be teaching the program for the piloting period. Now, to share a little bit about how the steering committee was uh formulated and the work that the steering committee did, I'm going to ask Pam if you would come up.

Thank you. As Mr. Sza said, the steering committee did include district personnel, specifically curriculum personnel needed to be there. We had access and equity. We had assessment because we needed to look at all those components. There were site administrators there. And then for associated chino teachers, it was Mr. Hancock and myself. We spent time going through the applications that had been

submitted by teachers who were interested in piloting the program and we looked carefully at how they responded to that. We also looked very closely at did we have a broad representation across all K6 grade levels, all types of schools, those here in the flat what we consider the flatlands, the hills schools, the different demographics that would be

represented by those sites. So that we made sure that there really was a strong representation of all of the faculty and all of the individuals who would be involved in working with this program and making that final have Okay. Um then began the process uh for the K6 adoption piloting committee to begin the process and they began the

process of selecting materials to go through beginning back in April of 2016. They met four times. The first time was training which included a training on the new California ELA ELD framework and then three additional days for publisher presentations which led to two additional actions. Um the first one was that the committee then closely studied the framework in order to have a greater

understanding of what was expected and required of the publishers as stated from the framework. And the second action was that the committee then took relevant student achievement data and looked at the data in order to identify the needs of our particular students here in our district. So, this began the search for um what the committee termed as a well-balanced

ELA ELD program and it was a program did I do that? Okay. Um which was a program um I'm sorry that contains the corresponding components required to address those needs that were identified. Okay. So now we move to the next slide. Moving on. And then the committee then reviewed materials from three different publishers um National Geographic, Sengage, Hootin,

Mifflin, Hardcourt, and McGra Hill. They use several tools in order to stay focused um on the specific criteria that we are specific needs for our district. So these tools contained guided questions that were created directly from the criteria set in chapter 12 of the framework. So then the grade levels then met and they critiqued the materials from each of the publishers and based on

a variety of factors and the factors were then scored. each grade level then reported out to the entire committee so that there was an awareness of every grade level and this process was repeated for each of the publishers that were looked at. So now Carolyn would like to explain the next steps. Good evening. Don't mind if I pretend

that you're 10 or 11. That's that's my comfort level. Making the decision on a program to pilot, we met in mid uh May of 2016. After the final publisher presentation and review sessions were completed, the committee began the process of deciding the next steps. The threshold for moving forward was agreed upon at 85% in favor of moving forward.

Committee members could vote for all of the programs. We could vote for two or for only one or not to move forward at all um for the pilot period. Voting for the next step was done anonymously. It was a web-based survey and this method allowed the committee to see the tabulated results within minutes. The results were National Geographic send gauge at

4%. Hootin Mifflin Harkort at 42% and McGra Hill at 98%. McGraill did meet the 85% threshold to move forward to pilot. So once the program was established, we knew what we were going to pilot, which was only one, and that was McGraill Wonders. We established that the piloting period would be an entire trimester and a half. We wanted to give

the teachers plenty of time with the materials in order to really thoroughly go through all the components with their students. So for some of our schools, Calero, that was on August the 4th, and for all the other schools, it was on August the 15th. We started and we went all the way through right till we got up

to break. So just some numbers just to give you a little bit of scope and understanding of what the size of the pilot. We had over a thousand students who were involved in the pilot in 41 classrooms in 19 schools in our district. We had 40 teachers that participated in our pilot. We had 15 support personnel that were

always available to our pilot teachers to help and support them with a brand new program and set of materials. The elementary curriculum and access and equity departments also arranged four special PLC or professional learning community and training days that would help the pilot teachers with any concerns that they had or to help them far it out the new parts

of the program. these days were very uh well received and um used very well by our hardworking teachers. So to share a little bit about what actual uh went on in the classroom, I'm going to ask Patty to come up and uh share some of the details of the pilot. During the piloting period, it was very interesting to come together as a PLC of

pilot teachers. As you can see, we brought in representation of the work that the kids and the students had done. Amazingly enough, we brought in a whole bunch of writing and a lot of the writing lent itself to the thinking maps which we are doing districtwide. It was amazing how well the correlation came. As you can see right now, we have

second grade and sixth grade. There is friendly letter and there's narratives there. That's my grade level. I teach second grade, so I know that one really well. one. On the next one, I was lucky enough that we have rolling laptops carts at our school. My second grade students got access to technology in the classroom. They have learned how to log in on the

computer, browse the web, go and find their portal for connected ed where they are able to do homework at home and submit it to me at home. They can print it off and submit it to me on paperwork. If they don't have access to the technology at home, I can easily print it off. But you can access it through

any computer, any tablet, or even a smartphone through apps. It was very amazing. We've been taking tests online, and we can even grade them online. They have open-ended questions and they have multiple choice questions. Once it's all graded by the teacher and the computer and we can double check to make sure the computer is grading it properly, the

parents can see in the student portal what their grade is. They can see the test and they can go over the questions that the child has missed. Also, during the week that I am teaching a certain lesson, kids have full access to all the curriculum that's in the classroom online. They also have another portal which goes into the writing workshop. So

students can see how to model letters. For example, the friendly letter you saw before where it gives them a demonstration. They can click on things to go, "Oh yeah, that's how it does a greeting. It can go and read it to them. It makes them do a I can't think of the word a thinking map. And then it makes them edit, plan,

revise, and finally publish all online. So they can do it here at school and at home. So there's no lost paperwork in any way, shape, or form. And here's a video of them actually working on a subjectverb agreement. And you can see they're learning actually the typing skills and the skills necessary for the SVAC. They're learning how to do capital

letters, punctuation, how to highlight, how to move and manipulate the pages, how to read online, and they're using space bars to make sure that the text is going up and down and doing what needs to be done. Thank you. I'm going to turn it over now to Carolyn. Unfortunately, our piloting time ended and we had to come back together and

meet again. She highlighted many of the amazing features we found across the grade levels throughout the p the pilot period. Um technology being fabulous. On December 12th, all the pilot teachers came back together and we were asked to critically evaluate our own experience in teaching the McGraill integrated program. Each grade level team was provided a special program reflection guide to give

feedback based upon the six criteria established in chapter 12 of the framework. The tool contained guiding questions for each criterion and required the team to provide evidence for their responses as well as a rating for each element and criteria. This thorough, rigorous evaluation process was undertaken to ensure that the final decision was based on objective evidence. Having been

involved myself over the many years I've worked for the school district in several different um piloting situations, this was extremely thorough. the length of time we spent with the materials, the collaboration we had throughout the PLC process meeting together. Um, we even had groups online where we could talk with our colleagues from campus to campus about different

aspects of the program that we saw. It was outstanding. Okay. Then it came to the time for us to vote. Four simple questions. We either strongly agreed, we agreed, we did not think it was a good idea and we did have some abstensions. That was um we just voted online very simply. Which one's for the next slide?

There. There we go. Those were the results. 50% strongly agreed that this was the way we should go. Another 27.5% agreed. The 2 and a half% that abstained were coaches, people who were not actually in the classroom but were part of that all of our meetings that were involved. 20% did have concerns. Now, some of those concerns

came from those teachers who mostly teach gate students. They didn't feel that there was quite as much rigor for that group. Um and there were some odd a variety of minor concerns but as you can see 77% felt that this was the way we should go. One of the things we did discuss which I think is very important is that

our UPO writers have worked very hard for about three years now and they have continued to tighten those up. There is a lot of rigor in the UPOS but there were also many things lacking in our UPOS that are filled by this program. And it has a wide variety to differentiate. And I will agree as a gate teacher myself on many occasions

that sometimes there is just not quite enough rigor for that group of students. We do also have to remember that is a smaller percentage of our population. Even though we do need to meet their needs, that is something that can still be addressed with the UPOS. We do feel that teachers need to continue to have that option to pull things from those

UPOs to meet the needs of their diverse populations. The ELA portion is excellent and the EL well the EL that's a very important thing because that's a large percentage of our population and it provides us with a wide range of materials. There's a wide range of assessments that can be used paper pencil or online that mirror the SPback

which also gives children the opportunity to help prepare better for that. Um, so at this point the committee's recommendation is to go with the program and I want to say as a teacher who over the last nearly 30 years has piloted everything except the current math program, this procedure is absolutely one of the best I've ever been through.

the rigor with which we went through the program even in determining which we would pilot and then evaluating what we were doing in the classroom with the materials and the discussions and the opportunities we all had to meet and really look closely at what was there. I think that as you can see 77% of us felt that we really could support this

program and hope that you as a board will as well. So our next steps well as you can see are we have some of the finest teachers that are piloting this program and they provided a lot of valuable feedback. So we're going to be using that feedback to help to inform if it gets voted on and gets

approved what that roll out will be. We want to use their expertise and their about five months teaching this uh program and going through it very thoroughly to our advantage. So then our CIS team will be working collaboratively to develop what that roll out will look like. And if you approve, we can begin our launch trainings of which we already have kind

of on the books pencled so that every teacher in our district K through six will have the opportunity to have initial training before they leave for this school year with their teacher materials in their hands. So if they choose to plan over the summer, they can feel prepared as they walk into the classrooms for their first day. So, I

just wanted to end by just telling you that throughout this 12 month process of planning and piloting, we had so many dedicated stakeholders. I've had the opportunity to be in two districts now, and I don't think I've worked with this group of dedicated people that were willing to put the time and energy into this process to really make sure that

this decision was the best one for the students of Chino Valley. Uh um we had all parties come together on multiple occasions. They welcomed the rigor. They welcomed how thorough this process was and they welcomed having their voice heard and we are so proud to have them involved and I'm just glad to be a part of that. So with that, we would take any

questions you might have. Okay. I see Mrs. Blair's light is on. Mrs. Blair. Yes. Mr. Sosa, if approved tonight, um you you plan to have the to launch the trainings as early as midappril, but have you had the discussions about what that training will look like? Yes, ma'am. So, that was part of um your initial meetings or was that a separate

discussion? So like I my interest would be whether the teachers that participated in the pilot whether they're going you know they're going to provide feedback for the roll out of the training. Yes indeed they did. They provided feedback. I asked them a significant number of questions about what should be involved in the training, how should it be set up, how many days

of training should we have and we incorporated all that within the planning. Okay. Thank you Mrs. Spikes. So you might be reluctant to say but um to whom can we attribute the change and maybe Pam you would say to whom can we attribute the change in this particular rollout? I'm thinking it's you. Uh you know nobody does anything alone by

themselves. So I'm very fortunate to work with a very strong team uh some dedicated professionals and uh the smartest folks that I've had the opportunity to work with. So it truly was a village in this sense. So I thank you. Um I would also like to say that prior to the board meeting I met with Dr. park because I'm very interested in

our um textbooks and things that are selected and I did look at it myself and was really impressed by what they've selected um and the comprehensive nature especially the supplemental materials for atrisisk kids and um English language learners. So job well done and you have my most sincere thank you. Thank you Mr. N and then Mr. Cruz. Yeah.

I like the fact that you uh teachers would have options for different materials to serve their gate population. I think that's excellent because not all students are made same way. So I think it's a great thing. Um and also uh if it's accessible I like to see the copies. Where could I see the copies of textbooks? If you contact Dr.

Park, we can absolutely let you see whatever you'd like. Great. Thank you so much. Thank you. Mr. Cruz. Yeah. I I just want to share you know the evolution process of this. The key of the framework was integrating ELA and ELD and that started with the units that you initiated because I assume it was onetime money or or money

that was flowing in not continuously and through those units um performance increased. So those are units are very good in supplements. Absolutely. But over time obviously the publishers went forward found something that you guys done research and so forth. So wonders the textbook wonders the key is embedding EL into the ELA. So the classroom now can focus all types of learning in the

classroom which is which is fundamentally pretty interesting. You look at the evolutionary process. So good job. Good job. Thank you Mr. C. I just like to thank you and your team for um great great work. Thank you. Thank you. Thank you. [Applause] And next, as promised, this board is committed to accountability and transparency regarding the Measure G

bond process. And so joining us as we embark in this process is Robert Bara from Stifle, a public finance company. Mr. Bara. Uh good evening. Uh my name is Robert Bara uh with Steel Nicholas in Los Angeles. And with me also tonight is Annne Rolene who's the bond counsel from the firm of Norton Rose Fulbright. Uh we've both had the pleasure of working

with the district for many years and uh give our sincere congratulations to the board and Superintendent Joseph and the entire district on a fabulous win and passing the measure and the $750 million authorization. What you have before you is is is a flowchart to kind of talk about the different steps in the process between the election and issuing the

bonds, getting the money, and starting to spend it. Uh the two grade out boxes have already occurred. You held the election, you were successful. So, congratulations. And I believe at your last board meeting, you certify the election results. Um and so that's the first step. Last week you started the process of forming the citizens oversight committee and on your prior

bond measure measure M you had a citizen citizens oversight committee and I believe Miss Rolene was here uh last week as well if there were any questions. So you're in the process of doing that. I believe January 25th is when uh applications are due and you'll be making a decision uh in early February. Uh, one of the key things is yes, you

have passed the $750 million bond authorization, but the question is what are you going to spend the money on first and how much are you going to spend? Um, and we'll be having a study session next week. So, that's one of the key things for the board and the district to decide. Um, we made some assumptions in the uh election materials

that we would be issuing roughly $150 million per series of bonds. Uh but there are federal tax laws that say that you have to have a reasonable expectation to spend 85% of whatever you borrow in a series of bonds uh within a three-year period. And there are some nuances and exemptions to that, but that's pretty much the guideline that we

want to go by. Um so at your meeting next week, you'll be looking at how what do you want to prioritize? I know that was a word that the architect didn't want to use before the election. Um, but now that you have the money, you can start talking about your priorities for them. So, whatever that number comes out

to be, we'll be going to work in structuring what the bonds will look like and how that debt service will lay over the property tax values in the community and that's how we get to the tax rate. Um, one of the key components will be obtaining a credit rating. Uh there are three primary credit rating firms, Moody's, Standard and Fours and

um Fitch. Uh right now we have ratings outstanding with Moody's and Standard and Fours. Uh we would expect that the ratings will probably be reaffirmed, but given that this is a new authorization, we want to sit down with them face to face and discuss the priorities of the projects, what projects we plan to do over what time frame. And those will be

the benchmarks that'll be established when we go back. for subsequent series of bonds and that's how they rate the management of the district to see how well we're sticking to the plans that we have. The other thing I will point out on this page, the lighter blue items that are here are legal uh things that the board and the

district needs to take and Ann's going to talk a little more about those once I finish going through that. Um, new law now is you need to have a debt policy. Uh, that and I believe it's an information item later and Ann will touch on that briefly. The resolution to issue the bonds. Um, again, I'm going to

lend that to to Ann in a moment. Uh, I mentioned about finalizing the bond structure and that that's basically when we determine what that amount is that we're going to borrow with the first series of bonds. And we want to structure that in a framework such that we know that we're going to be issuing subsequent bonds at a later time,

whether that's two, three, four years in the future. So we want to make sure that we leave room to issue those bonds when we need to. The preliminary official statement is a document that goes to potential investors. Uh it lays out information about the district. It talks about the structure, talks about call options. um it has risks of the for the

investors which are very little but those are laid out in the official statement and that's a document that Ann's office will be preparing and I'll let her say a few more words about that. Um, at that point we're talking to investors. We're determining the interest for the bonds. Uh, at a date we would sell the bonds and by selling the

bonds we'll set the interest rates and that's going to determine the cost of the money and that'll determine the debt service and that's what the taxpayers will be repaying over the next 25 to 30 years. Um, once we have done that, we will let the county know what that debt service is so they will make sure that

that goes on the tax roles. Uh, we don't want to miss that. That's very important. investors like to get repaid. And then uh we close the transaction. The funds are delivered to the district. They're put in the in the county pool and they're held there. And then with the different projects that you've identified, you start spending that

money. Shovels are flying and and everything else. Um one thing and maybe Ann will touch upon it. Um while we are going through this process, you can be spending some monies on your projects and can be reimbursed. So if there were some projects you wanted to get started on and there was money, you could basically front the money from your

general fund and pay yourselves back in a couple of months. So you don't have to wait until the bond transaction is closed in order to um start spending the money. Um with that, I'm going to allow Ann to touch on some points and then we'll be available for some questions for you. Good evening. And I'm just going over

some of the legal documents um that Robert mentioned earlier. Uh the adoption of the debt policy that's coming later in uh agenda item 2C2. California state treasurer John Chung realized that a lot of California uh community college and school districts were issuing millions and billions of dollars in bonds and he was all about transparency. So SB 1029 uh

Senate Bill 1029 passed in September 2016 and became effective January of this year. And what that means is before any school or community college district, any water district, county or city prior to issuing bonds or even selling bonds, they have to certify to the California uh debt advisory committee that they have adopted a debt management policy. So that first reading

is occurring um today. Uh the other legal item that Robert mentioned was the adoption of the resolution to issue bonds. Now when the district decides to proceed with their first issuance of geo bonds, we will prepare that authorizing resolution and the board will authorize certain district staff to enter into a purchase agreement. And also important with that particular document is it will

set certain parameters like a not to exceed amount for that particular issuance of bonds. Uh the preliminary official statement that Robert mentioned earlier our office prepares that it's similar to a prospectus that goes out to all prospective investors and it includes certain demographic information of the district. It will include your audited financial statements and because of that there are also a lot of

securities laws that go along with that. So we will work with the district and staff in order to ensure that they receive adequate training with securities laws and continuing disclosure because once you issue bonds, you have the obligation to continually disclose and upload your audited financial statements as well as certain material events to the investment community as well as to the general

public. And with that, if there are any questions about this particular flowchart, Robert and I are here to answer. Board members, do you have any questions? I think we're all looking forward to next week. Okay. Well, with that, I appreciate you being here and giving us a synopsis of where where it started and where it's going. Thank you very much.

Thank you. [Music] Okay, we are now at student representative Carlos. Hi, good good to meet everybody. Well, I'm really excited to be back at school. You know, new semester, senior. I'm almost done. I know we're all everybody in the district's excited. Uh but I would like to raise a concern. Um as many of you know, every 15 minutes is an educational

program for juniors and seniors revolving around making them aware of the potential dangers of driving under the influence. Every high school has had the opportunity to host this event every other year. However, this year we have been told that this year's funding did not go through for Don Lego High School. I am concerned because we only get this event every other year and

we've been looking forward to it because we didn't we did not get to experience this last year. Is this something the district is looking into looking into in regarding to making sure every high school has an equal opportunity to host this event? And I went into the agenda and uh under fundraising or fundraising activities. Uh I saw one

from Chino Hills High School as HSA every 15 minutes donation drive. And although we haven't approved it yet, I'm just I have questions and you don't have to give me answers now, but I would like to, you know, hopefully you guys can look into that and that would be all. So, thank you. Thank you, Carlos. We will. We will look into it. Thank

you. Okay. And now we have comments from employee representative Miss Denisa Royal. Happy new year. Hope everybody had a good holiday. Took some time off. Uh good evening. It is with great sadness to share the loss of one of our own, Tracy Kelly, instructional aid at Canyon Hills. She died on New Year's Day. Thoughts and prayers go out to her and

her family at this time. She choked. Um, services are this Saturday. If anyone is interested, I have the information, but it was just a fluke. She wasn't sick or anything. Secondly, CSEA's own Leonard Washington lost his brother last week in a hit and run. Uh, L Leonard was also hospitalized, but he is home. Sounds better than ever now. Uh thoughts and

prayers go out to him and his family. On a brighter side, um congratulations are in order to our own Freddy Aoyo Jr. and his wife Arlene on the birth of their second daughter Zale Aria Aoyo, born January 16th. So yeah, happy happy new year, huh? Um yesterday was the governor's budget workshop again. and student services continue to state the doom and

gloom. And I recall in December when we had our board meeting, I said, "Let's look for a happy new year. Elections are over. Let's be a little positive." I still want to be that way. Um, but that is student services. As far as I can remember, that's how they always present the doom and no matter how much money there there is in the

budget, it's always doom and gloom. I personally did not attend. However, there were many CSEA representatives present. I want to share just a couple of highlights of the proposed budget. We also understand this is not in concrete. How because we do have the May revise, the budget proposes to roll back some plan spending increases but protects the administration's highest

priorities, including more money for education. With the passage of Proposition 55, the state is able to maintain critical revenues to mitigate the impact of future economic downturns and protect programs affecting students, seniors, and working families. With respect to education funding, the proposition 98 guaranteed which funds K through 14 education will rise to 73.5 billion for 201718. That represents a 2.1 billion increase

over the adjusted current year budget. It also includes an additional 744 million for the local control funding formula for K12. That's just that sounds wonderful. I just hope that the district I didn't go through the whole thing just a little bit but I hope the district will look at the glass half full and stuff instead of half empty you

know it's discouraging when you hear well you know we have we have to cut we have and you know what the organizations know you have to be conservative we understand, but we don't want you to look at everything through rosecolored glasses, but we also want you to be fair and be able to work together. That's all. Thank you. Thank

you. I don't see Mr. Hancock here. Is Evette Farley here from Champ? Oh, Mr. Oh, Mr. Kendall. Yeah, Miss Farley and the rest of the champ board is at an access event this evening for region 12. Oh. So, uh my name is Ryan Candeleri. I am the uh pleasure of being the assistant principal at Glen Elementary School over office 71 in China Hills

Parkway. And uh this evening speaking to Superintendent Joseph, executive board, cabinet, colleagues, community members um on behalf of CHAMP uh otherwise known as the Chino Association of Management Personnel. uh for just a few moments this evening. I want to speak to you about empathy. Uh empathy being seeing with the eyes of another, listening with the ears of another, and feeling with the

heart of another. CHAMP would like to thank all of those who continue to advocate for schools to focus more on promoting empathy and compassion within our school system. Research points to literature that suggests that doing so will inhibit aggressive behaviors such as bullying, increase pro-social behaviors, strengthen intergroup relations and build a positive school community, and improve academic

performance, direct positive correlations. And while there is considerable consensus that increasing empathy in appropriate ways is good for student functioning and school climate, there's less consensus on how schools should do this. The increasing emphasis on the whole child development is focusing more schools on both curricular and natural opportunities to promote empathy and compassion on a daily basis. These matters of course are

essential or are an essential focus in pursuing any social emotional curriculum. They can also be embedded into other areas of the curriculum such as literature, history, science, physical education, etc. And they can be part of teachable moments that arise throughout the school day. We as a transitional kinder all the way up to an eighth grade team have been dedicating

in every single classroom a minimum of an hour a week specifically focusing on social emotional lessons to teach and reiterate skills such as empathy, compassion, recognizing anger and other feelings, responding appropriately, and dozens of other lifelong skill sets. And we do this through a board adopted program called Second Step, which is a very interactive and engaging program

that teaches students these skills as young as four all the way through 8th grade. And of course, in any school, all of this depends on the teachers, support staff, administrators, and other staff appreciating the potential benefits and enhancing their capacity to promote empathy and compassion in everything we do. Champ would like to publicly thank all the members who over the past two

months have showed their compassion in supporting our Chino school community with donations of food, clothing, toys, personal toiletries, and school supplies. And uh when we did our drop for our school, I had a chance to take a look at what was at the care closet and it it blew me away. Um the staff there was spending some of their own personal

time during the holidays because they had I would say 140 gallon trash bags full of clothing and tens of thousands of dollars worth of supplies to give to our communities for those that are struggling. It was beautiful. Uh we would also publicly like to thank our behavior intervention counselors that are working at the K through eight sites

who are supporting our site team by modeling related behavior and enhancing student engagement in ways that foster moral development. Every single school gets a minimum of a full day a week from one of those intervention counselors working with 20 to 30 students every single week. Thank you to those administrators who are working diligently to support the implementation

of the multi-tered system of supportive behavior and addressing the needs of our students. And last but not least, on behalf of CHAMP, a congratulation to all of our newly appointed administrators within our district. Thank you. Let's have a good weekend. Thank you. Okay, moving on. Uh, comments from community leazison. And I know the city personnel was not going to be here

because they have a meeting tonight. Miss Melissa, do you have anything from Supervisor Hagman? No. Okay. Thank you. Anybody else that I may have missed? Okay. So, um, we are now at comments from the audience on on items not on the agenda. Pat, are there six non non-aggenda items? Okay. Speakers will be called in the order the

request was received. Please listen for your name and be prepared to approach the podium. Any comments on agenda items will be accepted during consideration of that item. Once the board has commenced deliberations on a particular issue, speaker cards will not be accepted. The board is very interested in your comments, but please bear in mind that the board typically does not respond to

comments during this time on the agenda and is reserved specifically for public comments. Individuals may respond during board comments at the end. Mr. or not. Can you please because you have three minutes to make your comments, begin your comments at the green light. The yellow light indicates you have 30 seconds to complete your comments and red light indicates your time is over.

And before you begin your comments, please make sure microphone is adjusted so you can be heard clearly. And audience members, please refrain from making comments while speakers are at the podium as it is disrespectful and disruptive. Speakers, please remember that in accordance with board bar board bylaw 9323 bylaws of the board meeting conduct, limit remarks to three minutes

total. If a topic has been covered, please limit remarks to new points. The board would like to remind you that there is an existing board policy 1312.1. For anyone who wishes to file a complaint against a district employee, please follow that procedure. The first speaker is Sandra Gardner, followed by by Alberto Diaz, followed by Troy Stevens. Good evening, President Rosco,

members of the board, Superintendent Joseph. My name is Sandra Garner. Tonight, uh, being here brings back a lot of memories. I feel like my life has come full circle tonight. I was born and raised in Chino. I lived just down the street from El Rancho Elementary where I attended school. I went through all of Chino schools and I taught at Donugo

High School for 13 years. I served as chief of staff to Congressman Jay Kim who served the city of Chino and I'm the former president of the governing board of Chaffi Community College. The reason why I say I feel like my life has come full circle tonight is I come to you in a brand new role. I came, as a matter of fact, came

out of retirement to take on this role. I am the new member of the board of directors of Oxford Preparatory Academy. When they came asking me to serve, I swore I'd never be on a board again. You know how hard work it is. You know what's involved. You know the hard decisions that you have to make. So, I

appreciate what you're where you're coming from. A couple of weeks ago, we sent to you a recovery plan. I'm here to tell you that OPA has heard your concerns loud and clear. We have spent a lot of hard time addressing those concerns. But tonight, I want to talk to you specifically about the important issue of governance. I understand

governance having been the president of the board of Chaffi. to be truly effective as a board and meet all the standards and expectations of your uh what you're looking for as our authorizer. The new board understands it is important that we focus on and commit to exemplary governor governance practices. The new board brings a combination of experience that will play

a vital role in our success. What you won't see in the recovery plan and what's important, I think, for me to bring to your attention tonight is that our collective experience in school finance, in governance, in charter schools, and most importantly in oversight will lead the way in creating an exemplary organization where our operational and fiscal standards and

governance match our well-known academic excellence. With our recent governance challenges, the board understands it is important to set the bar high and we're not afraid of heights. Lastly, I want to let you know how committed we are to being transparent, open, and productive. We have done what you have asked us to do. We are here tonight to ask you to do

your part. We can't do this alone. We need your leadership. We are asking you to partner with us and to work together to find a way to keep OPA open and thriving. We are here. We are ready to talk. We are ready to work with you. Imagine the incredible things that we can do when we just work together. Thank you so much.

Thank you. Alberto Diaz, followed by Troy Stevens, followed by Andrew Crowe. Good evening, President Oasco, Mr. Joseph, and distinguished board members. The handouts provided include a two-page handout uh by Oxford Preparatory Academy titled A Look at Oxford Prep's Chino's Financial Future. The document goes into far more detail than I have time today to discuss, but I would like to use my

time to present some of the highlights to you. In short, it addresses each of the items you've shared with us directly or indirectly that concern you about the future financial solveny of Opacino. Those items include the fees that were paid to Enlightened, our taxexempt nonprofit status, our previous uniform policy, and the lease we had with Turner Agassy Group. Enlightened fees is the

first topic. As required by law, and if I may add, with righteous indignation, we are actively working towards getting back every dollar that should have gone to our children to their education. Those efforts include hiring an independent forensic auditor to dig through every account and every transaction. Related to that is whether the state or other agencies will require

OPA to pay back funds. Though there is no evidence as of yet that we expect that they will, we are confident that we have strong enough resources and reserves that we will be able to do so without risk of risking financial solveny. So second item, loss of our tax exempt status. According to the IRS and franchise tax board, there have been no

changes to our status and no enforcement or revocation actions are pending. Moreover, these agencies historically will review beh uh current behavior, current processes and policies as part of any decision of revocation. According to our research, not a single California charter who has gone through this type of uh financial scandal has had its tax exempt status revoked. Our uniform policy, Oxford

students have never been prohibited from participating in our program due to non-compliance with the policy. However, we've taken additional steps to relax the dress code and have stressed that no family is required to purchase uniforms. To date, only one claim has been filed against our uniform policy, and according to the California code, the one-year window had expired. If we

played out worst case scenario and every single Oxford family submitted a claim to OPA, we would be able to make those reimbursements without risking financial solveny. In short, our budget had already accounted for or turnary impact. In short, our budget had already accounted for the amount needed to exit the lease agreement. And moreover, our budget had the maximum amount instead of

the expected amount. So regardless of which amount, we'll be able to cover that without risk. It is my hope that the information provided presented here and in that document will continue to pro provide proof that this team can earn your support. Thank you. Thank you. Troy Stevens, followed by Andrew Crow, followed by Jenny Blatner. Good evening, President Rosco, board

members, Superintendent Joseph. Um, I didn't write a speech tonight. I came uh more to hear and I thought uh you know, it's probably a good time to get up and just speak because uh I've been doing a lot of speaking out of this forum and more so personally with some of the board members and I I've met with Mr.

Joseph on one occasion as well. Um, I just come to you to speak as a parent and I guess a lobbyist for the charter school system and more importantly Oxford Preparatory Academy. in conversations with board members um prior to the denial uh the last denial um there was a lot of concerns understandably so and I don't think that

anyone at the school is denying any of those serious allegations and are basically taking them head on. There was a lot of uh questions that board members had that I you know suck s you know put my neck out to get answers to report back to do different things to try to figure out how this can be resolved. Um

and there's a lot of hardworking people at the school that are trying to get to that point and everything that everyone has asked and it's not just Chino Unified School District the county level too. um they've stepped up and they've made those changes. Um you're still our authorizer till the end of the year. And one of my

frustrations is we we've sat and talked and and and Mr. Joseph has said many times about the arrogance of of Oxford and Sue Roach and uh different things of just, you know, we're always on the defensive. Always on the defensive. Well, we we put that down and the arrogance went away and now we're trying to show you that we can make changes.

But I come back to Chino Valley Unified School uh district and also bring up some arrogance and some arrogance of let's work together and maybe the arrogance on the other side, the Chino Unified Valley School District side kind of steps down as far as putting their shield down and working with us. Uh we're almost a year in from the first

denial which was in March and up until maybe a month ago there was a notice of violation sent to Oxford Preparatory Academy. Until that time, I don't think there's any been any authorization or the authorizer hasn't really stepped in even since this allegations came out to try to come and work with the school and help us figure out, show us your

leadership and how you can help us get to a problem-solving point to where we can work together. And still, we continue to be in your district till the end of the school year. And yet, we're still trying to get help. Um, and we're asking for help and we're begging for help. And you know, the gentleman that was up here earlier talked about

empathy. Um, we need it and we want to work with you guys as you can see by the items presented to you tonight. So, I'm sure I'll continue to talk to many of you um in person and and personal conversation. So, I thank you very much and we hope we can come to a conclusion. Andrew Crow, followed by Jenny Blatner,

followed by the final speaker, Barbara Hail. Good evening, President Orosco, board members, Superintendent Joseph, staff. Um I'm just here to kind of follow up on the themes um and let you know that as we work to strengthen our relationships uh with all of our authorizers, uh we're happy to take this opportunity to provide you with the updates um that you

have received that you've heard uh and to lay out a path that we think um Oxford and and Chino Valley can take together uh to move forward to continue the seven years of excellent education that Oxford has provided to the children of this community. Uh so should the the board consider these changes um that we rightfully admit uh did not happen before uh the

November vote. Um so the changes in a complete board change, a complete executive administration change, complete business office change. So, should your board consider those changes um and to renew the charter that was submitted to you and that was previously denied because that is in your power to renew the charter that you previously denied, we would like to offer the

following possible oversight changes uh to strengthen a potential future working relationship with Chino Valley School District to rebuild trust uh accountability and transparency. Uh so for us uh in addition to uh any MOU that will be provided hopefully the language will be in there uh that we would provide you with monthly financial accounting and war reports. So every

month uh provide you with an updated list of vendors and consultants every month uh to provide you with our board of directors uh agendas, the minutes, the recordings and all documents that are discussed at any board meeting on a monthly basis. Uh again, as per ED code, uh we welcome you to put uh anybody on our board of directors. We have five

seats uh currently filled. We can go to seven. So we'd love to uh again have somebody from um your agency sit on our board so that you can monitor every discussion that happens that determines the future of our Purple Academy. uh and to move forward with changing our admissions preferences so that neighborhood students uh um are are not

only welcome but are welcomed and and um get into preparatory academy so that we can do the the duties that we are um sworn to as public agency to educate the students in that community. So, we really appreciate uh your support. Uh and just remember, you are invited to the campus um this this upcoming Thursday at 9:45 for a tour led by our

ASB and a flash mob after that for National School Choice Week. Thank you, Jenny Blatner, followed by Barbara Hail. I'm speaking tonight but actually this is extremely uncomfortable for me because of the topic I have to speak about and um you know what I want to start with is something that uh Martin Luther King says is that um we don't

want to be judged by the color of our skin but the content of our character and the problem with social media these days it's out there and it reveals our character And it just saddens me that I'm not sure that OPA can get a fair vote basically from all board members. And I'm not here to embarrass anybody.

I'm here to say that what I'm seeing on social media still saddens me greatly. And I just want I mean there's there's children being attacked. There's parents being attacked. There's other board members even being attacked. And and really what I want to do is ask every member of this board to please come together because we are all

stronger together. If OPA is not doing a good job at reaching out to the El Rancho community, then join us. We we welcome you to join us to help and reach out with the El Rancho community. If you have expertise in that, then come with us and help us do a better job because again, we really will welcome that. But

it just I can't emphasize enough and I don't want to go through the details, but I certainly have them all of what's being said and we're all above that. We're all better than that. And again, we welcome we welcome everybody, but we have to work together. And if we're doing something wrong, please tell us don't tear each other down. Thank you

very much. Thank you, Barbara Hail. Hi, good evening. Excuse me. I'm trying to get over um I was sitting up there. Actually, I don't want to give you my cooties. Um my name is Barbara Hail. I'm the executive director for Ronald Reagan Charter School Alliance. It's the 501c3 that operates Sycamore Academy of Science and Cultural Arts. It's a

charter school authorized by Lake Elsner Unified. Um, I'm here today in that capacity, but in the interest of uh full disclosure, I do serve on the Riverside uh county board of education and trustee for Area 7. And I spoke to you once before as a private citizen. Um, now I'm here in a professional capacity to help this community. I brought with me

tonight a submission, a charter submission, Sycamore Preparatory Academy. I'm offering to operate a direct funded charter school in your district. Our RCSA Ron Reagan Charter School Alliance had planned to replicate within the next year, but after a discussion with my board about the situation in this community, the fact that this is my hometown and um the passion that your parent population has

for school choice, my governing board agrees that this is the community for us. Um, first I want to be clear that I respect and honor the CBUSD system as I am a product of uh your schools and I feel successful in more ways than are typically measured. Um, I think that we can all agree that if we have learned

nothing else about human beings, we have now we now clearly understand that one size will never fit all and charter schools are a means to remedy that challenge. I believe that this board appreciates understands and appreciates that. I also want to explain the timing of this submission. You need a highquality charter school. Um, by submitting now, this school would be eligible for round

two of the PCSGP startup grant, which provides uh planning and implementation funding to new charter schools. Um, we're going to press right up against the deadline by submitting. Now, I would also like to mention that we are not completely replicating my academy school down in um it's actually in Wdemar, but authorized by Lake Elsnor um because I don't believe

that this community wants an art and science focus as that school is. Instead, we want to operate an enhanced visible learning school with a collegiate culture. While many aspects of our program align well with existing models, we do have some very distinct differences. I expect that we will be afforded the time um to describe our program at a public hearing, but I also

want to extend an invitation to all of you to come meet with me individually or as a group of course less than a quorum or come down to Sycamore Academy. Um it's just straight down the 15. It's a straight shot. You're welcome to come and see what we've built in just eight years, talk to staff, parents, um

students, and I'm truly looking forward to working with this board and administration. Thank you very much. Thank you. I have a box. Where do you want me to leave it for you? Okay. Rebecca Garcia. Hi. Thank you for um your service and thank you for um helping our community. My name is Rebecca Garcia and I've been in the Chino Valley for close to 19

years. A lot of familiar faces we um on this board. I've been up here before and many years ago through a different uh a different cause. Um I'm here for OPA um and to ask you to reconsider our uh renewal and maybe help us to work together. um with our options that we have available to us. Um I

really am speaking for my kids. I have three kids um that went through the program. One of them's in uh high school now, but the other two have been doing fantastic to their ability. And um I think what I really want you to know is that we came from the Chino district schools and it was a school of choice

and we were happy there too. Um but our family felt that our kids needed a little extra that little extra something and um we searched we looked and we spoke to a lot of people and um we were guided there for one reason or another. I never feel like it's a coincidence. I always feel like it was meant to be. So

I on behalf of me and I always say this, there's parents like I'm one person, but there's like a hundred people 100 parents that are not up here speaking but feel the same way and have the same passion for this school. And I just want to apologize if our school spirit has any way, shape, or form have been maybe

transmitted or or or felt like it was arrogance because it's not. I can guarantee for me and my family that it was not arrogance. It's school spirit. I'm a a cheerleader at heart and we believe in our school. We believe in our teachers. We believe in our um kids and that's why we feel that it's so important. Now, I took a glimpse of the

of the awards this past week and I thought this line was really good. You know, it's um it's good to be important, but it's more important to be good or something like that. So, I hope you take that to heart and look to help OPA stay open in in August or September in the next year. Thank you for

your for listening to my little spiel. Thank you. Have a good year. Thank you. Okay. Excuse me. That's the end of our speakers. We are now at changes and deletions. Are there any? None. Okay. So, we are now at information items and tonight's agenda has information items coming first because we have a couple of items um associated with reports. So, that

said, items 2 A1 and 2C1 are those items. So, other than those board members, are there any questions on information? Okay, seeing none, the first presentation will be item on 2A1 with Shiloh. I'll let you introduce yourself. Thank you. My name is Shiloh Gross. Gross. I'm with Vaverick Shrine Dang Company, your audit firm, and I'm here tonight to present to you the June 30,

2016 uh audited financial statements. So, you've probably received the report and I'll just take a few moments of your time to go over the results and then I'm happy to take any questions if there are any. So, tonight on page two is our independent auditor's report. That is our opinion on the financial statements. Um, that is where we're providing you

with uh reasonable assurance about whether the financial statements are materially stated based on our audit. And we offer you an unmodified opinion tonight. That is a clean opinion and it is the highest level of assurance that we can provide you in an audit. That means that based on our audit, we do believe that the financial statements are materially

stated. In addition to the uh opinion on the financial statements, we provide you with a report on internal controls over the financial reporting. If you turn to page 107, this is a summary summary of the remaining results of the audit which will talk about uh the internal control report. So in the internal control report uh you will see that we could

either have uh a significant deficiency or a material weakness in internal control. Um but we are happy to report that neither exists. So the internal control structure um and and that report is a clean report as well. We do provide a a report on federal programs as well as a report on state programs. And in both of those reports we're looking at

compliance. And in both of those reports, we're happy to report that there was no non-compliance with any of the federal or state programs um that we were mandated to test as of June 30, 2016. So, it's a pretty clean report. Um if you have any questions, I think that really sums up the the the main points. Mrs.

Fikes, you indicate in your letter that uh you didn't audit the required supplement supplementary information. So I'm which included pension payments. So I'm uh interested in why you don't require why you didn't audit that and do we do that under a separate cover or so the pensions themselves are part of the audit. The schedule it that has just general

information in it in it is is not considered an audited item. um our audit standards do not um include an audit of the supplementary information as or the required supplementary information as a whole. So that includes your management's discussion analysis which is at the beginning of the report. And as you read through you'll see a lot of

that is justformational type of of data. Um and then there's there's some schedules within the report that also have um including the pension one that you're mentioning, but it's not the the the I specific to that element that you just mentioned, the pension contributions um with in relation to the expenditures that are made during the year that is part of the audit. So, it

it's really looking at theformational items um in that schedule um as it stands that is not considered an an audited schedule. I'm trying to scroll to it here really quickly um on my report just so I can make a point of reference for you. So, give me one moment. Well, while you're scrolling, I'll maybe I could clarify. It seemed to

me in the report in the language of the report that you were making a a big issue out of the fact that that it wasn't audited the R the RSI right and so very simply is it a big issue is it not a big issue it's not it's very standard um and and when I w with the

point you made of the contributions the contributions are definitely part of the audit so if you're looking at let's just say page 81 the schedule of district contributions for 2016, that $ 13.3 million number, that that's a number that is subjected to the audit procedures. But when you look at the other information in the schedule, um you know, the $124 million, we're not

attesting to that's the exact dollar of expendit of of total district payroll. It's it's probably uh a pretty pretty good number, but we haven't audited every dollar of that. So um the percentage is not necessarily an audited percentage although it's a formula driven it's calculated. So there just elements to how the schedule's presented that does not include um every line item

of that schedule to be audited but um that is a standard. So the required supplementary information in accordance with our gazsbes are not audited data. Thank you. You're welcome Mrs. Blair. On page 11, it indicates litigation. The district is not currently a party to any legal proceedings, but we are. That's looking more at um legal proceedings that would

have um a material or adverse effect on the financial statements. Um so obviously there is legal proceedings that occur in the normal course of operations. And you're when you say I'm going to page 11. I think you might be referring to the bond audit report. I'm looking at the brief version, the smaller one. So that's the bond audit

report. That's the the the measure. Okay. I thought it was a condensed version of the bigger one. No. No. So So I think that's the second the second report that we're providing tonight as well. So, we're still working through the district report, but yeah, there is standard language in this report and I think it's on a different page

reference, but um it does say that there there is general litigation that occurs, but nothing that's um at this moment to be um adverse have an adverse effect on the district's financial position. So, that language of your district report is in um is in that report. the bond report specific to those measure and projects is where we're stating that there were

none. Okay. Thank you. You're welcome. Board members, any other questions or comments? Okay. So, the next item is you as well, Miss Shiloh. C1, you also have um in front of you your bond report. Now this is the measure M. Um as we know that is basically done as of June 30, 2016. What we provide for you is both a financial

and a compliance audit. The financial audit being um the audit of the financial statements themselves. Um and then the compliance audit being the um compliance with the expenditures and the ballot language. We as you will know this is winding down. I do believe that this will be the last of the reports you receive on measure M um as it comes to a

close and so the financial audit is an unmodified opinion as is as I just mentioned similar to the district it's the highest level of assurance that we provide you in an audit so as presented we believe the financial statements are materially stated and then in the compliance audit um if there were any non-compliance with expenditures we're looking specifically

the ballot language age um then we would report those as part of the compliance audit and so there were no exceptions in that report. So um overall a clean report as well. Perfect. Any questions, comments? Okay, we thank you for being here and for providing us with an update. Thank you. Thank you. Thank you. Okay, so we are now at consent items.

Are there any speakers on consent items, Pat? No speakers. Excuse me. Board members. Um, board members, do you have any polls? Uh, Mrs. Blair. No. Um, hang on one second. I'm trying. It was Mr. Cruz first. I know. I'm looking for that page. Mr. Cruz. None. None. And I have none. Mr. Naw has none. Mrs. Fikes. None. Oh,

yay. and I have none. Okay. So for the consent calendar, may I have a motion? So moved. It's been moved by Mrs. Blair, second by Mr. Null. Any questions or comments? All in favor? I oppose. Preferential. I. Motion passes. 5-0. Okay. We are now at communications. Mr. Cruz. Okay, next week the adult school is having a um community event. Uh there's

going to be a number of activities happening next week from 9:30 to 12:30 p.m. So um you know visit also um Russ run for Russ February 4th a 5K run. That's actually really fun. So I think some of you guys should should run the 5K 5K. So lastly, the inauguration of the 45th United States president is upon us.

In fact, as many know, it is tomorrow to be exact. I encourage everyone interested in the democratic process, especially our students in light of our upcoming student government day on February 9th, to take some time and watch another day in history unfolding in our wonderful country. Good night and drive safely. Thank you, Mr. Cruz. Mrs. Blair, I want to begin by um thanking Mr.

Joseph again for um his tenacity regarding measure G. Um even when I myself had many questions and you know, I I voted yes and I supported my vote. I I didn't regret my vote, but I just felt the process was too quick. Um I I'm just grateful that you took the time to answer my questions and reassure me that I had done um I had

made the right decision in in supporting the the measure and so I appreciate you for remaining true to what you believed in. I'm also very thankful to you for your integrity and your courage regarding um bringing to light the financial concerns of a school in our district because I know it hasn't been easy for you. Uh I know that you're all

about the kids, but um I also know that you would not have been able to sleep well if at night if you hadn't brought it uh to light. And so I want to thank you and and I want you to know that I support you and um I take everything you share with us and and I do my own

research. Not that I'm doubting anything, but because that is my duty, but without a doubt, I really do appreciate um the stand that you're taking and I just want you to know that you are not alone in in this situation. I want to move on to the LCAP. Uh we had our study session and um that kind of

went quickly too and there was no opportunity for input. So I'm going to provide my input now. I I continue to advocate and through the LCAP we can advocate for items that will provide safe environments for our students. So with that, I continue to seek the support of peer counseling courses so that we can provide stronger positive

school environments for every student in our district. And so I hope that we can make that happen someday soon. I I hope to see some items regarding the arts in in there, music, arts. Uh and lastly there some of our schools do not qualify for city after school tutoring let's say Briggs because it's part you know it's

not in the city it's part of the the county line or whatever it is. So there it's not eligible for afterchool tutoring, but there is still a need at that school and there's probably a need in several of our other schools that that don't qualify or aren't able to receive the afterchool programs through our cities and we need to figure out how

to get that perhaps through the LCAP. But another thing that I've um I think it was last year or the year before that I brought up was the fact that we have high school students that have to comm uh complete community service hours. Why can't we afford them those hours at our schools that don't currently have afterchool tutoring and provide them the

opportunity to fulfill their obligation of community service hours but also help the students that are struggling in math or language arts or what have you and and we would serve a dual purpose by that. And lastly, um I broached this with Mr. Joseph and and I had brought it up before, but for so many of our parents

who are new to special education, it becomes overwhelming when first of all your child is identified as maybe being uh in the autism spectrum and they have that first IEP. They don't first of all, they don't know what they're entering. They don't know what an IEP is is. Then they sit there for the 30 minute meeting and acronyms are just being thrown at

them and they are overwhelmed. And I have brought this idea before to have a special education forum for parents and you know we could provide a brochure. We could provide an explanation and a better understanding of our special education system, the services that we provide. maybe slow it down a bit. Um because I I can't imagine having, you

know, be told or or shared with me that my child has a learning disability and and go through the gamut of emotions of that and then having to deal with a system that is unfamiliar to me and isn't easily understood. And so I hope that we can make that happen maybe quarterly workshops um some mornings some evenings to accommodate all parents

but I think it's time that we we provide that assistance um to the families in our community. And with that I hope everyone is safe with the two follow-up rain showers storms we're supposed to have. Um have a good night. Thank you Mrs. Blair. Mr. Na. Yes. Um I have attended a focus on youth Chino Valley meeting where all the community members

would gather together and talk about our children. Uh we had representations from the city of Chino, Chino Hills and um police department uh YMCA and etc. But we also had representation from care hope center and whole subject matter was the work that we have done through those offices and it was great to know that they had so much respect for our school

district and our superintendent Mr. Joseph's decision to serve those students in needs, real needs. And as we were talking about LCAPS, one of their major major concern was about those childrens with unaccompanied adults. That means homeless students that have nowhere to sleep at particular night. So I said, "What do you do with them?" They said, "Yeah, we refer them to try to refer

them to some of community centers even though they're out of district." I said, "What out of district?" "Yeah, they're in Ontario and sometimes LA and Riverside, but however, many of these students don't make it there because it's way too far. We don't have when they are penniless, you can't How would you expect them to get a bus to get

there? So I think this is a big project and it's pretty tricky too but I think this time where we need to come together and and find some solutions you know today's age we're trying to send people to Mars but we we have this young youth that don't have bed to go tonight to sleep that should be our major concern

when those needs are met the kids could come to school, bring do their homeworks or or get involved in school activities. But if you have to worry about where you're going to sleep tonight, that is a big concern. But I'd like to thank Mr. Joseph having the foresight and I would like to uh personally see more funding.

Uh see maybe we could offer vouchers if it's possible. Um what whatever that we can do to help our students, I think let's do that. Um, second, I'd like to thank local businesses here in Chino Valley because I would go to restaurants and and many young youths would recognize me and say hello to me and finding out that they're our students.

So thank you our local business uh privators and and business owners who's hiring our students because it's helping them a lot and and it gives them chance for them to save money for college and that's mostly the reason they're working there. So, um I'd like to thank students but also business owners and um we're talking about some

of the OPA students um being harassed or or being picked on. Um it's sad. I don't care which OPA or GPA or whoever whatever the kids are kids. They're kindergarteners whether they're teenagers. the colors, the the the tallness or the weight, it does not matter. The kids are kids. And guess what? I think the parents are parents. What shape or form they are,

they're parents. So, they should not be picked on. Not students nor parents or the teachers. Many teachers from OPA was from our school district one time. And many times they would move to us and work here. So teachers are teachers. It's the situation that we have be concerned with. But not people. We're all same. So let's be united and let's

grow together. And same note um I was talking to one of uh math teacher at Chino Hills High School and he shares the same thought. Um whether we're in the district office, whether we're the administration office in local sites, whether we're in classrooms, we should be one body, different parts, but serving one body. And I think we have uh good luck

in the future because we care for all in our school district. But if there's rooms to that that we have to grow up, we need to grow up and love everybody. Even OPA students, OPA parents, OPA teachers, we should share the same pain but also should have share the same hope. Thank you. Excuse me. Thank you, Mr. Not Mrs.

Fikes. Um, over the holidays, I had an opportunity to meet with six or seven of my former students who are in college or have recently finished college. and they all reflected to me the excellent education they received here and um so a shout out to all of our employees uh for the work that they do. One of the nicest

parts about finishing my career as a teacher was kids come back and tell you that and not everybody gets to hear it. So um I'm just I just want to convey that I it was really lovely. It was lovely working in this community. Um, the families are fabulous and the kids are spectacular and it sure made a great

holiday for me. So, I wanted to share that with you. Um, I also wanted to say in this book that we got from our accountants, well, it you know there's a lot of pages 14 pages. Anyway, early on page 14, there's a list of district accomplishments for last year. And so, I think probably most of this goes to you,

Greg, and your department, but everybody again works to make this happen. When we were um flying the bond, I was uh approached several times by community members about, you know, why don't you save up to do the things you need? And in trying to talk to people about saving enough money to rebuild Chino High School, you know that the problem

is we have ongoing needs as the years go on. And I I just wanted to say in my comments tonight, there are 39 projects listed from last year. And these aren't minor projects. These are big projects that were achieved um by our people in one year on our dime on you know managing the money that we were given.

And so really thank you Greg for all your work and leadership on that but to all of our employees who achieved so much and we don't often talk about what we have achieved and so I I'm really appreciative of that. It it was stunning. I when I sent my question, Miss Chen, I think you were more concerned about where each money came

from. And I I wasn't really concerned about that. I just wanted to make sure that this came from our operating budget, not not special money that we had set aside, but things that we had budgeted for and and things that we took as a serious need and we took care of them ourselves. So, thank you to to all

involved in that. Um, about special education, and I'm just going to kind of comment on your comments tonight, Mrs. Blair. Um, I did spend a few years in my career working in special education. I'd be really happy to help with a forum, but I the issue isn't just special education in terms of our parents understanding our workings. Um there are

so many acronyms, so much for people to understand. So I know our parent um projects that we have at the elementary schools can can help adjust this and help people feel comfortable. But as a part of like a public service announcement tonight, if you felt uncomfortable or you didn't understand what was happening, I just encourage you to seek out your child's special

education teacher. they will clarify for you. Um, I have met with our director of special education here several times. She is always willing to clarify and to be so incredibly helpful. And I say that to you as a former uh person, a former administrator who worked with special education, but now as a grandmother of a special needs student. um that the

attention that we received was thoughtful and um personal. So I'm very grateful and I'm sorry. I'm okay. Thank you, Mrs. Thank you, Mrs. Fites. Mr. Joseph Chino Valley Unified School District is offering parents, employees, and students the chance to provide feedback on district schools in its first school quality survey. The survey asks for feedback about academic and student

support, school leadership, safety and behavior, family involvement, and more. Parents should check their email for a personal invitation and survey link. Parents can also take the survey by clicking on the link on the district's website under announcements. The survey is open through Friday, January 27th. Community members interested in serving on the citizens oversight committee for the district's recently

approved $750 million measure G school construction and modernization bond are encouraged to apply through a link on the district's website at www.chino.k12.ca. us. Deadline to apply is January 25th. And don't forget that the board of education will meet on the study session on the measure G bond next Thursday at 5:30 here in the boardroom. We the board will begin the process of

prioritization and planning that will lead us to a timeline. Public is also welcome of course to attend. Congratulations to Terresa Moore, a teacher at Chino Valley Unified School District's Alternative Education Center in Chino Hills. She is one of five teachers named a region 10 educator of the year by the California League of High Schools. Miss Moore will also be in

the running for the league's educator of the year award. And finally, thank you uh for the kind and gracious words uh you had to say, Mrs. Blair. I think that history will show that this board was on the right side of history when it comes to Measure G and with Oxford Perpetatory Academy. And with that, I will conclude

my comments. Thank you, Mr. Joseph. So, I'm going to keep it short. Um, retirements Arthur Gray, 28 years of service, security person at Ayala. Yes, he's a nice guy. Um, Helga, and I I know I'm going to mess up this last name. Zakobi Zakobni. 16 years of service, fringe benefits tag in business. So, just two tonight. Um, I wasn't able to attend the

school services conference, which I typically always attend. And so, Sandra, I'm going to have to meet with you to get um updated on that. I do know that at our SANDABS, which is uh Sanino County um district advocates for better schools, we actually had an update from our leazison in Sacramento. And um they mentioned and I hope I was wrong

in how I read it or what I heard, but um they somewhat mentioned deferrals and so I hope that doesn't happen again. Um they mentioned deferrals. They mentioned that boards are overestimating the budget revenues and that some as a result will go into cut modes. Um they also talked about the calsters calpers increase and that really went up this

time again. And so I look forward to maybe sitting with you and and finding out a little bit about what was discussed at the conference. Um and one last thing um I was given this to share Mr. Joseph perhaps you can send this to. Um it's specifically for Don Lugo and Chino High School and it's save the date

for Senator Connie Leva. Um third annual young women's leadership conference cultivating the seeds of leadership. And it's a save the date for March 24th, Friday at Cal State San Frernardino. And one thing that they shared with me was that they had about 200 girls there but only two from our district. So let's get the word out and and make sure that we

get a few girls there. Okay. So, with that, um, I'm going to go ahead and adjourn the meeting at 9:02. Have a good evening.