≫ 
≫ 
≫ Rock
lin
≫ Just audio.  I'm on my phone.
So you can listen to it from 
here because this is going to be
the live and we're going to have
about a thirty to 45 second 
delay on YouTube.
So when you're done, you'll be 
able to jump off
and go on the YouTube stream and
be able to watch from there.  
I mean, you can stay on here and
jump back on if you need to.
But you can just keep yourself 
here muted and that way,
if there's a question or 
something like that, you can ask
through
it and we can bring you back
.  
≫ Hello, I can hear you.  It is 
a little echoing.  
≫ Check check, one, two, three
.  
≫ I would like to apologize for 
the delay
.  We needed to get YouTube 
working.
Something that is different this
time, is we have closed 
captioning.
Last time our community -- they 
-- this morning.
That said, we have closed 
captioning and we apologize
.  We really appreciate 
everyone's patience.
With that, it is --
executive 
≫ Verbal comment -- via live 
Zoom or with -- there is a 
person.
One comment per person.
-- will pause to read 
participant's. 
With that, I want to -- no 
action taken in our closed 
session.
With that, I'm super excited to 
introduce everyone
to the president and our newest 
board member, Jamie Hamilton.  
≫ Good evening, everyone.  
Please stand for the pledge.
I pledge the allegiance to the 
flag, of
the United States of America and
to the republican
for which it stands, one nation 
under God
, indivisible with liberty and 
justice for
all
.  
   We have an update.
So -- 
≫ We are
prepared to update the board and
community and working in the 
schools with COVID-19.
I want to acknowledge we have 
completed our 16th day of school
today
and
we recognize it is difficult for
our students and our teachers 
and our families
to not be on our campuses where 
we know the best learning 
occurs.
We know that the activities and 
all of the other pieces
that make school such a rich and
exciting experience.
We say, we happily completed 16 
days but we
know the teachers have worked 
very hard, our support staff and
administrators to make it as 
best as possible.  
We know it's not the same as 
being on campus.  We just wanted
to acknowledge that.
We are going into the current 
context of what is occurring in
our meeting.
So one of the PowerPoints
here.
The context is not --
we are in unprecedent
situation -- constantly 
changing.
We saw --
adaptability and flexibility is 
essential to get through these 
times.  Our focus through the 
the year is students and staff.
We know the physical safety, 
student learning and social and
mental health are critical for 
all of our students if
we go through this year in our 
staff.  So those outcomes 
haven't changed.
So jumping into new information
beyond the context, is that on 
August 28th,
last Friday, the governor 
announced a brand new reopening
plan for schools and businesses
.  The good news is, this whole
system -- the California 
department of health
in San Diego counties that our 
school can reopen for
in person instruction because we
met the previous criteria
.  However, with that being said
, also in the press release of 
August 22nd knowledge, they
want schools to receive personal
instructions safely
and the robust testing regimen 
in place.  
So if we
share and we want to be open and
the county wants
us to be open but the local 
health experts
want to say -- so we can
stay so I want to talk more in 
detail about the testing piece.
First, it's the county public
health and local school 
districts, including
Rocklin unified are looking to 
address
testing.
We want you to know, we are 
confident to have that place.
This is something I want to 
share specifics on to night on 
the progress
that has been made by all of 
these entities to get our 
schools open.
First, is school testing sites, 
one of these
-- is here in Rocklin center
.  So it's great to have a 
community.
Second, the testing sites will 
be staffed by licensed medical 
staff from the county.
So they will have -- to conduct 
the
testing will be there on site.
The contract
being done at a private 
laboratory
, 
≫ Is there still a double 
feedback
?  Testing
?  
≫ People say, we can't hear and 
there's an echo and closed 
captioning isn't working.
≫ Testing, one, two, three.  
Testing, one, two, three.
   Sounds good!
hear me?
≫ We know that -- we may use 
distance learning.
There's some quarantining of a 
class or a group and
we hope that doesn't happen but 
it could be a possibility so
we really want to make sure, as 
we make adjustments.  
So the other pieces, I just want
to update those.  We preparing 
our campuses.
We're continuing the hi
hybrid learning.
We will continue to implement 
the safety measures that are
necessary such as our MERV-13 
air filters.
Those have been installed in all
of our elementary schools and
we're finishing up the 
installation if our secondary 
schools
.  And we have also deployed 
PPE, sanitation and other 
supplies.
So we're continuing to get all 
of that moving and going and 
we're
very confident that is going to 
be a continuation
and if we need to resupply, we 
can do that.  
Our school sites have the 
COVID-19 plans and it
will be implemented following 
the public health
guidance for in person learning 
and we have been utilizing and
finalizing the guide of 
returning to campus with
the latest guidance from 
California and the county 
California experts.
≫ We have a change in audio.  
They said it was good and they 
said it was bad.
≫ They're working to give us the
steps.
We are responsible for what is 
going on
in our schools, the employees 
and the students to conduct 
within our schools.
So we know that student
staff member is positive, we 
have to contact in our campus 
and schools.
If there's other people, say, 
grandparents or other
people in the community, then it
would -- reach the public health
and they would contact the 
grandparents
.  So we will be only
contacting the students, or our 
employees if they have been
exposed so we have already used 
this since we have new employees
who feel they were exposed.
We haven't had a positive test 
and we're very happy about
that.  There's been an exposure?
We can't get into the specifics
of who and why because of FERPA 
but if
somebody was positive, then we 
have to do contact
tracing and we need to isolate, 
test it and work with it.  
So
we do have the contact tracing
here which is why we repurposed 
one of our nurses to work
on employee contact tracing and
with the resource department and
we also have added an
additional hour to all of our 
schools because we
know we're going to need 
additional staffing to do that 
work.
We also have -- training with
other personal schools and 
others so they can assist in 
contact tracing and
you know, beyond our health
, our schools are small spaces 
and it's hard to
get more than two people six 
feet apart.
We have identified a second 
location to
isolate kids while their waiting
for parents
to -- so we're really taking all
of these
steps increase staffing and 
space
so we can
be safe.  
≫ Private message, a lot of 
confidence --
if for some -- and I think the 
cohort is like an element in the
school class.
That's just what my --
(inaudible) if
it was good enough for the 
cohort, the school whatever, all
of that.  What happens then?
Is it that entire group
?  We bring them back or what?  
≫ So say a student or teacher is
positive, then most
likely, we would work on it with
them but most
likely that cohort would be 
isolated out of precaution.
So those students will go to 
distance learning with that 
teacher and that will continue 
in that manner.  
So that's why we're doing the 
cohorts and the spacing
.  With lunch and recease, we're
putting all of that in place.
We're limiting the sharing of 
equipment so if there's a 
positive student
, we can isolate them and keep 
continuing school.  
In middle schools, why we're 
using the hybrid models?
It's to allow us to try to limit
the amount of contact and
spread so if students are in A
group, than the B group isn't 
affected.
So the idea of starting like 
this allows us to see and put 
measures in place.  Are they 
holding?  Are they working well?
So that makes sense for us to do
this and learn
.  So if Ben
test positives -- 
≫ If Ben tested positive and 
he's in grade two math class
, then, that is what we're 
talking about.
Should the whole class be shut 
down or --
maybe he only had 7 students 
there and was there a whole 
hour.
We just know the 7 have been 
isolated and sent home for 
testing.
Those are the people where we 
worked initially with the public
health
to look at and see, you know, 
how that works and
then high school, it would be 
six feet -- he would have
to be in quarantine
.  
≫ So you're say every time this 
happens, each time that
Ben gets a positive test, that
will mean -- every time it 
happens?  Based on what 
happened?  
≫ They're providing us with a 
flowcharts to look.
So the hope is that we can use 
their
flowcharts they have given us
.  We have that availability and
we're saying, we're not sure 
with this and we want to check.
So that's why we have, they're 
developing these flowcharts for 
us.  That's why we're doing 
training with them.
Public health has regular 
meetings with our school nurses.
So unfortunately, we believe 
there's
going to be a auto -- to this 
because these
things are going to happen 
regularly as we go through this 
year.  That's why they are 
giving us a step by step 
guidance.  So we can work on 
what we do,s what we 
communicate.
Here's the public health form so
we hope to have
this automatic but the first few
times, we'll be closely 
checking.
We want to make sure we have it 
dialed in
.  Again, nobody has done this 
before.  This is unprecedented.
We hope to limit the isolation 
as much as we can, but we also 
need to follow guidance.  
≫ I have a few more questions.  
One on distance learning and one
on hybrid.
So distance learning
, tell me more about what we 
know about -- this thing.  The 
kids are logged in?
What do we know about how this 
is going before
?  
≫ I don't know what the excess 
numbers are
.  We have been reaching
out to students to make sure 
they don't
have any barriers so they get a 
laptop,
hot spot, or maybe even printer 
access.  So first, does the 
teacher need contact?
That happens here in school and 
it does in digital as well and 
then we reach out.
We have school office staff, 
support office staff to reach 
out as well.
We have plenty of accessibility 
for technology.
As far as the connectivity piece
which
is requiring that students are 
being connected and are engaged 
in the
actual learning,
we --
also, to work to provide some 
information to the students
.  
≫ I would love to
hear --
there's a lot of hope.
That people would feel really 
good about distance learning to 
the way it was last fall.
But I do --
understanding -- I do just want 
to stop and say at this point
, it's not perfect
.  Our teachers are doing 
phenomenal work
.  Like, I think, I know not
everybody understands and 
appreciates the work but it's 
well
beyond what they need to do, and
it has been extraordinary.
And there's no questions --
I do want to be very clear.
All of the staff -- to come to 
this difficult time.  
And I would like to at the same 
time, update
how it's working
.  
And the other --
their engagement, their 
engagement -- specifically.  
Thank you!
≫ We also -- get the hot spots 
that were requested?  
≫ We were able to.  We have 
given out over 300.
So if you counted, we wanted to 
make sure
that our first priority is 
anybody who doesn't have 
internet.
We had some requests from some 
of our families saying, we need 
better coverage.  We have it but
we need better coverage.
So we worked with the best we 
can to make sure we provided 
that.
We have met all of these needs. 
So we had an increase in -- 
students
.  That's great!
And we have enough hot spots
currently that if anybody needs 
one, they can get access to have
it.
So we have made some additional 
purchases to make sure we
can sustain that
and that's really some of the 
COVID
dollars and why we need more
.  
≫ One more question about the 
hybrid.
So we're going to be changing 
the model.
That means -- so I think there's
--
≫ Well, I appreciate 
acknowledging that.
I think we have to step back and
say, teachers are trained to be 
in schools teaching.  That's how
their preparation program.
That's their experience and we 
literally said, we need you
to transform everything we
do from teaching a five year old
how to read, that's just -- 
Or we want you to convey
the concepts of advance physics 
to students who don't have a 
laboratory.
So if you any about
just how to do that in a two 
dimensional
versus three dimensional, it's 
amazing!
They have been doing it in a 
week and are working hard.
But it still is just extremely 
difficult
to reinvent everything that you 
have been trained to do.
All of the resources and 
materials but most importantly, 
that interaction
with student really makes you --
so that's
why we are looking to return to 
the hybrid and how that works is
, balancing this conversation on
safety.
How do we make sure that we have
partial disadvantage
tance at campus but by doing it,
it means students
will be home some portion of the
learning
.  So there will be daily check 
ins.
Now, your check in with your 
teacher, high school,
middle school it will be one 
teacher and in elementary, it's 
your teacher.  
   So make sure you're connected
and you're okay.
And teachers -- when we assign
students, independent or project
based work to work on during 
that time.  Related to what they
have learned first of all.  On 
the elementary schools, in 
grades two through six.
So on the check in with the 
teacher, to also be doing some 
-- that has been assigned by the
teacher.  
The advantage of being in person
is, your person can explain
to you, go over things prior to 
you having to work
.  
For our younger learners
, we have -- we understand from
the pedagogy standpoint, it's 
hard to access student learning.
So they will have -- five 
minutes.
They won't have at home where --
without
seeing the teacher
.  So now we have a comment.  
≫ I do want to remind
folks, if they want to make a 
public comment, you can
follow the instructions on the 
website to learn how to log in 
and make your statement over 
Zoom.  
In the mean time, we have a host
of public comments.
I will call for a recess.
Most of the technical 
difficulties, we have gone 
through a portion of it already.
So let's take a five minutes.
So why don't we say at 7:45, 
we'll reconvene.
The next five minute, we'll 
spend time reading the comments
.  So for now, we'll adjourn 
until 7:45.
You just list your comment and 
we'll have a conversation
.  This is post comment only.
≫ Our first public comment comes
from Breanna.  You're on.  We 
also have a phone number.
Please place your name instead 
of the phone number for us to 
come to you.  Breanna, you're up
first.  Thank you.
≫ Thank you, Tracy, please raise
your hand
if you would like to speak, 
Chelsea, Joe
, Kent, and Tracy, please raise 
your hand.  Breanna, you'll be 
up next.
We need to do a sound check, 
testing one two three.  The 
testing one two three.
The thank you for your patience.
Our first public comment tonight
come from Breanna
who lives in rock
Rocklin, you can speak.  
≫ Good evening, board members 
and superintendent.
My name is Breanna and I'm a 
teacher in Rocklin unified 
school district.
Over the last week, I was 
affected by the
reductions in the district.
I am fortunate to retain a 
position but I understand
we are all doing our part to 
keep things running smoothly 
during these unprecedented 
times.
Last Wednesday, last difficult 
-- to be honest, this came as a 
shock to me and many of my 
colleagues.  
I was and still am devastated 
that I
had to leave my class of 
perfectly wonderful third 
graders.
I was transferred into a 
position that is currently held 
by a substitute
.  Although on paper it looks 
like I'm taking the position
of a substitute, I'm actually 
taking the position of a
highly qualified and very loved 
teacher, robin.
Both robin and I have been 
ripped from our class rooms
.  While I'm fortunate enough to
have a position, she is not.  
And although we both feel heart 
broken to be in this situation,
I know that the people most 
affected in this are students
.  We have the opportunity to 
have smaller class sizes
to better serve students 
academically and emotionally.
Instead of getting this 
opportunity, I had students in
tears, confused, and now, part 
of a class that is at capacity. 
While I know our new teachers 
are
fantastic educators, it does not
change the fact that we have 
created
turmoil in a time when students 
need consistently.
We built our class room 
community and we're starting to 
feel like a family.
After fourteen days, our 
students have to start over.  
After the heart break of saying 
good bye to my own students, I
had the pleasure of meeting my 
new second grade students and
the one thing I could tell right
away is they loved their teacher
Mrs. A.
I absolutely hate that I have to
be the person that takes Mrs. 
Away from them.
Their heart break is now mine to
help mend.  
Out of all of this, I know not 
much can change.
What I wish is there's more
transPASHparency of the 
district.
Why weren't the teachers 
informed but most importantly, 
why
weren't our students and 
families informed?
Our greatest hope is that 
there's still positions in the 
district
like this, where substitutes are
holding positions that you
informed teachers, that you 
informed parents and
students, that this too can be a
reality.  
At a time with so much 
uncertainty, we would
be better off with a little more
transparency to allow for 
preparation.  Thank you!
≫ Breanna, we have a handful of 
folks wanting
to comment but they're not 
raising your hand.
Please raise your hand if you 
would like your voice to be 
heard during this.  We have a 
phone number.
If you would like to comment, 
please raise your hand.
Okay, trustees.  It appears 
that's the only public comment 
we have.
≫ Thank you, Joe.  We have 
another commenter, Joe can 
speak.  Joe, can you hear us?  
You can speak now.
≫ Yes, hello!
This is Joe Carol from Rocklin.
I am glad at the news that the 
kids will be starting the end of
September.
I just want you to keep in mind,
I was at the protest tonight.  
Wanting the schools to be open.
I know there's a lot of 
sentiment out there and
that because this kind of 
distance learning has been a 
disaster for a lot of families. 
And so some people are choosing,
I think, it's going to even be 
worse for the financial.
Some people are choosing to pull
their kids out of 
Rocklin school district and just
go for home schooling.  So I 
think you have to be aware of 
that.
That, I know you're working hard
but you need to get these kids 
back in school or you're going 
to have more people do that.  
   That's just a fact and I have
heard it from multiple people.
So that is the concern that you 
will lose more people
.  That will be less funds for 
the district.
Also, I do appreciate you doing 
some hybrid but I am a little 
concerned
that in one week, they will be 
off school for three days.  What
would they do in three days?  I 
know my kids are not going to do
anything.
It's always a struggle to get my
two kids to do their work.
I would wish you could go to the
five day model.  
So all kids could go to school 
for five days.  That's how it 
should be.
But I don't know if that's on 
the
table until maybe after the 
election and we can get new 
members willing to vote for five
days.  
I do appreciate Derrek and 
Rachel for your bravery.
All of us parents are 
appreciating you because we
really appreciate you two 
members sticking up for the five
people.
We're going to support you two 
and the over candidates like 
you.  We really appreciate both 
of you two!  
But we really --
I think there needs to be --
I understand there's a lot of 
work but I really think that we 
have to
address better what is going to 
happen with those kids who are
not at the time in the class
.  So I would recommend that 
maybe you do an afternoon or
morning session just if you want
to split the kids to do that.  
These kids need to be engaged.  
I have seen my two kids
.  I have seen my kids 
disengaged by this process.  I 
know it's no one's fault.  No 
one was prepared for it.
The so hopefully, it's just one 
of those once in a lifetime 
things that happen.  
This virus will be with us for a
while and we have to live with 
it.
So I would just hope.
And I know a lot of my friends 
are protesting there tonight.  
Do your best to get these kids 
in school, the
maximum days because when 
they're not in class, they're 
just going to be zoned out.  
Thank you!
≫ Thank you, Joe!  We have a 
phone number.
I will ask you to introduce 
yourself, please
.  You only have a phone number 
so please introduce yourself for
public comment, thank you!
   All right, we're going to 
move down the list.
We have one more -- 
≫ Oh, we have a phone number.
I will ask you to introduce 
yourself please
. 
.  Jordan, can you hear us?  
It's time for the public 
comment.  Please address the 
trustees, Jordan.
≫ Yes, I can hear.  
≫ Thank you, go ahead
.  
≫ I'm Jordan and
I'm -- oh, I'm Jordan and I
go to grand Oaks middle school 
and I'm in 7th
grade in legacy academy and -- 
oh!
And I am go to grand oaks middle
school.  I'm in 7th grade in 
legacy academy.
All of my teachers are awesome 
but I don't like the Zoom 
meeting every single day for 
about six hours.  
I'm on Zoom meetings from 8:30 
to around
3:10 and then afterwards, I 
spend about 45 minutes on 
homework.  Which is mostly 
online.
I don't like this because I'm 
just, like, sometimes we'll be 
on
a Zoom meeting and I'll go in a 
break out room
and I'll just be talking to 
people with a blank screen.  
   I can't interact with my 
classmates.
Sometimes my teachers have gone 
off -- like
, get kicked out because of 
their wi-fi.  Ms. Jensen, she 
got kicked off once.
She was back on in five minutes 
but
it's really hard to have that 
social,
like time talking with your 
classmates and talking with your
teachers
.  And I just don't like it how 
I'm like
, on a Zoom meeting the entire 
time.  Thank you for your time.
≫ And that does wrap up our 
public comments
.  
≫ I have some closure from 
schools
.  Individual school --
tested positive for COVID-19 -- 
(inaudible).
Individual school closure may be
appropriate when there's 
multiple
cases and multiple cohorts in a 
school
program for at least 5 percent, 
I said 25
but it was 5 percent of the 
total number of students
, teachers or staff
have cases of positive COVID-19
depending on the size
and number.  
The 25 percent -- 25 percent of
schools closed within the 
district in a fourteen day 
period.  I just wanted to 
correct myself.
September 29th, there will be a 
special meeting and the board 
will keep how it will be 
addressed.  
≫ Thank you for your 
clarification.
I know moving on --
CSE is not able to YOIN
join us tonight.
I know also, that -- is not
able to join us in person but I 
understand he is able to be here
via Zoom.
So with that, I'm hoping we will
be able to
hear
.  
≫ Travis, your time to speak is 
now.  Can you hear us?  
≫ I can.  Thank you, Diana.
Good evening board of trustees
, superintendent and general 
YouTube population joining the 
meeting with us.
I would like to start off 
tonight with a big thank you to 
the board to superintendent 
Scott.
I know there's been a lot of 
pressure and comments and input 
from the community recently.  
And I want to
thank all of you for taking on 
the difficult task and not being
afraid to stand where Rocklin
has made their decisions for 
where we are in education based 
off of
the guidance from our county 
help, our state
, guidance as well and those 
that are helping us make those 
informed decisions.
I also want to say, a major 
thank you to Ryan Johnson.
Obviously the challenge of the 
technology that we have all
experienced many times over 
through this entire process.  
I specifically want to send a 
shout out to Peter Davis
who is one of our district techs
who has taken
on the soul responsibility of 
the school LMS program in the 
district.
If you are a secondary parent, 
you are
probably familiar with the 
schoolology project and
Peter overnight has become a 
huge resource with us with that 
process and program.  
   So thank you to those guys.
I know their plates are more 
than full and their teams are
more than exhausted in 
supporting that.  
I want to give a
big thank you to Chuck and 
Craig.
And spear heading a lot of 
efforts.
I know, especially
to address a lot of the needs 
that are going to allow us to 
get
back to some form of in person 
education sooner than later.  
Things with the filtration and 
protected devices and things.
I know Craig had his hands full 
so I appreciate what Craig and 
his team have done.  
And mostly, I want to thank the 
teachers and parents who are 
standing behind and supporting 
this entire process.
I can fell you right now as a 
teacher, as a teacher leader, as
a parent, none of us want to be 
doing distance learning.
None of us want to be doing 
class in any form like we are 
now.
Unfortunately that is the world 
that we are working our way 
through right now.
And it has become some what 
familiar with as things are 
changing.  I believe our trustee
said it earlier.  
That's what we know right now.
That statement really resonates 
because as we
know what we know right now, 
it's likely to change in the 
near future.
Good or bad or indifferent.  
So I want to remind everybody 
that when you
talk about our RTTA.
I come here as president but I'm
not just here as a union
leader, but I'm here first and 
foremost as a teacher in the 
district.
Every member serving as a 
teacher or a service
provider in our district, a 
certificated staff.  That is who
we are.
RTPA is the teacher's and 
support staff
and certificate staff in the 
districts, counselors
, FLP, psychologists, all of the
way.  
So when people want to ask 
questions of RTPA and they want 
to
make comments against it, you 
are in
turn taking, you know -- taking 
shots at the opinions that you 
claim to love and respect.
I just think we need it be aware
of that because like I started 
with
and like we have heard many 
time, none of us want to be 
doing what we are doing, the way
we're doing it right now.  
Our heart is in the class room 
with the children in this 
community.  That's where we all 
shine.  That's where we all want
to be every single day.  
   We just can't be yet, right?
Hopefully and it sounds like 
from some of our updates that 
date is
coming a little sooner than 
maybe some of us expected and 
we're
excited for that day and those 
plans to be laid out and
communicated to families and 
staff and students alike so we 
can get there.  
Now, all of that said, I know 
along with the tough situation
that we're dealing with,s 
there's some other tough times 
and I
probably can't say it any better
than Ms.
Ed said it.
I want to have a discussion with
the school board about,
you know, the tough times we're 
in and the tough decisions that 
are already
having been made and will 
continue to be made through 
this, not only
this COVID situation but through
the year and the after math of 
this.  
But when we look at choices 
around the district
and there are choices that have 
to be made for current 
situations
or choices that have to be made 
now to prevent future 
situations.
I completely understand the 
decisions to make those tough 
choices.
However, when like she said
, when we're in a year already 
facing every challenge that 
could
ever have been imagined in 
education, and we go ahead and 
add
additional layers of change and 
additional layers of 
challenging.  
I'm referencing teacher moves 
and the reduction in staffing 
and I understand our budget 
limitations.
I question, at what point does 
the budget become more
important or more valuable than 
the students in the class room 
or the education that they're 
being provided?  
She says, she's not just moving 
from one class room to another.
Instead, she's in turn, moving 
students from one class to 
another.
My estimation just on the 
movements and I know we heard 
from her and
that is just one example but we 
have 30
plus class rooms that were 
impacted by
teacher moves already this year 
and we're already three weeks 
in.  
I'm talking about the teachers 
who are leaving their class, her
students are being divided in 
multiple other class rooms.
The class rooms she's going to 
be taking over, not only a new 
class room or grade level but a 
new site.  That's one of the 
many new examples out there.  
I understand these new decisions
don't come easy and nobody sat
down and said, we have to save 
money but, sometimes the
perception and that transparency
that is missing is how it's 
perceived and
received by the teaching staff, 
the students and the families
.  Nobody wants to call a family
and say, tomorrow
or next week, your teacher you 
have grown to build
a connection with, even in 
distance learning, with
that challenge of distance 
learning, you have grown that 
connection.  
   By the way, they're not going
to be there next week.
However those decisions are made
and those transitions are 
happening.
So I hope we can revisit some of
those conversations and
look at, how they absolutely 
necessary
?  Is there a way to let those 
kids
or keep those staff members in 
the positions they are and find 
ways to adjust resources and 
make it work?  
If for no other year than this 
year.
This one is already 
unsurmountable challenges
and this is another layer 
preventable and we have control 
over.  
Next, I want to talk about, 
while we're talking about 
change.
The changes that are happening 
within the district, aside from 
teacher movements.
We opened up our REC as an
option as staff members, if they
weren't ready or
comfortable to turn to in person
education at all this year.
We were told, our concern as 
teachers is,ings
if we open up the virtual 
school, are we
going to have to deal with or be
challenged with the back
and forth of kids moving in and 
out of that virtual
environment, knowing that 
virtual environment is 
drastically
different from what is happening
in the class room or even in 
distance learning right now.  
We were told, no, we're not 
seeing kids moving left or right
or in and out.
Many are not there by choice but
by medical concerns and needs.  
Here we are, and we're seeing 
kids in a
daily basis, come and go on 
Rocklin virtual.
How can we bring a kid, two or 
three weeks in and assume 
they're going to pick up.  
When we look at the asked YEEL
high school, we learned -- 
moving our schools into a four 
by four schedule.
We're missing a couple of days 
on a four by four schedule can 
amount to weeks potentially.
Coming 14 or 15 days look like a
quarter late.  
These are moves that the family 
request and needs sometimes, but
we're not doing
the students any service by 
moving them back and forth as 
well
as, that doesn't help solidify 
the numbers that cause moves
like she spoke to prior.
Like the class room numbers and 
flexing and all of that.  
I know we're trying to 
accommodate
as best as we can but the most 
consistency we can provide to 
the families, that's the best 
for them.  Even if it means, 
sometimes it's not time to move.
Let's wait until there's an 
appropriate break in academics 
that would be a smoother or 
better transition.
We're under the impression, this
was the original intent when
it came to Rocklin virtual 
transitions and things like 
that.
Next and lastly, I just want to 
remind everybody in this
room, everybody that is 
listening at home and
thank you to those who shared 
comments and opinions this 
evening
.  There isn't a single person 
many this board meeting tonight
, that isn't working with every 
ounce of their energy and every 
bone of their body to get kids 
back to campus.  
There are many things outside of
the control of this district, 
outside of the control
of our teachers, our 
superintendent, our school
boarding event that don't allow 
us to jump into
what we think is what we want 
and what we think is what is 
right
right now
.  I want to thank the board and
the superintendent
.  He's providing a lot of new 
information in the moment and 
he's
been more than willing to share 
it and help lay
out some, what hopefully will be
some more permanent and
followable -- guidelines for us 
to get back
to in person education
.  Before I go, I want to leave 
one last comment.
When we talk about hybrid, I 
want to be very clear
.  Correct me if I'm wrong.  
The picture of what the 
community understands, whether 
it's all or some of what
the teacher understanding is 
hybrid learning, I don't know 
that's the accurate picture.  
So the picture that I have been 
told and
that I perceive we will see when
we go back to hybrid
learning is that we're not going
to have all of those social 
activities in place at a school.
So I don't think that's new news
to anybody
.  But I do know that, when we 
sit in
a class room, there's parameters
and restraints that don't allow 
us
to have small group work and 
have close proximity to each 
other.  
   To have school wide events 
and things like that.
And hopefully in time, those 
will come but
again, I'm wondering if there's 
a false perception that when we 
go back to
hybrid learning, that everybody 
will just
be half as many kids on campus 
but school will look normal 
otherwise.  
I don't want to accuse anyone 
for making the
false claim but some of the 
conversations I have been privy 
too
, have my concerned, we have not
as transparent
as a district to paint the 
picture of what hybrid learning 
looks like for students and 
families.  
I just want you to understand, 
whether you're ready
, or not, for or against,
that you have a clear 
understanding in what you can 
expect
for them and their experience as
well as our staff and
know and expect for their own 
personal experience.  
I apologize I wasn't able to 
attend tonight.
Thank you to everyone for 
helping connect me in the 
meeting and I welcome any 
comments or suggestions from the
board as we move forward.
≫ The decision to go like that 
wasn't necessarily Rick's call, 
it was a group thing, right?
It was between RTPA.  It's like,
it was a team concept.
It wasn't, hey, you're going to 
do this or we're going to do 
that type of a thing.  
≫ I would say that we held 
multiple
conversations with RTP
A about looking at schedules 
because we wanted
more equipment from teachers
.  We can
twenty -- we had a wide 
conversation where we looked at
different kinds of schedules
and received some input and then
we
used it to
decide to switch to a four by 
four schedule and make sense
of this year for COVID-19 and I 
really appreciate the 
flexibility of everyone 
involved.  
To say, you know, we're going to
be working this year and try
something different to best meet
the needs of the kids.
That was a collaborative 
conversation that led to that 
decision.
And
I think -- 
≫ Try to understand it a little 
bit more.
This is the first time
we 
≫ I can answer Derrek's 
question.  I'm not sure if you 
can hear me.  
≫ Yes, we can hear you, Travis. 
≫ My feed is a little delayed so
I apologize if you have moved 
past this one.
But the question about seeking 
information or input from
the community on which model, 
hybrid,
distance learning.  I believe 
yes, the numbers are spot on.  
My concern with that is that a 
lot has changed, right?
As I have
seen and the term in our 
community now is the goal post 
has moved again.
With that said, I think we need 
to be aware and take the 
temperature of our community 
again to see where we're at.
Add guidance has changed and
reality set in, more families 
have felt more
comfortable with the situation 
and more families have been 
affected by the situation.
So it might be time for the 
district to evaluate.
Instead of us just sitting in 
the room and trying to make the 
best
educated decisions by the little
bit of feedback
for those who are directly 
seeking us out.  
Maybe we should put out some 
information and see what 
feedback we get from that.
I know we're doing the same with
Rocklin teachers and certificate
staff right now.  We're getting 
their temperature.
As you know, stakeholder's 
opinions and feelings about the
situation has changed as well as
the situation itself has 
changed.
And many ways for the better and
for many ways for the unknown.
So I think it might be an 
opportunity for us as a district
to seek that input and see where
we land, you know.
And it will solidify where we're
hoping to go or help redirect us
if we're
going in the wrong direction
.  
≫ It's highlight -- I just want 
to clarify.
We got some initial feedback of 
ten percent and the
number we actually had -- kids 
and people sign up
.  Is in the entire world of 
being dynamic
and flexible, we weren't going 
to say, thanks --
but we're kicking you out, keep 
the ten percent
.  With all of this COVID-19 
stuff, we have to work with what
we
have, correct
?  
≫ We needed deadlines for 
students so we could lock in the
staff.
We knew we would have a number 
of teachers that really
wanted online for a variety of 
reasons that they need today 
have.
So in order for us to process 
and place them in that, we had 
to have confirmed parts.
So we did it in July
.  That was important.
And we really do want to limit 
this
.  We also want to honor 
family's choices around what 
they thought is best for their 
student.
And when we -- you will hear in 
a later report.  We heard from 
600 students.
So we were over staffed
.  So we had a waiting list that
we created
.  So we decided to do was, we 
announced
we -- on September 8th
.  We had some concerns with 
folks saying, I'm not sure.  -- 
some wanted to leave and come 
back.
So we thought, well, we might as
well go through and look at
the wait list and try to give 
families what they wanted.  And 
we had extra staff.  
We went through the wait list to
make sure that any
reductions in staff that need 
today be made
.  We gave some families choice 
to be back on distance learning.
So we did announce some of the 
adjustments and
we do want to really restrict 
that as we go forward
because we do understand it's
destructive to have -- but we no
it
occurs even in a normal times 
when a family moves into the 
community.  
We do want to minimize it as 
much as we can but we thought
since we're early enough in the 
year and we have extra staff, we
wanted to see if we have the 
right spot.
My knowledge at this time would 
not produce any staff
.  So you know, we'll continue 
to monitor it
.  
≫ I just wanted to mention, 
there's not a lot of talk about
reaching out to the students and
family members and see from the 
teachers, how things are going.
Is there a way we can be more --
have a communication
?  I know we were talking about 
earlier, like, how the hybrid 
schedule is going to look like.
I know a lot of us
understand it's hybrid but how 
is it going to work with the 
schedules
?  They're watching it.
So is there any way we can just 
like, maybe send out a lot to 
the parents and the teachers.
We sent it out to the teachers 
and I should have been like,
this is what hybrid looks like. 
When you're in school, you'll be
doing this.
When you're out -- I just know 
that, there's really not a lot
of like, communication or 
transparency with the students 
and
in the --
that's who is being affected the
most
. 
So a lot of people don't 
understand that.
So just what they said
.  Could you guys check back and
reevaluate?  The students could 
be included in that as well.
I think that would be beneficial
.  
≫ Yes, thank you for sharing 
that.
And I think we
do a reasonable job of asking 
for input.  I don't know we all 
communicate directly.  
All of our students have Gmail 
accounts so we have the 
information to send out the 
information to the students.
So we can work with colleagues 
to make sure we send out 
information to students as well.
You're right.  They are the most
important people in this 
picture.
I would appreciate you giving us
greater updates on
how it's going
.  
≫ I just want to comment for 
Travis.
I understand and agree with some
of the
concerns about hybrid, 
especially on the secondary
level where it was the right 
choice --
but we are going to put some 
extra stress on students and
I'm really thinking of
it as a step, as an in between.
When I'm cleaning out my garage,
it's really ugly before it gets 
any better.  
   I pull everything out and 
eventually it gets better.
So we're going to have to get 
through some messy to
get to where it's going to look 
better and feel
better and I appreciate the work
that it's going to take because 
I know it's going to be a lot.  
But hybrid is hopefully not our 
final destination
.  Hopefully it's just a step to
get back to distance
school
.  
≫ Okay, great!  Thank you!  
Thank you Travis for joining us.
With that, we're going to
go (inaudible) every little step
towards
normalcy is exciting
.  So having this is exciting to
us.  We would love to hear a 
student update.  
≫ Yeah, so there's only a couple
but just to start out,
Rocklin elementary -- video and 
slide shows just like we did to 
all of the families.
The students are being 
encouraged to send in a picture 
this
week based around the certain 
theme and then it will go into
a slide show that is sent out to
all to be created.  
At -- as of Monday, it consists 
with the highlights of the 
upcoming week.
It includes a staff profile 
section and some -- little
information staff
.  And then pretty soon, they'll
plan and do
their -- again
for the students demonstrating 
their
PDI
.  
≫ At -- the principle missed --
Monday morning an announcement 
began
.  It includes a quick message 
from their principle
, birthday spotlights and then a
compilation of photos engaged in
distance learning.
Often the staff is being 
spotlighted in videos as well.
They are getting ready for their
first
virtual fun run sponsored by 
OTC.
They're looking forward to
seeing students and family and 
staff being healthy during these
times and
this -- to join virtually as 
well
.  And then at Whitney high 
school, we're keeping
the students engaged virtually 
as best as we can
.  We're training our students 
on the Instagram website
.  Each month, it will be a 
different class.
And then every Friday, we're 
doing
competitions to keep the school 
spirit alive.  
Students are encouraged 
-- for a chance to win a prize
.  Previous was chick filet
.  Next week is our -- week and 
this is also known as suicide 
prevention week.
So throughout the week
, there will be virtual 
opportunities going on.
We can give students a whole 
understanding of what is going 
on and then
lastly,
September 23rd, we'll be doing a
virtual (inaudible) and
last but not least, our virtual 
campus is starting
the new year with school spirit.
Because it's technically part of
a district --
encouraging us to have spirit 
Fridays in the clothes of their 
traditional sites.
So we created a spirit store 
where families and students can 
order
T-shirts, long sleeves or
sweatshirts in the traditional 
school colors but have the RVC 
logo on it.
So we see which school is 
wearing most
.  That is all I have.  
≫ Thank, that's awesome!
Any board comments
?  
≫ I was going to say, it's been 
a first crazy few
weeks, but it was still fun to 
see kids on
the first day of school with 
jammys and hats and
even bare feet pictures but 
really how --
staff and their energy and 
diligence working really hard to
make this -- to make the best of
this.
I also wanted do say a big shout
out to some
teachers and administrators and 
parents and everybody
recognizes that the teachers are
putting possibly more hours
in than they ever have.
Let's see, there's a couple 
other things that I wanted to 
share
. 
Through the guidelines and the 
ever change
ing information but we'll get 
through this together
.  It's just going to take some 
patience.  
≫ Any other comments?
Thank you.  
≫ All right, with that, I'm 
going to 10.1.
Consent -- routine
.  
   Off mic (inaudible).
Seeing none --
thank you!
Moving on to 11.
1
.  Tony, do you mind
?  
≫ I'm going to go a little off 
script today on what I'm 
presenting to you today.
It would not be typical or 
warranted to
present -- adjusted calendar 
current school year
.  Traditionally our school 
calendar is
balanced between first semester 
and second semester typically
for testing week or weeks
.  So previously our calendar 
was balanced with
a difference between ten more 
days in second semester
than it were in the first 
semester
.  In the
process of negotiating the MOU 
and trying to make the
4 by 4 school in high school -- 
period of time.
There were concerns specific to 
a lot of courses but more
traditional for the APs and 
other
higher intensities in which 
classes and things like that,
to see if we can provide some 
increasing balance between
the two semesters given the 
equal amount of time
.  So as I shared with you, that
we create
pending approval by the calendar
that is created as part
of the contract
.  We were looking for a school
calendar that would end the 
semester of
the first year January 8th after
we return from holiday.  So now,
there's a two day gap.
So we're a little -- between the
two semesters which would
be equal time
.  And what the testing may or 
may not look like.
I apologize for going off script
but I wanted to make sure I told
you the story on why I'm 
presenting the calendar.
So I'm asking if -- motion to 
take action on
modified the 2020-
2021, school calendar.
This is exclusive for grades 
anyone through twelve in the 
high schools
for the -- this
is for the high school
.  
≫ I see Whitney high school and 
I'm traditionally
finishing up before Christmas 
break, take my finals and go 
home.
Now the new schedule is the 
final week on
the last day of the semester -- 
is the one you come back.
I know it's less than ideal for
it
.  I know it's not the best 
situation but it does require
more instructional time to cover
more content.  
≫ So I will say it pretty much 
per teacher or department
.  I can either do online work, 
take
a final, or I can take a final 
before I go on holiday break and
come back and review and that's 
all
TDD, teacher wise, class wise, 
how we set
it up
.  
≫ Let's just say, I like to take
my finals before
Christmas vacation because I'm 
not going to study over winter 
break.  
So I feel like what you would --
what would
end up happening is a lot of 
teachers who have their
finals be done before break and
what happened, this already 
happens, is students
wouldn't --
you end up watching a movie -- 
because you're required to do 
something.
So no matter what, even if you 
changed the schedule,
because teachers understand
they -- that's a long time 
period too
.  You might be forgetting 
things.
So what ends up happening is 
that teachers would say, I'm
taking the finals before, even 
if it's not the specific finals
week and then, during the finals
week, students would watch 
movies
-- like, we all wanted to do 
this
.  So I think that is what will 
happen.  
≫ That's definitely not the 
intention -- just the concern at
the discussions
is just the intensity and the 
uncertainty of distance learning
versus
hybrid, versus regular --
and making sure we have the 
maximum amount of instructional 
time W.
You bring up great points.
I did it in college and it 
wasn't my best semester
.  
≫ I totally agree because you 
have no time at all.  You have 
to completely balance it out.  
It's far from ideal.  This 
entire year is far from ideal.
It seems -- more reasonably, 
even
if --
≫ Yeah.  Any other questions?
I will entertain a motion
.  Moved and seconded
.  I apologize, I have lost my 
way.
Okay, with that, I think we can 
take a vote.  All those in 
favor, say I.  All opposed?
Any
-- we're back.
We're going to hold a public 
hearing --
textbooks and instructional 
materials.  I want to open the 
public hearing.  Marty?
≫ Nice to be with you this 
evening.
In order to comply with 
education
code, I --
sufficiency of textbooks and 
instructional materials.
-- with that being said, we 
would like to ask the board to
hold their public hearing closer
-- we would like
to ask them to take an action on
resolution, 20-21.  
≫ Thank you
.  I will say -- to actually 
write it down
.  Yes.  
≫ Just real quick.
Just to help the people who 
don't follow all of the school 
stuff as close as you Marty.
This essentially says we have 
enough textbooks
.  We have sufficient quality, 
quantity.  
We were required to provide 
sufficient textbooks for
all students and all subjects.  
We have done that.
Many textbooks are now available
online
.  We do have hard bound books 
if students choose that.
We have had this for student 
athletes.  Sometimes
when they travel, let's say, for
a basketball
season, you travel and you don't
have a hot spot, they
might want the hard book so we 
do have books available.  
So at this time, we have 
sufficient books for the 
district
.  
≫ Thank you!
With that, I will close the 
public hearing and I would like 
to
entertain a motion on the 
resolution
.  Moved by Derrek
, seconded by Eric
.  
   Great, moving on.
≫ Good evening!
We always come back after school
starts and do a enrollment 
report.
This year, unfortunately we had 
a significant
reduction in enrolment.
You can see on this page in the 
green column on
the bottom
.  That in a ten day count, we 
had 621 students less than we 
had last year.
The we report to the state, our 
enrollment each year the first 
Wednesday of October.
So that is the point we compare 
to each
year because you can see the 
last five years.
So this includes the Rocklin 
virtual campus as well.
It's also including our students
at the county office of 
education.
, special education programs.
The virtual campus
, as you can see here by grade, 
we had
1379 students in our Rocklin 
virtual campus
.  Which was significantly more 
than we had originally thought.
The next slide, just to show
, historically, what
our enrollment changes from year
to year
.  We are thinking like 18 
students but you
can see, we only had two years 
where we had a loss in 
enrolment.  
That was in 2014-15.
One of the charter schools 
opened in the area
and then, again, this year
.  So we didn't have a deduction
enrollment
last year because we had a 
growth of 29 students
.  As you can see in most years,
we're a growing district
.  So the financial recap of 
this, as -- hold harmless.
Meaning that the district will 
be funded on
2019-20ADA
.  So we won't have an impact
in this year or next year 
because we're not reporting any 
ADA to
the state this year
.  And in 2021
, 2022-our comparison on what is
really higher is still the 2019.
So in effect, we'll have a two
year hold harmless to the 
district to try to
get our enrollment but that will
be a 5.
3 million dollar loss
in 22-23 and as you
know, the district has to
certify they are able to meet 
the financial obligations in a 
rolling three year period.
So this number will be in the 
third year of our
multiyear protection
.  This is based on our current 
funding assumption formula.
In addition, it is also based on
ADA
.  That one did have a
hold harmless so it's going to 
be less this
year as well and that's ongoing
.  
Next slide, I have introduced --
to talk about the elementary 
enrollment
.  
≫ Clearly, this is concerning 
news for our district.
Because we're a district 
committed to continuous 
improvement and
understanding, we did
do -- secondary schools and
briefly, that process was using 
our area's
information to identify students
who had
, last year or from summer 
enrollment, had dropped or were 
no shares in the first week of 
school.
We did have significant drops of
students within the first week 
of school which is very unusual.
As part of
this audit, families who drop or
are contacted --
and are asked a short SEERDZ of 
questions
, no ideas about -- where they 
were currently enrolled and
our willingness to return what 
factors affected that
.  We were able to contact 294 
families of students.
First and foremost, we found 
that about 38 percent of those
students we contacted had 
actually moved out of the area
.  Or had planned to moving to 
Rocklin and for one reason or 
another, didn't come.
It was 112 students of the ones 
we contacted.
For the other 182, there's a 
variety of other reasons that I 
will go into more detail on.  
Reasoning why students
-- some had a decision they made
prior to the announcement of the
district.
There was about 5 percent 
dissatisfied with the distance 
learning schedule itself.
Although we sought to create 
more structure because we heard 
it in our parent surveys.
There was families who felt
the structure was too much for 
our families.  There was another
five percent that didn't want 
the hybrid model.
There was
about 25 percent that were not 
interested in distance learning 
as a whole.
This is the major trend
.  Largely this -- with younger 
students our the TK1.
There was a portion just like is
represented in the
community that did not want 
personal instruction.  
There was also a large group
of
families who decided to home 
school, to school
in families or pods or groups.  
≫ So define the distinction 
between home school and did not 
want distance learning.  Do we 
know what that 18.9 percent?
It's obvious, it wasn't home 
school --
no one was offering in person 
school, where did they go?  
There are schools
that were promising to give in 
person instruction.  
≫ In the area?  
≫ In the area.  
≫ Do they do in person 
instruction in the area?  
≫ Yes, there's schools now -- 
≫ No, back when it was taken.  
≫ There were schools who were 
promising that.  
≫ Oh, I see.  
≫ And they were able to promise 
that without having --
so in terms of what selections 
were offered.  
So you can see here, the 
percentage on the right.
We had Rocklin academy and home
schooling, so you can see the 
number of students selecting 
those options in the bottom 
there.
This percentage is out of all of
the students including the 
moving students
.  So we had a big group, like 
65
percent moving out of state, out
of county and then just a big 
wide range of
local county and public schools
.  
≫ So Rocklin, academy, John
Adams -- are they in person?  
≫ John Adams said they're going.
≫ Yeah, they
are as far as I know coming back
.  There was families that said,
it's great you
have a virtual option but 
there's charter schools who have
been doing
it for a long time and we're 
going to go with that.
So finally, interested in 
returning
to Rocklin in the next 6 to 12 
months
.  You can see, there's about 45
percent of families
.  Many of these families 
commented as soon as schools 
fully
reopen, five days weekly, with 
no restrictions
or were planning on returning 
next school year and then we had
160 including those students in 
the area, who were
not interested in returning to 
Rocklin
.  
≫ So we approximately 400
.  We got about 75 percent
.  
≫ So continuing on.
The same process took place.
What I found interesting on 
secondary level --
for whatever reason, we'll 
report it out
.  -- moved out of the area
.  So of that
, 48 students -- very similar.  
19 percent did not answer the 
question.  3.2 did not want 
hybrid.  3.
2 made the decision prior to the
decision going on.  36.5 did not
want distance learning.
Nearly 8 percent -- and 30 
percent
wanted (inaudible)
.  Of that, what were the 
options similar
to -- on the right hand side, 
you can see the local schools 
and the areas -- academy.  We 
have 9.3 percent.
You can see down below, that was
eight students
.  We have John Adam, home
schooling -- charter, and 
private schools.
As far as other schools, I 
couldn't list it all.  They were
all over the place.
Of this, four of those went to 
-- and then it just went across 
the board.
And again, as was mentioned, 
this en
includes people who have moved
.  Of the interest returning, 
you can see
-- looking at at next year.
And of those
93 percent, it doesn't include 
the students who move.  
The numbers do not add up 
equally.
Some parents had multiple kids 
and some parents chose not to 
answer certain questions.
We found it very similar
.  We did find some extra steps
.  Several families had 
immediate needs or concerns that
could be
addressed for RVC or hybrid and 
they just didn't fully 
understand what those models 
entailed.
So we reached out to several of 
those families and we were able 
to
reenroll a handful of those 
families and we'll continue to 
reach
out and try to meet their needs.
Most of the students contacted
were in the age of TK1 as I 
mentioned
.  I believe that the hybrid
AM/PM with instruction will be 
attractive and a solution to 
these families.
We'll be reaching out to them 
when we moved that model to 
attempt
to
reenroll them in that
.  And typically every year, for
the past three years, we
have offered a kindergarten 
transition year.
We are thinking about the TK 
class, if there's enough
interest for students who are 
not enrolled with us
.  Right now, we have space in 
our TK classes
.  We're reaching out to our 
younger TK students with the
December birthdays and working 
on enrolling them right now.
So again, we'll relook at some 
of the ones we just
enrolled in January
and we'll consider reoping the 
class.  
And last one, all students who 
have indicated for next
year, are working on priority 
enrollment
situation for next year so 
reaching out to them in January 
and February
and letting them know that, you 
know, trying to get
a commitment to attend Rocklin
unified
.  I just wanted to provide 
context.
124 families contacted, 52 of 
the
students were middle school and 
72 were high school
.  By -- no one knows what the 
future holds
but we will be contacted
them and hopefully, they'll
join our district again for the 
second semester.  
≫ Thank you very much!
Thank you, I appreciate it.
Derrek, that was really nice
.  Sort of circle back and 
Travis
is listening and this ties back 
in but obviously as
things changed, as we go 
towards, you
know,
as was said, late September, 
going into
a hybrid model and then 
hopefully soon after that after 
we progress.
We go to the five day model with
all of that stuff.
The reenrollment, whether it's a
high school
, middle school, that will 
create some change and it brings
some more kids in which is a 
great thing.  
In terms of bringing more kids 
in, that will modify the staff 
at some point.
It's a positive side, we need 
more teachers and more people to
accommodate the students.
So in the change, and that
change is going to be different 
from what we're doing
.  It's a good thing from a 
deployment standpoint,
teacher standpoint, kids on 
campus standpoint
. 
609 students is 5 percent of the
students.
When you lose that much, you 
have to make some staffing 
adjustments.
We didn't make all of them
.  We didn't reduce staff that 
much, about ten, ten and a half.
So we were
judicious in where we made 
reductions.  We didn't just do 
it across the board.
We know each one is hard but we 
know, not -- has its own 
consequences.
So what we did do for example,
is K across the district, 
there's about 46
or 47 seats we left open because
we hope some of those students 
will return.  
So we did leave some capacity in
certain grades and in certain 
areas that we think we may be 
able to accommodate.  So we have
also left that there.
So we can keep that door open 
and quickly enroll without 
having to just go -- 
So yeah, we left space 
available.
So if you're listening and you 
would love to return, let us 
know.  We would love to have you
back.  We also have space in RC.
We have capacity there as well
.  
≫ I have a question, we have a 
net decrease
of 621 students but I know it 
had to be new students who
started the school year with us,
who were not previously part of 
the district.
And I'm wondering, do we have 
that number
?  How does that compare to the 
last several years?
Essentially, what I'm trying to 
get is, I'm wondering if we look
at people who moved out of the 
area and people who moved
in, just looking
at those numbers, is that in 
line with what we see with the 
recent numbers?  
Because the housing market has 
been pretty high, pretty busy
.  New homes are still building 
as fast as they can.
How much of this can really be 
chopped up to
COVID-19, people are needing to 
home
school or try other options 
during COVID-19 or
is this an indication
of -- a demographic shift isn't 
the right word, but a shift of 
patterns of people moving in 
town.
Because a shift of patterns of 
who is moving in, may indicate
more medium and long term 
problems
.  And adjustments to our 
school.  
Hopefully if it's just COVID-19,
we
can try hard to entice them back
next spring or fall
.  I was curious if you have an 
opportunity to see those numbers
.  That's something I'm very 
interested in finding out
.  
≫ I don't know what is going on 
in your day job, but
I'm finding most districts have 
significant lower enrollment
.  So this is quite -- we're not
as bad as most districts, I'll 
willing to bet.
And the other thing you can say,
there's so many unknowns about 
this.
So this is a very reasonable 
expectation is --
you don't have to come back, 
Facebook says, don't come back. 
Why -- you're selling them here.
Same salary.  
So you can see this having a 
huge positive
impact.  
≫ Anecdote tally, I'm seeing 
part of that
with what is going on with the 
housing market right now, even 
more people are -- moving here.
But I think it's a question of, 
how many people are selling here
and moving to Reno
?  Or places like that
where -- 
≫ If you look at -- there's 
people who have lost their jobs 
and need
to move closer to their other 
side of the family because there
might be a job there.
There are all kinds of reasons 
why.  
≫ I would say a trend we're 
seeing is older students moving 
in.
So we have noticed, we
have 600 or so Ks,
we have noticed that our 
secondary schools are seeing the
most growth.
What we have seen is the folks 
moving
in are from more established 
families,
versus just families that are 
starting out.
That's why the high schools and 
middle schools are seeing growth
and
elementary have more of a stable
enrolment.  That is something 
that is a factor here.
You're seeing, we can look to 
see if it's true
or not
.  
≫ Is TK or K the highest?  
≫ Yes, TK or K is about 50 
percent of the students in that 
category.
What is interesting is, before 
COVID-19,
our K and TK enrollment was up 
by 15 percent.  Over the year 
before, where we had lower.
So it was looking like we were 
going to have a lot more 
students and then
, they didn't show up.
We hear that.
≫ I'm just going to say, Mark is
trying to -- not interested.
So with
when we call back in November, 
I'm interested on -- I don't 
know why.
But the specifics
.  To make sure we're addressing
that.  
≫ I want to get a better 
understanding of the net flow 
that I was talking about.
It would also be helpful to get 
the figures
.  Or
just -- I'm wondering, where are
these students really going
?  For example, the charter 
schools
, this floor -- this year.  But 
it's also a ceiling.
So if you have a school that has
a net influx of
students this year, you're not 
going to get extra funding for 
the students.
I know across the state, there's
a lot
of lobbying to try to get it 
changed
.  
≫ On line charter schools are 
not allowed to receive 
additional
dollars for additional schools 
this year but in
person charter schools can get 
additional funding
for their students and school 
districts are also able to
retain additional funding if 
they enroll students above what 
they had in their adopted 
budget.  
So that was changed just 
overnight
.  
≫ Same regard.
If we went to hybrid or went to 
a five day week one and
bring things in -- additional 
funding?  
≫ Next year, when we start, oh, 
we're good to go.
When football comes back in, 
everybody comes back in.
It could be a good thing.  
So if yourself a finance person,
obvious
ly -- as close as normal from a 
budgetary system.  
≫ Next year, if our enrollment 
in 2019-20 was higher, then we 
get that funding.
If we are able to have more than
that, so
we have more -- we get the 
benefit. 
The good news is we don't get 
harmed but we think this is the 
best option
for education and we, you know, 
know --
and tell us repeatedly
.  And the expectation and it be
-- we really
are is being premier choice for 
education
.  
≫ I do just want to say from a 
FIEBL thing
final thing.  --
after budget but the reality is,
given what we know is happening
, if we know, we're likely -- 
much
lower the year after and then --
so this has huge long term 
results.
So even if we had this Facebook,
we would be struggling and it 
would be much harder.
Making really difficult 
decisions with long term -- it's
horrible!
But if we do not do it now, 
we'll have significant layouts 
down the road.
We have to find -- to watch this
happening
.  
≫ There was a district that lost
3
thousand -- they're
a three or four thousand 
schools.
So around us, there's a decline 
in enrollment.
This is where we want to be 
responsive.
If we want to keep a permanent 
online option, we can do that.
We want to create a home school 
option, we can do that.
So even though families chose 
different options, we can be 
flexible
and manageable and kind of serve
them the way they want as well. 
The fact that we retained nearly
1400
students, I think shows we have 
the ability to
adapt and respond.
We recognize this task force.
Really, the sixteen days --
I really want families to know.
You want to choose it as their 
lead and you want to stay 
engaged with you.  Be friendly.
We care about your --
≫ Just a curiosity, were the
same people contacted
?  
≫ Any other comments before we 
close?
Oh, I'm sorry.  
≫ Public comments around the 
enrollment issue?  Seeing none, 
okay.
Then we
ask, are there any pending 
agenda items?  
≫ Rick, can I interrupt
?  Oh, is there a comment?
≫ Okay, Travis?
I just wanted to add in my 
concerns with some of
my comments earlier about 
numbers and reductions and 
staff.  Derrek, you're spot on 
where our worries are.
The survey results show a lot of
people are not gone
but waiting and seeking 
different options right now but 
likely to come back.  
And here we are letting go some 
of our best
teachers and going to have what 
to offer these
families when they come back in 
class rooms that are already 
over crowded thinking in a 
hybrid sense, for example.  
We are limited to how many kids 
can be in a room.
So even the families that are 
ready to come back when we go 
hybrid
, and not just the ones waiting 
for a full return, we're
going to be max capacity as it 
is and we're looking to hire 
people, mid semester, mid year 
and that's not a good process.  
So again, I employ the board of
the district so really 
reevaluate how many we will 
reduce.
I appreciate Roger mentioning we
did
limit the number compared to the
original forecast but there's 
still
a strong likelihood that we're 
going to have a large influx of 
families
as we return back in person, in 
any version throughout the year
and hiring staff mid year is 
never easy -- never an easy task
in any situation.
So yeah, that's my two cents.
≫ So move to adjourn.
It's great speaking with you
.  Two --
a week later on the 29th which 
is a Tuesday
.  We'll have
a special board meeting
.  Whether it's hybrid, five 
days days or distance.  
So with that, the meeting is 
adjourned.  Thank you!
