001for you all. Rise and face the flag. >> To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Item three on our agenda is approval of the agenda. Um, I will accept a motion to approve the agenda at this time. >> I'll move to approve the agenda >> and a second. I'll second. It's >> been moved and seconded that we approve the agenda. We will now do a roll call vote. >> Jacob >> I, >> author. >> I. >> Thank you, Jessica. >> I Jackie, >> I >> Michael >> I >> and Teresa >> I >> and I affirm as well. It's now time for public comment. Um, public comment for all agenda items and on
002matters that are not on the agenda but that are within the Shasta County Board of Juris uh board of education's jurisdiction will take place during this time. Members of the public are invited to fill out a uh yellow speaker card and review the speaking to the board handout available at the check-in table. I would just like to inform everybody who is here for the STEM Academy public hearing that we will uh hold off on your comments until we get to the public hearing which is coming up in a few minutes. So um just uh as a reminder the board is not allowed by law to take action on any item not on the agenda. Um with that we have a uh yellow card here from Randy French. Thank you. Uh my name is Randy French.
003I am a retired teacher from the Anderson High School District. Last month I spoke here. Uh this month I would like to speak on the same topic, but I'd also like to get this put on the agenda for next month if possible. Uh today was a collaboration day and after I I retired after 26 years in 20 June 2022. I've been subbing. Today was a collaboration day. School was out at 2:25 and um or no 12:25, excuse me. And we couldn't pick up our paychecks until 3:00. Uh when I subbed or when I was a custodian at Nova High School back in the 70s and 80s, I could pick up my check at nine o'clock in the morning on the 10th. I could go straight to the bank and put it in. And now they
004won't let me get the check even get the check till 3:00. And uh I know that I don't depend on my check, but I was in in Anderson. I had to sit at the district office uh and wait. Uh I did fill other do other things first, but I had to hang around and for 45 minutes the district office instead of driving back to reading where I live and uh then coming back. And so I believe that the county should have the money in the in the bank on the 9th and we should be able to pick up our checks anytime at all during the day. Uh I'm needed because I have uh worked a lot. Last year I made over $20,000 subbing because I'm in demand. Well, not just me, but subs are. And
005uh when I there's a lot of people the uh Anderson High School District has an open a window from 3 to 3:30 that checks can be picked up because they're closing down the district office. Otherwise, it's mailed out. and that I think that the money should go into the account on the day before and we should be able to pick it up whenever it's convenient for us. And uh the secretary, of course, I don't want to put words in her mouth, but she said it would be easier for her if she didn't have to wait. But that's your guys's decision. I know you can't make a decision today, but I would like for it to be on the agenda, and I'll probably contact every sub in the county and have them here next month if
006we can get it on the agenda. So, I just wanted to voice my opinion, what I feel uh it would be a a a convenience for me to be able to pick up my check whenever it's I'm in Anderson instead of having to drive wait hang around. I have 21 seconds. So, thank you very much for listening to me. >> Thank you. >> Uh and Tom Vander uh was I was he's going to be get up here and speak in a few minutes. I was his master teacher and give him any everything he wants. [Applause] >> Thank you, Mr. French. >> Mr. Freeman. >> Yeah. First of all, uh Mr. French, thank you so much for uh your sub services. They are sorely needed. So, anybody out there, uh, if you have friends that are
007interested and qualified to be substitutes, we would love to, uh, to use this as a recruiting opportunity. I am, we do have some clarification. We obviously I appreciate your understanding of our inability to take action directly off of public comment, but uh, I I would like to yield to Austin Prowler, who I believe has done some uh, research on your from your comment last month and might have some clarification. Miss French, I appreciate you coming back and uh I apologize that this message didn't get to you between the last public comment and you coming back here for public comment. Um but based on the concerns that you expressed last month, I did follow up with our payroll department. Um and based on what I understand from the payroll department, um it is something that is
008outside of our control because it doesn't have to do with the funds being in the bank. It has to do with the pay positive pay for the the bank to clear the funds for the check to be valid. Now admittedly I don't work directly in payroll. Payroll is a very complicated thing that is a direct science that they have to make sure that they get right. Um and so we did you know the option the funds can be deposited more immediately if we go towards a direct deposit. I know that some a lot of people move to that direct deposit. So, we'd be happy to get you set up with that and then you won't even have to make the trip regardless of what time of day it is. I understand you might not want
009to do that for other reasons, but if you could leave your information, um, I'd be happy to get that so that we can connect offline and we can get some more of those details to you from our payroll based on why that's not a feasible option outside of our control due to the positive pay and the check clearing the bank. So, but thank you for being here tonight. >> All I know is that Anderson High School District because of their coaching does not do on their 10th of the month checks do not do direct. >> So if we could connect like I I want to connect with you directly outside of this meeting so that we can get all of your questions addressed and by someone who has more payroll knowledge than I do. Um
010but if you could leave your contact information, uh Lindsay Gilstrap, our senior executive director of internal is sitting back there. if you could connect with her, um, we can work with you between now and next month for sure. >> Thank you, Mr. Prowler. Mr. Gorman, >> I was going to yield my time to Jessica. >> Thank you, Miss French. >> Austin answered my questions. Thank you. >> Thank you. Is there anybody else here who wishes to address the board at this time? was not filled out a yellow card. Then we will move on to item number five, which is our community recognition. Um, this will be a recognition of the National Park Service and our community uh connection or with them. So Josh, [Music] >> if I if I could, uh, President Brown, this is
011long overdue. We just uh we acknowledge that essential services that we're trying to provide for students in Shasta County cannot be done without uh community partnerships and we'd love to start our board meetings by celebrating those community partnerships. We've been waiting for our federal government friends to uh be available for us to recognize you. So good to see you here tonight. Thank you for the service that that you render. We want to acknowledge uh in 2018 our world changed. We've had many conversations about West. We've recognized our West Community Foundation friends and those supporters. We cannot do this rebuild uh without our friends from our National Park Service. This is a unique partnership. I think as we talk about Wes, we've highlighted that there are not a whole lot of national parks that also house
012an outdoor education science program. and uh and the the creativity, the flexibility, your time and commitment and willingness for us to uh slowly even looking at day camp options. What is it that we can do? And then similar to the comments that we we uh had to celebrate our community foundation, uh we we are we are confident that West will be back and will be better. and it will be better because of partnerships uh like West Community Foundation and our National Park Services. So, uh we would like to President Brown and I would like to recognize uh Josh, Scott, David, Glendy, Laura, Daniel, and Laura Shasky, if you could please uh come on up. Uh Josh, if you have some things to say and then we have an amazing not so amazing uh certificate and
013we will uh take a take this opportunity with Carrie Shudy, our communication director for a photo opportunity, but on behalf of the Shast County Office of Education, thank you so very much for the work that you do for us. Thank you, Mike. And you're going to very very well received and timely for us as well. This is truly our core team that we have here, plus the few that uh didn't make the the trip out tonight for a variety of reasons. But, uh, we're committed, um, we're committed to seeing Wes go back to school. And I'll just leave it with that. So, thank you so much. [Applause] Thank you so much. [Applause] Thank you, President Brown. >> Excuse me. We will now open the public hearing on the Radian STEM Academy. I'd like to uh
014welcome Tiffany and Tiffany Door and Tom Vanderpool. Come on up. We've got a a few quick slides to share out. Just so so where we're at is uh RTEM is up for charter renewal. We are our stem's proud authorizer. We have the uh we have the responsibility to re review the petition. Uh the timer on that begins with uh a public hearing that is tonight. There is no decision here tonight, but I love the R SEM support and the fans and the families for being here. Thank you. We'll hand it over to Tiffany and Tom. Appreciate you guys being here. And uh then from here, our staff will conduct a full review of your petition and we will uh be revisiting the the decision to renew the petition later on the school year. Thank you
015so much for having us and thank you for our families that took the night to come support and a little bit of pressure there with my master teacher. Man, I love that guy. Um, so here we are. I'm Tom Vanderpool. We are going to give you our renewal presentation. >> Yes, we were here a couple months ago and um with our annual report. So, we did change our information so that way you guys um are able to see a different snapshot of our school today. All right, the writing STEM mission. So, I would like to invite our families and our staff to stand up and read our mission with us because you guys are why we are here. Please stand up and read it with us. So the mission of writing STEM is to is
016to develop curious and academically skilled young people who aspire to be principled and passionate leaders through a rigorous TK8 college preparatory personalized learning program with a focus in science, technology, engineering and math. STEM Academy affords its students the experiences, skills, and values that help prepare them for citizenship, high school, college, and global competition in the 21st century. Our program strive to create students who are selfotivated, competent, lifelong learners. [Applause] >> That is the core of who we are and that is our heart. our current demographics. Last time we were here, we kind of shared last year's information. We are currently we are TK through 8th grade. Our enrollment is 232 students. Our socioeconomically disadvantaged students are 50.2% foster youth at point4% English learner.4% 4% students with disabilities 21% and our homeless youth at.9%. So last
017time we were here we presented how we were doing meeting our LCAP goals. Today um using the California dashboard with last year's uh 25 um 2025 data. How are we doing? You can see if we look over here at our chron uh chronic absenteeism rates, we are showing a steady um improvement which is really great. It is something that we are mindful about at our school. Um we have a great team that works hard to educate parents and to work with them to remove any barriers that are preventing our students from accessing school. And our team um our team is amazing. Some of them are sitting here in the audience today. Um but our data shows that. And looking at our suspension rates, I think this is an area that is very clear that we
018need to grow in um we recognize that. But in um in growing our students to reduce our suspension rates, we realize we have to develop the whole child at our school. So here are some of the ways that we are growing our skills and our students at a young age. So, we uh we teach preschool life skills in TK and we give our students a boot camp refresher in kindergarten. Um our preschool life skills focuses on 13 core skills that our students need to be able to do in order to be successful in kindergarten. Our SEAL small groups, so we use a universal screener administered by Kelvin and our MTSS core group meets. We review the data and we build small groups arounding meeting the needs of our um our students on campus who struggle
019the most. Executive functioning um so executive functioning is a skill that students struggle most with in grades sixth through 8th. So at Writing STEM we frontload those skills in fourth grade. So we're trying to meet the students before they struggle. Um executive functioning is just as its name. We um this program focuses on teaching the skills um to students so they can execute tasks. Um hope rising this is a great curriculum we teach in sixth grade um and this um teaches skills to set u achievable goals for students. Invictus. This is our mental health curriculum um that uh addresses the SB224 and we teach this skill to our eighth grade class once a week and we um cover a wide range of topics from how to deal with anger, drugs, grief, um or yesterday I
020presented on how to give an apology and forgiveness and overcome adversity. Um, character strong. This is our campuswide social emotional curriculum that reinforces pro-social skills. We, our teachers teach the lessons in the classroom and re we reinforce those character skills um and those character traits in our assemblies once a month. Behavior academy. This is what we're proud of. This is our new approach to uh discipline. We are in year two of behavior academy. So when students are sent to the office um for significant behaviors, we look at whether or not it is a choice or if it's a skill deficit, if they if it is a skill deficit, we assign them a two-day behavior academy with day one focusing on the skill they need to develop and if needed, day two is focused around restorative
021practices. Um if that is not needed, then day two is also a um skill building session. Um and then PBIS, I think everybody in here can say PBIS is amazing. Um we are teaching the skills that we want to see on campus. Um we have lots of things in place to um incentivize kids and reward kids from rocket awards in the classrooms to character cards um on the playgrounds, but we're teaching skills that we want to see. All right. How are we performing? So using data quest data we have sideby-side comparisons of 23 24 and 2425. We have our ELA which is very strong. 23 24 shows that 53% of our student population is meeting or exceeding their grade level standard and our mathematics 36 uh% is meeting or exceeding the standard. Uh looking at
022last year's data 2425 our ELA remains strong. Though we do see a slight decrease, we are still proud to say 51% of our students are meeting or exceeding the standards. Mathematic does show a decline and we recognize that and that is an area of focus for our school. Um we because we recognize that we are seeing a decline in our um academics, we have many supports in place. So we have our academy program. So, our academy program is a small group teacher-led intervention program that meets before school. We have three trimesters of academy um that we um provide small groups to students who need to um develop a certain skill in order to be successful. We don't want students to continue to struggle. We want to frontload what they need and we have teachers that
023are there each morning for them. our spring math. So, um, a few years ago, we recognized that we had a steady decline in our math scores. Um, so our school psychologist is sitting in the audience with me. We went to Denver with the hopes of finding something that we can bring back to our school to help um, provide our students with foundational skills so they can succeed in math. Um, and so we chose spring math. So, spring math is given to students. It's a 15 minute program a day um where uh an two aids push into the classrooms and they provide um practice on foundational skills. So we are in year three of that. Um by year four and five we should see um the fruits of that labor in our test scores. Classroom support,
024we have added lots of aids to our campus um so that we can have extra support in the classrooms to help with behaviors to help with kids who are struggling. So we don't just have kids struggling. Any questions so far? And when we look at how we compare to the rest of the state, you can see that we had 51.88% and statewide to the right is 48.81. So we're edging them out in ELA and in math. Um there is a rate of 30.83 and that falls below the state statewide rate of 37.3. Um and we realize it's a need and we're going to focus on that need in math. >> But science is our superpower. That is what we are good at. Um look at our science scores. They're great. 23 24 47% of our
025students are meeting or exceeding. last year 58%. Those are great science scores. Um how are we doing it? We have um our Project Lead the Way curriculum that we use in our classrooms. Project Lead the Way is our engineering um and science program. Um our Project Lead the Way is taught in our science lab as well as in our classrooms. It's a great program. We're also using STEM scopes for grades three through 8th in order to ensure that all of our students are receiving their science standards. We have a science lab with a fantastic science teacher. We have a fully stocked maker space room and that room is magical. We have robotics and we really really really um support field trips. Our teacher is amazing. Our teachers get our students out in the community. They're
026doing hikes. They're doing um the pumpkin patch. They're just they're phenomenal. We're going to Trinidad spending three days at the ocean. So, lots to lots to help boost our science scores. >> And when we compare to the state, you can see that we're at 58.7 and statewide the rate is 32.66 and 2324. The state was at 30.7 and we're at 47.62. So, we're going to keep the pedal down. We're not going to We are not going to stop in our science powers. So, why are we here today? We are here for our renewal. So, when we look at our renewal, we have to look at a few questions. How is our governance and leadership? So, is the school's governance um structure sound? Yes, our board is strong. Tom and I have a great working relationship
027with our board and they are extremely supportive of us. Um we have many board members at our table. Our charter has um our charter allows five to seven members. We have seven members with um with members that sit in the audience just a you know have a voice for our board. Um and our board members have a wide range of expertise which is really important when we're sitting around the table discussing budgets and um policies. And does the school face any legal challenges? No. Moving forward, we are sound. Our culture is good. Our parents are supportive. Our students are happy. Our te our teachers are supported. And we're doing great. >> For our budget, we actually are meeting with Barry, our accountant, for our first interim budget meeting tomorrow. But he gave us an email
028sneak preview so we would have some solid numbers to give you. Is our budget in order? And our budget is currently very healthy. Our net ending position, our reserve is just over $2.8 million. Our revenues this last year were up 6%. But our expenditures were also up 3%. And our multi-year projection is looking healthy. The last four years that I've been here, we have enjoyed a surplus. Currently, for next year, we have a slight deficit projected and in the thousands of dollars. Um, but there are a few re there are a few reasons for that and do that that's changing. It's very fluid. Um the easiest thing that we could do is add students. Um but we've decided this year our goal is to just rebuild our c our culture and u we want to
029grow and we want to support our new staff. We have our we have our five new teachers paired up with five master teachers and um we've had a few students um move and we have room to add but we've decided to let those teachers just grow in that classroom and we want to support them as strong as possible and um that is our goal. We're really pushing onto our staff and our whole community that we would just want each decision to just be so focused and stu student centered. >> Academic progress. Are the school students making academic progress? Yes, our science scores are great. Our ELA scores are solid. Our math we recognize we need to grow and we are taking the steps in that direction. There's a lot of magic going on on campus,
030but I would say overall we are making academic progress >> and our LCAP is going to be a little bit review of what Tiffany just presented you. Our first goal was the chronic absenteeism and the improving suspension rates and our chronic absenteeism is improving dramatically and our suspension rates there is room and you saw through a handful of our um social emotional learning things we're doing that it is a focus for us as well. Our second goal was academics and making academic progress and we're going to continually improve and we're going to find what is working and we're going to implement new things and try new things. Our third goal um is our facilities maintained to a high standard and we currently have a great relationship with Scoe's maintenance department and their workers. Um they
031do a fantastic job. They have done some pretty largecale improvements last summer and there may be some more on the horizon. Um, but they make our school look great. Um, they make it safer and we so much appreciate their hard work and they connect with our culture. They connect with our kids. It's more than just doing the work really. That just wanted to add that. And the last thing to talk about is are we meeting our mission as set forth in our charter? Um when looking at the main buzzwords in our charter. Um are we developing curious and academically skilled young students? Yes, we're working hard to get them out in the community. We're working hard to to develop the whole child and bringing the curriculum that students need. Um we are not afraid to
032try new curriculum. This year we've adopted a uh writing curriculum. We've adopted a new phonics program. We are trying to um find what works for our students and our teachers and we are we are compass we are passionate about finding what works for them. Personalized learning program. We have onetoone technology um and our academy program. We're working hard to give students what they need and are we doing well with the focus in science, technology, engineering and math. Our science scores are great. Um I would say the only piece that we are working on out of that is our math and we are working hard on that. So overall I think we are working hard um to meet our mission as set forth in our charter and I think everything that Tom and I do is
033student centered, student focused and everything um we does it does it fit in our mission? Is it part of our charter? And if the answer is yes, we move forward. Any questions? I have a question. >> Yes. >> Um looking at the strengths and areas for improvement. I see down here there is a statement school culture among staff areas for improvement. School culture among staff. It is a it is a staff divided in many areas. What does that mean? >> That that's referring to Chrysis. >> Was that from Chrysis? Oh, I'm sorry. I'm sorry, >> but I bet you Tim's gonna have a great answer for that. >> I went a little bit too far, but now they know the question I'm going to ask. >> I wrote that. I'm not sure I remember putting
034that in there. >> I'm going to remind the U trustees to use their speaking to Q. >> Okay. >> Sorry, >> but I I see you, Laura. Go ahead. Um, so I've been on this board for quite a while and I've always been impressed by this idea of themies and yet your scores are not really right >> where they should be. So do you have any data or do you track themies to see if they're they I mean they sound like a terrific idea of bringing these kids together and focusing on the things where they're not achieving but do you have any way of tracking it to see if it's really working? >> That is a great question. So, um, last trimester for our academy, we struggled with getting students to come. We really struggled
035with that. Um, you know, you need to have good attendance in order to get the skills you need. So, um, we sent out a survey to teachers and we asked them what's working, what's not working, what do you need? And we have changed some of our academy um, policies um, practices. So, we are inviting twice as much uh, students as we have in the past. Um in the past we've tried to just invite five or six students just to develop um those skills but in many of our academy classes we are now up to 13 to 15 students. Um we are uh tracking attendance now and we are um offering incentives both in the classrooms and um whole school and we are also strengthening communication with parents. So to answer your question, I am hoping
036this revamp is going to give us some good data. Um, but I think our first step was re revamping our academy because it is a great program. It is a great idea, but we were struggling with getting kids to school on time. >> Teresa, sorry. Now I can talk about what I was when you guys were talking. It was 58% have met or exceed or 30% have met or exceed. That means that four out of 10 are not getting it. Seven out of 10 aren't getting it. So I had a son that went to STEM Academy 10 years ago, almost seven years ago. Um, and they failed him and failed him and failed him because they kept pushing him forward when he wasn't getting it. Um, and I know that that's when the common core
037started. Uh, I think it started when he was in third grade. There's a lot of kids that still don't get it. >> And that's why we have um updated our curriculum. We're trying to bring new curriculum on. We're trying to develop a whole child in the younger grades before they struggle in hopes of meeting the students who are not making it. And we we also have a math study hall for our middle school kids two days a week. Um that alternates uh like with an art time. So that's another little intervention that we put. >> Does it look like it's working? >> Yes. So junior high kids don't like to go to academy because nobody wants to go get extra help. So we built it in their day. Um, so they get 24 minutes of
038reading, so they're reading novels, and then 24 minutes of homework help. Um, I'd say any help is good with junior high, but it is a time for them to work on their I readies or their homework or their big projects. So, is it helping? I think anything helps when it's built in their day and they have to do it. Um, without that builtin study hall time, they weren't coming to academy in the mornings. So, is the majority of the stuff you guys do on computer or is it actually paper and pencil? >> I think it's a mix of both. We um we definitely utilize we are a technology school, so we do have onetoone technology. Um but we are hands-on. Many um of the lessons in our science lab are hands-on. Very little of it
039is paper and pencil. Um as we get in the older grades, um a lot of it their math is paper and pencil. Um so, I'd say it's a good mix. Okay. Of course, I think all schools use Google Classroom now. So, >> yeah. >> Mr. Lee, uh, you showed a 5% decline in math. To what do you attribute that? Is can you did you identify anything that may have led to that? >> We had a we we had a lot of new students last year. Our students that we uh homegrow that attend academy regularly, when they get in the older grades, they don't struggle. Um, we had a lot of new students last year. We struggled with behaviors significantly. Um, and so I think that plays part in our test scores, but we also that's
040one of the reasons why we decided to freeze enrollment, grow what we have, give the kids the skills they need, and then open enrollment next year. >> Okay. And you use I Ready. Do you use that as a diagnostic tool or just as an instructional tool? >> Both. >> Are your I Ready scores correlating to your state test scores? >> Yes. >> Okay. >> Yep. Thank you. >> We do see we need to grow in math on our I Ready Diagnostics as well. >> When we compare our beginning of the year to our midyear I Ready Diagnostics, we do see growth um multiple years in a row. So we do we do see our students growing. >> Jessica, >> yes. I just had a question. Um but but first a statement about the um you
041were mentioning that ma that you do math paper and pencil but science is uh hands-on. I just thought it was a um comparing that to your scores for science and math makes a lot of sense. I think a lot of kids do really well with the hands-on learning. Have you looked at more um like visual tangible uh math manipulative type curriculum? We have um and last year we adopted um STEM scopes math in hopes of we were finding a disconnect in skills. Our younger grades were using my math. Our middle grades were using something different. Our older grades were using CPM and we found it wasn't working. Um so we adopted um STEM scopes math for fourth through um sixth grade and we're hoping that's going to help. >> Do they seem more interested? >>
042I think they do. I think they do. I think um I think kids in those grades it's not their favorite time of day compared to science, but um I do think it's helping. >> And then my question was um piggy back in on what Laura asked you about um the data and what you collect in regards to the um what did you call it? The club >> academy um and tracking behaviors. Do you track behaviors like um triple P like are you familiar with triple P? how you know if you have if you have a kid that starts with they've had 15 behaviors a week now that you're seeing them at five for example. >> Um are you talking about our behavior academy? >> Um you mentioned in the beginning that you that if there
043was a an issue that a child was having and they if it was a um a skill they were missing they went to the academy and if it wasn't and that was my next question. You didn't say what happens if it wasn't if it's a choice. >> So if it's a choice usually they just get the consequence. To answer your question, we use Swiss to track our data. We do um look at our data to make um decisions um to add more support in different areas of our school to decrease behaviors. That has been very successful. Um Swiss is great. Um if it's a choice-based behavior, usually we do the consequence work with parents. Um some behaviors continue and that has been something we are working on. Um part of that is um creating these
044small groups. We have a school counselor who is fantastic. she works works with our school psychologist. They are um building small groups to really target skills. But we are at the point of what do we do when when we have big behaviors and it is a choice and it does continue and we have done suspensions and we work with parents. We are working on developing the whole the whole student by trying to build skills younger. >> My question sorry let me try and rephrase. My question still is if you're tracking data but to Laura's question whether you're you're you're trying to figure out if it's actually working or not. So you want to track data to see if the behaviors are decreasing. So are you tracking behaviors and how many behaviors they're having and whether
045they're decreasing because of this intervention. Yes, I think that we had a lot of behaviormies last year and I do think it was helpful. We've only had one this year. So that right there speaks speak words. Um, are we seeing a decrease in behaviors? No, we don't specifically track the behavior academy data, but that is something great. I do love a great spreadsheet, so that might be something we present on next year. >> Um, but I would say our behavior academy compared to last year, we are significantly less than we were last year. >> Yeah. And you know, not just for the tracking mice to see the numbers on a spreadsheet, but when you're working with um trying to improve behavior, it's really good to have that data in front of you because you have
046a million kids, you're not going to remember may maybe things overall seem better, but did Johnny really improve. Well, yeah, last week he had five and now he has two. So, you know, that kind of thing. >> And we do we do use Swiss for that? That that is fantastic. >> Great. Thank you. That's all. >> I want to thank you both for your presentation. Um, this is a first step on a process that's going to take a while. So, I mean, um, I want to thank all of the parents and families for taking the time to to come here to this meeting to show support for your school. You give us something that we can't read on a data sheet or in a give from a presentation. You show us that you're satisfied with
047your school and you're and you're proud of it. And that's information that we need to know in order to make informed decisions about your school. Thank you. >> Thank you guys. [Music] Now open up public. >> Um, now we're going to open up >> for public comment. So stand up and come on forward. >> Hi guys. Um, I have two beautiful daughters. I'm just a father that my daughters attend school and uh in this modern world you you got to really watch what's going on especially when it comes to kids. So I never really thought I'd be getting involved with a lot of this but um I just came here for support and my daughters have been through the school since kindergarten and I have one in the third and one in the sixth grade.
048And I just want to say that facts and figures, uh, I get it. We got to talk about them. But when you go to a school and the whole entire school is family, you know the janitors, you know, everybody. And it's just I couldn't ask for more. and you know, facts and figures, but when you feel love there and everybody's doing the best they can, uh, it's really a neat thing. So, I just want to tell you guys that we're here for support. So, >> thank you. >> Is this what you're talking to? Okay, I have two children that go to our STEM. I have an eighth grader and a third grader. And I know they said that science was our superpower. I think it's Tom and Tiffany. I think they are our superpower. And
049I think that what's unique and special about this school is them and the community and the culture that they build. I mean, they are so invested in every child's like every part. I mean even their sports even things that aren't academic they are really invested in connecting with our kids and I both of my kids have been to academy not the behavior one but for for uh different things I think it was math was the last one and I have seen it an improvement with my daughter in her math skills because she did go to academy so I don't know if they have like the I don't know she doesn't have a spreadsheet to show like what it what how well they're doing but I know that the teacher teachers assess them after the academy
050and see, okay, we can move you on, you're done, or you need a little bit more work. So, that's all that I wanted to say. I love our school. Okay, I know I only have three minutes and I have a lot to say. Um, first of all, my name is Becky Jeffrey. Um, I am a parent and I am a teacher at RSIM. I am a sub for Scoey. Um I have worked in several different schools, but I will tell you that when you come on our STEM, there is something different about the school. And it starts from the instant that every single kid is dropped off every morning. And I kid you not, the staff outside knows every single kid and greets them by name. I've never seen that any other school. And it's
051amazing because every kid is welcomed every day by people who care. Now, I started as a sub. I've got three kids at the school. I have a sophomore in high school who went through RTM and graduated. He is doing phenomenal. Um, his math scores were great. I have an eighth grade daughter who is averaging about a C in math, went to academy, and I can say she has an A in math and she is thriving. And it is very difficult to get your kids there at 7:40 in the morning, but what these teachers are doing for these kids is great, and it's working if they can get them there. So, the academy is awesome. Now, I teach makerpace and I love what I do and I love what our school does. Makerpace, like Tiffany said,
052is magical. The kids come to my classroom once a week and all we do is we build and we discover and we engineer. We don't do textbooks. We don't do homework. What we do is we allow the kids the time to create and to design and dream. We have 3D printers. Last year, I taught our second through sixth grade how to do circuits. I mean, when you have second graders that can build light bulbs and circuits, that's pretty amazing. We're giving them skills, teaching them how to use table saws. I know it's really scary, but it's things you do, how to sand, how to create things. And Rowan, do you mind if I put you on the spot? What's our favorite thing we do in Makerpace? What's our favorite thing we do in Makerpace? Freemake.
053Freemake is the best. I wish I could have all of you guys come into my class for freemake day where we literally just let the kids make whatever they want with whatever materials we have. I mean, there's duct tape everywhere. There's cardboard everywhere. But it is the best thing when you see these kids so excited about the fact that they can create things out of recyclables and make things work. We print little 3D printed things for our 3D printers was not working. So, we jerryrigged and we made them work. We just have so many cool things that happen at our school that I absolutely love. Let me make sure I got everything covered that I need to cover because I have 43 seconds. I don't know if I have anything else to say other than
054the whole culture of our sim is amazing. I have never worked with a staff that cares for the kids the way that this school does. And if anybody ever needs help, there's multiple people running and I love that about our school and I think it's awesome. So, thank you guys. And I'm serious. You guys really should come hang out with me in my maker space lab because it is so fun. But thank you. >> Thank you. Thank you very much. [Applause] Hi, can you hear me? >> Mic. >> Oh, go for that. >> Hi, my name is Crystal. >> Okay. Hi, my name is Crystal Elliot Oriana and I wasn't actually going to speak, but based on everybody, I just had to say how much I love the school. Um, I am both a staff
055member. I'm a school psychologist. Um, but I also am a parent of two kids there that I had a lot of different schools that are amazing in this county that I've worked at and I actually had an opportunity and they said, "Which school do you want your kids to go to?" And um, I actually left the state and I came back to work at Reading STEM Academy because it's that amazing. Um, we are working really hard. I wanted to address maybe some of your guys's questions. We do um track data with curriculum based measures academically that are kind of like I think of it like the blood pressure test of different academic skills. So we do that multiple times a year and that's how we develop our groups for academy. And then for the behavior
056side of um of looking at what do we need in the social emotional groups for grades 3 through 8 we do Kelvin. We do that screener. And then for the younger grades we also look at and older grades the both parents and teacher feedback. So if they say, "Hey, we really need this." And we look in the group, we also look at that Swiss data. So all of those things together is what we do to decide what groups we need to do or if we really need to do individual or if we need to look and see if there's something going on like a disability. Um and so what I love about this school is we are almost like that. Um we look at our data and we look at the science and we say,
057"Okay, this program looks like this matches what the needs of our kids are." And when we're not seeing the data that we want, then we're making those changes. So my hope is with the math data particularly when we looked at our data and like we didn't like it. We found a curriculum, we tested it, Mrs. Doro and I in one classroom and then we found a better curriculum that's based off of that data. Um and we said okay we're going to purchase that and we started from the ground up. So if we look at our kindergarten, our first grade, our second grade, that data looks really good. I think that when we see it in a couple years, because the data that you saw is from the state testing third grade and up, we're not
058there yet. You're not going to see the data until a couple years happen. Once we get that data going, our hope is that it's going to go up. The big thing that everybody should know is that the sticky skills for math is really um subtraction 0 to nine and division. Um, and so those are the skills that every school probably is working on and that's our thing that we're looking at. And we're seeing that from the first year we implemented spring math to now, which we implemented it um, two years ago. So this is the third year that we just started it. Um, we're seeing that the data of how quickly the classes are learning that is so much quicker. So that looks I'm looking at it and I'm so excited for when those kids
059that started in kindergarten, first grade, second grade, when they get to sixth grade, 7th grade, eighth grade, they're going to have their math facts down. They're going to be ready to carry, multiply, you know, borrow all of those things for all those extra skills. And for spring math, that is paper and a pencil because the research and the data um that the program created. Oh, I got to go. Thank you. >> Thank you. Is there anybody else who wishes to comment? We really encourage everybody to to speak up. This is your opportunity to tell us how you feel. >> Hello. Uh my name is Taylor Dery and I am a teacher. And it's interesting that as a teacher I would have stage fright, but this terrifies me. But I'm going to be brave for my
060school. Um, I actually am a homegrown in a lot of ways. When I was a student before this was Reading STEM, it was Northwoods and I was a student there long ago and I ended up finding my way back when my son, who's now in high school, was in kindergarten and I started out as a volunteer. Then I was a yard duty and I was getting my bachelor's at Chico State in psychology. And the previous principal um was like, "Hey, why don't you teach PE?" And I was like, "Sure." And I was not qualified at all. And so they really believed in me and grew me to where I am now. This is my fourth year teaching third grade and I've come so far. And I wanted to just address something I was thinking back
061there. Um all the the not problems, but areas of growth that we have with our math scores and our behaviors. And I don't think you're going to find a group of more problem-solving teachers and staff members when we and I think it's been addressed enough times, but I do want you to know if we've got a problem, we fix it. We think about all these creative ways of how can we reach these kids and we teach the kids if you you know if something's going wrong, how can we fix it? And I think that's rare and I think that's worth like celebrating. And so that's why I decided even though I'm shaking to come up here and talk about it. So I really do stand with our school. I love our school and um I
062think we definitely earned a fiveyear charter renewal. Thank you. >> Thank you. >> Anybody else? Yes, sir. >> I don't have much to say, but I just want to say on the academy before school, my son struggled to read really, really bad last year. He was in academy all year. This year, he can't go to bed without reading a book on his own. Never have to ask a book. [Applause] Thank you. >> Yesterday, >> so I I have no attachment to the STEM Academy. I have a point, I promise. Um, but I had some uh learning challenges when I was young as well and for a program called the Silven Learning Center uh that I went to. They helped me give uh some really good learning and life skills that I use to this day.
063And so, uh, these programs do make a difference and I thought I'd just add that to the record. >> Thank you. Is there anyone else, please? Yes, sir. >> Hi, my name is Chris Jeffrey. Um, I'm a parent of three kids who have gone through our STEM. Um, my wife spoke earlier, but I'm just a parent, so I don't work there. Um, what I can say is that all three of my kids, I've seen them develop at the school. Their their skills have increased over time. They're doing well. Um, I can also say that our daughter, at one point, we had her go to Turtle Bay, and not to throw any shade at Turtle Bay, but she was there for a year. we appreciated the school, but she preferred going to RTEP. That was the
064school that she really now she's in eighth grade. She's been there since. And so, um, I do believe the teachers, they invest in the kids. It's they're very involved. Um, if you want to ask a question, if you have concerns about your child, they're willing to listen. Um, they work with the children, try different things to help them. And so, yeah, that's my statement. So, thank you. Thank you. [Applause] Thank you. Anybody else? I'm I'm I'm serious. We want to hear what you have to say because we can't know what you you think about your school unless you tell us. So, and it sounds like you really like it. So, thank you very much for your time. Uh, with that, I'm going to close the public comment and close the public hearing on the STEM
065Academy at this time. >> Is it Jessica and and a me? >> Oh, I'm sorry, Jessica. >> I just wanted to say that I'm so inspired by all these parents. Um, just having, you know, I'm a parent myself and having worked in PTA and other schools, it is so hard to get parents to come out to turn them out to stuff like this. And I'm really just proud of you, especially the ones that were terrified to get up there. And it reminded me of this quote about let your light shine. And it gives others permission to do the same. And I saw each one of you come up and be brave. And then the next one was like, okay, I could do it, too. And the next one's like, I can do it, too. But
066I just encourage you to ask your um your fellow parents at your school to join you next time. Bring double the amount of people um and keep showing up for your school and being part of everything you can because it does make a world of difference. So congratulations and thank you for um coming out. >> Thank you. [Applause] >> Thank you so much for coming. You don't have to stay for the rest of our meeting. You can you can go ahead and go. [Music] >> Mr. Foreman, you had something you wanted to say? >> Yeah. I'm not sure if this is uh if this is according to Robert's rules of order, but I am looking at the time or quarter to 7 and uh I I would like to propose that prevention team until January.
067That presentation will last a little bit time. Is there any objection from the board? >> No. Then then we will table the uh substance use prevention uh which is item eight and uh we will move directly now to back to item seven which is crystless. >> Thank you Jean. Thank you Maggie. I like two hours of your life. >> Thank you. >> Do I get to use this microphone? this one here. Mr. D. >> Okay. Thank you. Thank you for having me. Uh my name is Tim Dury. I'm the administrator at Chrys Charter School. Um it's my second year there. Um in the last I'll say 18 months that I've been there, I've or or been around. Um I I've learned a lot. I've grown a lot. Um, we've had some, I'll say, some ups
068and downs. We've had some, uh, challenges and we're making some strides and some headways in a lot of areas, which is fun. Um, I'll just I'll just from the beginning, we were staff divided sometimes for sure. When I came in, um, we the joke was there's north side versus southside and the north side of the building was, uh, fourth through 8th grade and the south side was kindergarten through third. and the the groups of teachers just because of the age difference there was a little clash in how are we going to all agree on uh what we want to do together. Um Chris is considered a teacherpowered school much different uh school setup than many other you you'll ever see. Um, as an administrator, I have less power as an administrator than any administrator in
069Chasta County. I am one of 14 because every single one of our teachers as a staff member gets a vote in how we do everything and how we operate and the curriculum we choose and how we spend our money down to if it costs $300 or more, we're going to vote on it as a staff to see if that's going to be a purchase that we want to make. So when we have 14 people in a room for a staff meeting, trying to get 14 to come to a twothirds consensus sometimes is not easy. And sometimes that item that many administrators might say, I'm going to just come in and hey, this is what's best for us. And come into the to the staff and say, hey, we made these decisions at our school. that
070might take three weeks to get that same decision and many other administrators would just say, "Hey, that's that's me making this decision for the best of the team." So, it's true shared leadership, but that's hard. Sometimes that's hard. Um, our our mission encouraging the light within each student to shine brighter. Um our hope is to make make it so every single child and sometimes we eliminate that each student the light within to shine brighter um within everybody our staff members our students make make who they are better with who they want to be and build them up and with what they need what they want where they want to go that's our job. If you want to follow us on social media, here we go. Um, Facebook, Instagram, Twitter, and Tik Tok. Um, I will
071say art of social media presence is about to um become a little bit stronger. Um, one of the things that I I believe is when you flood the flood the market with positivity, when there's negativity out there, people are going to say, "Wait a minute. I see all these great things that are happening. Um we one of the things that we're developing right now um within within the school is a number of committees. One of that is a marketing and outreach committee and and we're just coming up with a um social media layout plan to try to say, "Hey, we're doing some amazing things. Let's get the word out a little bit more." Jumping right into uh enrollment in in some of the the the demographics for us. Um, you can see our enrollment uh
072at the top. It's probably the easiest way to see it. The graph is just so close. Um, we're down a little bit this year. We have a couple we have a couple classes that are um definitely smaller. Um, and that's part of that marketing plan is is to improve uh our our ADA and our our enrollment. Um, breaking down the the demographics, we're at 38.9% socially economic disadvantaged. We have 10.2% students with disabilities. And you can see the race uh and ethnicity numbers there. Um, I don't need to share specifics on all that. You can see those that those numbers. Um, current enrollment per grade level. um this is who's enrolled in the class. Um one thing that we do have so our numbers could be bigger but a as part of our uh teacher
073agreement it says max enrollment as part of the teacher contract and us saying hey we want to have small class sizes. Um our teachers have decided our kindergarten class is never going to be bigger than 18. Our first first grade class is not going to be better than bigger than 19. second and third grade will won't be bigger than 20. Uh fourth through uh fourth grade 24 and fifth through 8th grade 25. So we're going to have smaller class sizes with that same mentality. Um our teachers have said we know that our our salaries are going to be modest. They're not going to they're probably not going to compare to others, but the trade-off is we have we have smaller class sizes. Um, so we could but boost up those numbers and and in some
074grades, I mean, I I'll say third grade, um, I I'll say Crystal Padilla, one of our our teachers, one of the best teachers I've seen in my 30 years in education. She she's amazing in everything she does, the systems that are in place. People should be coming in and watching what she does, what what she does every day because she's that good. Sometimes I just tell my my teachers, "Let's get you a half day sub and just sit there in the back of the room in her class." She's good. And she's got eight people on that waiting list because people know and and the word gets around th those 20 students that are or it says eight, it says 20 students in our class, um they're not going they're not going to be going anywhere.
075Um there's a couple other other teachers that that are developing. Um we have a couple teachers that are first year at our school. We have um our fifth grade teacher, for example, she was a art teacher for a number of years and came in and said, "Hey, I want to I want to teach fifth grade." And um she got to the point where she said, "I got a lot to learn when it came from the multiple subject credential to having an art credential." She's come a long ways this year. Um, you know, as we get to some of the test scores and and we look across the board, some of that was newer teachers. Um, some of our scores went down a little bit. Uh, here we go. We look at the the dashboard. Uh,
076we're orange everywhere. Some of those numbers have gone down from from from the past. Um, our suspension rate. Um, for example, uh, when you're a small school, our suspension rate, uh, went up, caused us to go down to orange. We suspended in in 2425. That would be at 20 23 24 they suspended three students from our school and the next year we we suspended five total students, which causes an increase in your suspension rate. suspension rate is all about not how many days of suspension, but how many actual kids are suspended for one day. So when just two students when you're only a very small school makes a big difference. Um this is a little bit more of a breakdown of where we are with um all all of that data. We're in the orange
077in a lot of areas. Um, one of the things because we've gone down, our staff has looked at these numbers pretty darn close to the point where what do we need to do to to combat these items to to to make some improvements? And we have a number of different committees. And it's it's great that we're such a a a teacher powered school that's saying we're getting together in these committees and now these smaller groups are going to come back to the big group and instead of 14 people trying to make the decisions those committees of three and four are being empowered to make decisions for the for the whole school. Unfortunat I don't want to say unfortunately fortunately I'm I'm pretty much a member of every committee. So, when I have 11 committees, it's
078like, well, God, seems like I'm in a meeting all the time for X, Y, and Z, but we're trying to get things done. Um, Scotty does our um finances for us. Uh, Michelle Butcher um has works with Jodie um Willis, my office manager, and I we're talking to her weekly. Um she does a great job. I love that she pushes and pulls. It's like, "Hey, you want to do this? we can pull this money from over here and and put it in this spot and and and we can make that happen. What about this project? Can we get this done? She'll manipulate the numbers to to make it looks like, well, you can spend that out of here. So, manipulation may not be the best way to say it, but it's uh she she makes
079it work with what's allowable. Um where we at a healthy reserve 3.7 million there. Um she she was talking about these numbers. Actually my real board meeting is at 4:30 on Wednesday is the second board the meeting of the um Wednesday of the month. So I had to move my board meeting so I could come talk to you tonight. So that's all right. So we had our board meeting last night and we went over the first interim number. So it was it was fun to see we're we're we're in good shape for the next few years. Um these are I ready scores. Um and this is the growth that we made in 24 and 20 25. Um one things that I'll I'll say about CASP scores versus I ready scores. The the CAS scores are
080a snapshot of how kids did over two or three days of testing. the I Ready scores we are doing um throughout the year and and and pretty much in my mind are a more accurate representation of where our kids stand. Um in in reading here it shows that we made as a school 125% growth. In math that was 107% growth over the year which was in my mind pretty darn good. One of the things that Chrys does not do is give a true report card. We don't give you A through A throughF report cards. Your your report cards are going to be based on this is where you stand at this point in the year when it comes to um your true ability. It's not my teacher's um opinion. It is this is where your
081academic skills are and that what that's what goes home with report cards and is reported out um for at parent conferences. So, here's uh ELA and math. Uh these latest numbers, we're at 48.41% the metric exceeded um the standard in ELA and 40.13 in math. Um that's a little bit down in English, but it's up in math. We have had a focus. We've had I mean we're involved with uh Skoe's um math coaching series and we have a a teacher that's working with a number of of teachers here that's seeing some improvement in in in some of the scores. Um when you see how Chris compares to the state of California and and Shasta County even um some of those numbers uh look pretty good. We do have um we have some higher numbers at
082the top, but we're we're right there. We also have some some students that that are at the bottom at the same time. This becomes math. Um we again, this has been a focus over the last year, our our math scores. when you look at um how we've compared to the to the county we're and in the state, we're we're we're not too bad. We're not too bad. One thing that I I hate to do is just read numbers off that screen to you sometimes by looking at it. Um it gives you a visual. One thing I will say, um our STEM Academy when they when they had their their notes on the side, I was like, "Dang it, I should have done that. That looks better than mine. So I know I know for next
083time. Um science scores I'll say um this has been a huge discussion for us as as chrys charter schools. Um their focus as being a science and nature school. Um we've had this recent conversation after looking at test scores is that number needs to be a lot higher if we're a science and nature school. And we talked about the revamping of how we're teaching science and and looking at have we been out getting out doing field studies and and participating in a number of of uh field studies with a focus truly more on nature than it is the science and the science standards and and meeting those guidelines. And that um we have a visioning day. Um we we take January 6th off. It's Tuesday, so we don't go back to to school until January
084Wednesday, January 7th. And our visioning day on January 6th is going to be reooking at everything we do at every grade level to to determine what are we going to do to to revamp science versus just science and nature. Part of that is going to be um creating that portrait of a graduate. What do we want someone who leaves Chryslas Charter School to look like? What skills do they need to have when it truly becomes science and nature? And the goal is to bring that that score up a bunch. We look at um Chris in compared to um Shasta County again a science and nature school. Those numbers should be better better in my mind. Um are we are we better than the state of California? of of course we we have a number of
085students that are close throughout Chasta County for sure, but um I want to see a lot more blue and green when that comes up next year. Just talking about some of the programs that um that that we that we have on campus. One of the thing my goals today was really to to share with you and appreciate some of the the the opportunities that the county office um gives us um project share is great for us. Just can give you they they come in they they have a number of kids in the afterchool program. Um our transportation I know I I meet with um Austin next week to talk about transportation. I hope that's a good conversation. Um, and Rich as our bus driver is is amazing. Um, we one of the things that happens
086during uh Halloween is everybody dresses up and he's like, "Hey, do you care if I dress up?" Bringing the kids to school. Darn right. We We love We love having him uh work with us and in our staff. Um, Junction does our food services. on the left um is how we used to serve lunch outside outside of the janitor's closet, but we got the multi-purpose room and we're serving lunch inside. So, that's exciting. Um, one of the things that I also was appreciative of, you know, county brought in Rocky Heron over the last number of years. Um, this quick story about this girl, Zoe, is one of the most shy girls there there is in the history of shy girls. Um after this she had shared that she wanted to go up and get this
087picture with him. She doesn't want anybody to touch her ever. And when he put his arm around her I was thinking, "Oh my gosh, this is not going to be a good thing." But she was so happy to hold Mike Tyson's championship belt and get this picture. So it was it was fun to fun to see that her dad said, "I don't even know that she knows who Mike Tyson is." And I was like, "That's okay. this I mean this was a big win for me. Um just some of the traditions we have we have what's called tree assemblies, family volunteer days, field studies, Ron Clark Academy houses. It's kind of like a Harry Potter type of system that um gets the fifth through eighth graders together. We take camping and rafting trips together. We
088do have a fall festival put on by the the parent club. This year we did a Veterans Day celebration that was very well um attended and and went very well. Um PBIS is a big part of what we what we do. Um we have what's our our PBIS motto is we Chris Coyotes shine. The coyotes are safe, are helpful, show integrity, respect nature, and encourage the light within others to shine brighter. And again, that's our motto. Um, we were a 2025 gold implementation PBIS school. Um, our tree assemblers used to be called tree assemblies because they were outside under the big tree. We brought it inside because we got this multi-purpose room. We broke it in half. It allowed us to do a lot a lot more fun. So, some of the tree assemblies are
089outside and many of them become inside. So, this room on the left, this multi-purpose room is um being used a bunch now. Um, I love the fact that we're we are rewarding kids and sometimes when their parents are there, we get pictures of the kids with their parents with those awards and we in invite invite the kids in. This particular awards are um awards that were given for um the houses the Ron Clark Academy that I mentioned. Um we have a number of family and staff volunteer days. couple of times, three times last year, we just have before school started, we had parents and students coming in and just getting the school ready for, hey, let's let's open the doors. Um, we have some of the parents ring out the big equipment, moving trees, um,
090planting trees and and and just doing some work for us just because, hey, they they want to provide an opportunity for for our kids. Um, continues. I mean, we did some painting. We had pressure washing, um, window washing, um, George Low on the bottom right there. He has the same tool. He's like, I can do the same job every year. I'm just tightening up all these screws on this table because I could just have the same screwdriver that's in my bag right now. I know where it is. Um, we go on field studies and some of the opport we try to get kids out as much as we can. We say that it's like almost every Friday, but it's sometimes when opportunities um, arise. um homeschool or the beauty of homeschool is um that teacher
091is creating opportunities. We have two different homeschool teachers that creates opportunities all over. Um and she's doing all sorts of fun field trips. Um third grade went to Shasta Dam. Um had a had had a great great trip there. Sixth grade headed to their field of study at the Hack Creek Radio Observatory. um and and and took the took the tour in the tunnel or in the caves. Um a little bit about the houses. Um you you spin in the house as a fifth grader and and then we do all sorts of activities in those houses. There's four different houses um that that are involved there. I know my time's quick. I'm going I'm going to get done. Um, even our staff members spin and you have uh four different houses you can come into.
092We have house games. We have a lot of activities. Um, one things that, you know, I I' I've kind of shared in the past, the more fun the kids are having, the more they're willing and apt to learn. Um, we take our spring and fall camping trips. This was last year at Lake Syscus. Um, very well attended. Um, I took this picture because I wanted to try to get a couple certain people in the background. Um, at at my board meeting last night, I did the same presentation. They're like, "Why you look so worried, Tim?" I'm like, "That was my first camping trip ever right there." So, but we've had camp kitchen. We have uh parents and family members of staff members who cook all of our meals. So, we have 200 people. Um, this
093this last fall we went to Hat Creek. Um Paul, one of the founders of the school, he said the one of the very first camping trips we ever took was to the same Hat Creek campground and they used one of the group sites. We used all three. So it was it was good. Um litter patrol. We have a teacher that comes in um and hey, we're going to keep the we're going to make sure that campsite is is is cleaner than when we left. Um campfire time's priceless. We have skit night. Um we we we call Ranger Paul stories. He comes and tells some stories around the campfire. Um one of the things that we also had had started just last year in Syscus is our staff members get to serve all the kids and
094all the food. And um that is a great way to make some connections. Again, that's where we went to Monteray last last spring. Um, Monterey camping trip included the beach, tide pools, Monterey Bay Aquarium, and when you get 200 students and family members there, it makes a big difference. Um, we go rafting trips uh down the Sacramento River in late August. Um, families and and students on the river. That's always a good time. Um, not something typically you'd see in a lot of schools. Uh, fall festival. I love the fact that we have parents and students that get dressed up for the fall festival put on by the parents club. It's a lot of fun. Um there's a haunted house, there's the parade. Um we get into it and and and spend a little time
095having fun with kids. Uh Veterans Day, every every grade level came together with uh a little bit of a tribute to uh to our veterans. Uh we invited any veterans and family members of of veterans from our school. Had about 150 people show up to that and um had the city of Reading came and hung hung the flag and it it was a great day to honor those who served. Um every week I put out the coyote howl. It's kind of hey this is what we do um with our newsletter letter for the week. Um and we started doing these shoutouts. We had staff members or parents being able to shout out and talk about all the good things people are doing. Um we had three teachers that went and and visited uh one of
096our students that was in the frog and the toad a couple weekends ago and it was um just the Christina Young, she's a board member and a parent. Just the appreciation that some of our um our parents give her is pretty amazing. Um again, a couple more shoutouts. We have a brand new aid. We have some aids that are very young but um are really gaining some skills. Um our our we have two LCAP goals. All students will experience high quality instruction focused on science and nature integrated with core subjects in a teacherpowered school. Um and in everything we do whether it's English or math we try to have some sort of science component mixed in. Um the second goal is encouraging the light within each student to shine brighter and and that's such a
097broad goal with what we can do and it allows us to do a lot of things. Um we have to create opportunities for students and staff to learn, work and play together. Um and we have the older kids working with the younger kids working on some projects. Um you know I have kids in my office all the time. Girl on the right, she said, "Gosh, you're the best principal ever." I thought that was hilarious because um she was in the office because she made a bad a bad decision and it was fun. She was like, "Oh, but you're the best, Mr. D." It was a lot of fun. Um we do about once every other month as a staff, we do what's called Friday for all when we get together. Um we all went axe
098throwing. So that was a lot of fun. We did that staff members and their family. Um we do we try to get people in and out of our class. Um this this on the right we have a lead aid that that runs all of the recess and she does games and activities. This girl over here the the all those pictures are back are the staff members baby pictures and she guessed like 18 out of the 24 staff members she guessed right. So she won she won that prize. Um distraction test. Miss Crystal, I told you in third grade, she teaches her kids, you got you can't get distracted at all. If anybody comes in, you're just focusing on what you're doing. And I'm going to press the distraction button and no one's going to ever
099allow you to lose focus. So I said, "Yeah, but watch this." So I brought in two dozen donuts and I sat on the carpet. I was like, "Hey, anybody want to come over and have some donuts?" And nobody nobody budged. So, after about 10 minutes of me trying to make it happen, I finally said, "All right, you guys win. Great job. You guys can still have all the donuts." But one kid was he had tears coming down his face cuz he wanted the donuts so bad. It was so good. But she she does a great job of training training up her kids. Um, occasionally on Fridays, I mean, I'll I'll bring uh pumpkin spice lattes. is I did root beer floats and I'll just do the delivery to to staff and students and and and
100walk around. I'm wearing my team outromo t-shirts. That's one of the houses. That's the house that I spun into. Um one of the things that I do every morning, every kid and every parent that walks up, I'm fist bumping. I got some music playing and um I get to see if the kids are having a good day or a bad day. I get to talk to parents and it's a great time to to just get to know kids. Um I I have a number of students that will come up and want to hang out with me up there. Um they're all these three sometimes where they say, "Hey, it's a dance party. Here we go." So that's that's how we start our mornings from 7:30 to 8:30. I'm out on the curb. Uh we also
101have a staff soup making competition on the week of the Super Bowl and we call it the Super Bowl. And uh we have a Super Bowl champion. Miss Helyia, our secretary, was our Super Bowl champion last year. Um, got her a gift card to West Coast Sourdough. Um, I took fourth place because they said that my soup was a chili and I said there's no such thing as chili in a soup contest. It was it was a Texas bean soup is what it was, but they didn't like it. Uh, I do run some math groups sometimes. The word on the street is me as an English teacher that I didn't like math. And I was like, "Wait a minute. I like math. I'm just an English teacher. That's what that's what I used to be."
102Um, again, we have a lot of fun with with science and nature. Um, and and I know that I was supposed to go a lot less time than this because I know you're going to be here till like 11:30. >> You owe me lunch. >> That's Dang it. That's all right. Uh, but hey, thank you for all your support. Um, I know that there's a number of people that I work with. I think Nate was here. Yes. Um I'm I'm in contact with Nate if I need anything. He he's a huge support. Thank you very much. Uh Colum, but I appreciate all your support and um what our STEM was doing earlier um will be doing next year. So going through that process. So any questions? >> Thank you. Thank you very much for your
103time, >> Jessica. Yeah, we're good. Okay. >> Thank you, Mr. Jerry. >> So, we we are skipping award initiatives. Item number eight, we will go on to item number nine, which is approval of the consent agenda. The consent agenda are action items that are routine and uh are items for which no discussion is anticipated and are acted on by a single vote. Board members may request that any item be removed and given cons individual consideration. Do any board members wish to pull items off the consent agenda at this time? Seeing none, I will accept a motion to approve the consent agenda. >> I move we approve the consent agenda. >> Thank you, sir. In a second. >> I'll second. >> Has been moved and seconded that we approve the consent agenda. Jacob I author. >>
104No. >> Jessica. >> Hi. >> Jackie. >> Hi. I'm sorry. >> I >> Thank you. Um Laura, >> I >> Michael >> I >> Teresa >> I >> and I affirm as well. Uh moving on to item number 10, admin uh which is information. Um we have uh administrative services and instructional services. Does anybody need to discuss either any of the three items under information? Seeing none, we'll move on to item number 11, which is our action agenda. Um, item 1.1.1 is the first internal budget. >> Mr. Powder, thank you, President Brown. Uh, so we had the budget study session earlier. Um, again, I apologize for going a few minutes long on that. It is a very large budget. Um, and I hope that you see uh the effort that was put into really giving
105you the details. Um, because we want you as trustees to feel confident about the budget that we've prepared. Uh, and then I would just also like to recognize that although Lindsay, Bianca, and I are the ones that are charged to present the budget to you here, uh, the report that is in your packet is the result of a lot of really incredible work uh, by a team of people in our business services department and so I want to recognize those efforts. Uh, we didn't have time for questions uh, during the session. Uh, so if you have any, I will entertain those now. And other than that uh we would ask you uh to consider action uh to approve a positive certification of our first interim budget >> discussion. [Music] Mr. Borman, >> one of the
106one of the questions I was going to ask uh we ran out of time is I saw the the $10 million that we had set aside for board initiatives and whatnot earlier. I think that you had already planned that out. Is that what I saw? >> Well, so there's uh there's assigned balances in the fund bal in the in the general fund unrestricted fund balance, right? There's assigned balances. So, what you saw there was that yeah, there are plans within those. Those are plans of things that we're hoping may come to fruition. There are best guess of what the future might hold in terms of what those funds could be used for. Um, however, they are still designated balances in the fund balance because there isn't a um budget that's been assigned to those things
107or a service that's been attached to those. So, they aren't inserted into a current year budget. An example of that would be in the fund balance. You see the $800,000 for the West Admin building. That was based on a resolution that this board took in 2023. So, we designated those funds in the fund balance. those will not move into an expenditure out of the fund balance until and if you approve a donation agreement that solidifies the plan for those to go into a budget. And so within that fund balance, to your point, um because there's not a spending plan attached with those fund balance things, what what we are asking you to do is to approve the positive certification of our budget. Um, and there can be continuing ongoing dialogue about those fund balances, right?
108Um, you know, Mike, uh, as our superintendent and engaging in those conversations with our trustees. Um, but that was our best effort to demonstrate to you what it would look like to spend those $10 million based on priorities that have come up, not only from trustees, but um, through the work with districts. >> Right. So, so what I'm getting at is I said you guys gave us $10 million and told us to actively think about what we need to spend on. Then I saw $1.8 million for board initiatives and the rest of it was spent on the the desires of the staff. So that leaves us with less than $8 million to spend when we were told to spend 10 million. So, what I'm getting at is when you ask us to do something and
109you give us a big number, then it gets presented up there like the staff came up with the number, it all divied out for us without our input and discussion. It doesn't look like it was done in a lot of good faith because we should be doing that as the board and having open discussion with the $10 million in front of the public to see what taxpayer money needs to go, not to like, you know, security. I mean, not that we don't want better fencing and better infrastructure and all that kind of stuff, but you you asked us to do a job and you guys kind of did it for us. So, I wouldn't approve the budget based on that because I think that needs to be pulled out of it, that $10 million, and
110us as a board need to discuss on where we want to put that money instead of it being directed to us. I actually uh I I I hope we I hope we can see I hope the board can actually see fingerprints from conversations that we have had in this setting in the first interim budget. I would also qualify it as an interim budget that the budget at adoption was approved 70 and we left from that with the discussion to spend down surplus which I believe we have done in addition to having conversations with the board we have been having conversations with districts with district partners uh we have from the initiative conversation yes the initiative landed on a staff shortage but the initiative conversation That time that we spent with the board also brought up
111things like positive childhood experiences. So when we look at my superintendent's priorities like when we this is at an interim the same process will continue for second interim. The same process will continue with a 2627 uh adopted budget in the development of that. To spend $10 million from adopted in July to December is to me feels rather uh maybe reckless, right? I think we've had the conversations. I believe that Austin did a great job in and Lindsay in presenting that not all questions have been answered. Um, but I hope that you do see some responsiveness. We came I think that we had a vulnerable conversation and acknowledge that we have not adequately spent the revenue that we've been receiving. that has led to an uncomfortably large ending fund balance, especially in the conversations that we
112have in the context of districts and their budgets tightening. So, I'm having conversations with what does expelled youth services look like? Expelled youth services is not a fourmonth uh answer, right? We've been having these conversations for some time. Uh, I think that some of the conversations that we have been having, I have been I have been on the on the hunt for positive childhood experiences. I'm having conversations with the YMCA and looking at their Y club and looking at their looking at their tutoring. We're having conversations with these options about peer court. We heard from public comment in this setting that peer court is one of those positive childhood experiences. So, I think that I I hope that the board would acknowledge the responsiveness and that this is a continuing conversation that that we can
113be having. Um, I think that we have received a lot of a lot of input from our board trustees, from our internal programs, from our districts, and I think that the development of a first interim budget is in response to all of those things. And in the spirit of responsibly spending down these these dollars, right? I think um actually Trusty Gorman, I appreciated the feedback that you gave us in this setting where you reached out to our associations and said, "Hey Joan, what do you need?" Right? And that's actually why we're off schedule providing $3,000 to every person in the organization in January in response to comments like that. We're just not able to in the in the revised in the in the window that we have to develop a first interim budget. We are
114not able to answer all of the future commitments. I do appreciate those two circles on that slide because we closed with 2.3 and we acknowledge that we have to have a more responsive spending plan so that we can so that we can be responsible, right? Um, I think that if we can get to a place where we can, if all of those things come to fruition, be in a place where we have reduced our any fund balance to $10 million in a way that is responsive to board board directive and to our partners, then I think that that's worthy of board consideration and board certification. We're just certifying that this has been the process. The first interim is before you. We believe that it is is a responsive living document and we meet our obligations
115for future multi-year projections as far as like what are our liabilities and that's the that's the question before the board. I hope that I hope that helps Jessica. So first I appreciate everybody's hard work on this. Like you said there's how many budgets? Tons of hours have gone into this. I really appreciate it. Um, just one question I had was in regards to the $577,000 for the three was that for the $3,000 stipen to all and can we clarify that a little bit more? >> Um, I know it was there was an acronym there that I didn't understand. So, I was wondering what the acronym was. And then I was wondering um you said mentioned retrop pay how far and then I'm just wondering questions around just for transparency around how it will be um
116tracked to whether this this funding will be um how it affects the staffing shortage and and also um was there ever a have we done this before? That's another question. So just some more questions surrounding that for more transparency for the public. Yeah. Three. So, the 3,000 off has been done before. The 3,000 off the total cost, I believe. So, uh 454 employees, I believe it's 1 point I'm looking at Lindsay 1.4 million for the the 3% off or sorry, the 3,000 off per uh 1.0 FTE. That is something that we have done in the past. Um I think that in the past we've done it at as part of our negotiations. uh this is in working with our associations. Um I think it was a 1.4 the 1.4 for percentage in was the percentage
117increase that that would constitute uh applying that to all the employees in the organization and I think transparency uh you bring up a great point uh that's why it is an item on this agenda just for the information so that it is transparent that we are letting letting the members of the public and uh all of our employees know. >> Thank you. Thank you. Further discussion. >> Then I need a motion. >> I'll make a motion uh that we pass the budget with the exception of the $10 million that we were told to budget from the board. >> Okay. I want to remind the trustee that we do not have a line item veto authority. We can either move to approve the first interim budget or we can move to deny the first interim budget.
118We can't move things out of the budget. >> Under education code, it says that we need to go by line by line underneath the budget. >> I'm going to refer this one to our attorney. >> So, if you want to bring up education code, we can do that. >> The education code doesn't specifically address a so-called line item veto. It's up to the board. If the board doesn't approve the current budget, certainly board member comments can inform what sort of different budget they would um approve. But I there is not a um the board president is correct. There's not a line item veto per se. >> So I need either a motion to approve or a motion to deny. >> I put a motion up. We can take that off if we want. >> No,
119sir. I agree that you you've heard from the the attorney. I don't agree with you. I really if you No, sir. Would you let me talk? >> Well, you didn't let me talk. >> You're just interrupting. >> Well, sir, >> when I'm pointing out something incorrect, you don't like it. So, that's fine. >> I'm calling a recess at this time for 5 minutes. I need to talk to you. >> You talk to me right here in public. I'm not going anywhere with you, Robert. Right here on the microphone in public. So, it's transparent. If you want to talk, let's talk. I'm not going to let you break the rules. I'm not going to let you violate the basic rules of the ed code. We're at recess. >> You need to read the education code again.
120>> 5 minutes. >> We have an attorney. >> He didn't read the education code. He's wrong. He's reading it right now. He's looking it up on Google or whatever platform he's using. >> We're recess. We're in recess. >> Well, we can be in recess and talk. People don't need to listen. We're returning to action item 11.1.1, the first interim budget. At this point in time, I will accept a motion to either approve or deny the budget. I >> make a motion to deny the budget. Is there a second? >> Motion fails for one of a second. Is there a motion to approve the budget? >> I'll make a motion to approve. I'll second. It >> has been moved and seconded that we approve the first interim budget. >> Teresa. >> Yeah. Michael >> I. >>
121Laura >> I. >> Jackie >> no. >> Jessica >> I. >> Author >> no. >> And I affirm as well. That vote is 4 to three in favor. Moving on to item 11.1.2. The Whiskey Town Environmental School Agreement. Mr. >> Thank you, board president. Uh so this one has been an item on our agenda for several time and it's been pushed till Zimmer and we're excited to have our national parks partners here um and finally being able to bring this uh donation agreement uh before all of you. Uh as we've covered previously uh on August 9th, 2023, the Shasta County Board of Education took unanimous action uh to approve a resolution uh of assigning $1.8 8 million uh to the reconstruction of uh the administration and health services building at West following the carfire. Uh
122at that time uh there wasn't a timeline on when the reconstruction efforts would begin in earnest out there because there was a significant amount of fundraising that needed to happen because this $ 1.8 million donation is only part of a much larger fundraising effort that's going on out there. Uh and so I'm happy to report that uh with uh the incredible efforts of West Community um as well as the National Park Service um they have uh developed a plan. They've uh done a lot of fundraising and they are ready to move forward uh with construction and so uh National Park Service uh reached out to us and let us know that uh they were ready to move forward and as a part of that uh they would like to access that $1.8 million that was
123set aside. Uh and so we worked together uh as well as with legal counsel to draft the donation agreement before you uh which is in response to the resolution that the uh board took action on in August. Um, I would like to welcome uh Whiskey Town uh Park Superintendent Josh Hines. Uh, and he is here to provide the board an update on where they are with the reconstruction efforts uh out at West Camp. Um, and specifically what this $1.8 million donation will be going towards. >> Sorry, I'm not used to microphones. I just like to talk to people. Um, thank you Austin. So, uh, first I'd like to say, uh, thank you, Mike, Austin, the whole staff, all the way down to, uh, Nate and Taliana out here. Uh, you guys are, uh, an absolute
124pleasure to work with and, uh, I couldn't be more proud of, uh, showing up tonight. I asked staff to come. I didn't tell them we were being surprised with partner recognition. So, um, thank you and thank you for the timing of that. Um, it it resonated really soundly with our with our team and so thank you. I am, uh, grateful to be here tonight and I appreciate your patience, uh, with us and in coming. We've had a few, uh, hurdles to get over this year and we're here now. And, uh, what I am going to talk about is where we're at. It's the rebuild of the Whiskeytown Environmental School. It's the Skoey donation agreement specifically. But to get to that, I'm gonna go over uh probably quickly or slowly depending on um where you guys
125are. I think you guys probably all know this. You guys all went to the school, right? I didn't. It was burned down when I got here, right? So, uh so I'm coming into it fresh. You guys all know it way better than I do, but the history and the background. I'm going to touch on the overall status of where we're at um and where we are, where the donation fits into our our plan for for this and specifically this admin building. And then I'm going to show you guys some conceptual designs that we've uh paid for at this point. And with any construction project, um nothing happens by accident, right? Uh nothing good happens by accident anyway is what I meant to say. So it takes a little bit of time. We start with conceptual
126drawings and then we get into schematic and then we go to construction drawing and then actual construction. And so that's where I want to show you where this fits in uh and how uh this donation will be used. Hey, look at that. Um, right after shortly I arrived, the car fire had happened. I came in February of 2019. Uh, six months it was still dark. Everything was blackened. Nothing was standing. Uh, by November uh of 20 uh 2019, I pulled together people from Skoey. Um, I pulled together people from uh our our team and from the Whiskeytown Environmental School community and we talked about what partners needed to be engaged. We talked about is there a future here? Um, can we put something together? This represents um a giant butcher paper thing that we put
127together. And I just wanted you guys to see that this goes back to even like time in memoriam until the carfire and the future's not written, but you guys have an option to help rewrite the future of Whiskeytown Environmental School. So, the background, uh, we administer the site. It belongs to the National Park Service. It's in Whiskeytown National Recreation Area is holding. We maintain the buildings and do all of the the the stuff. We were built for recreation and conservation to together. Um the Whiskeytown Environmental School's got a 50 plus year history of being in existence on the site. Um it fosters environmental awareness with you guys at the helm running the program. We really lean into the science curriculum and outdoor education. Uh, and I it's a really proud uh point that I have
128that we have this program in the park and continues to this day. The program, like I said, is managed by you. We lost uh nine of the 16 cabins in the fire. And when we brought some architects out to look at the cabins that were remaining, uh they pulled off the sighting and they looked at it and basically they said to me, "The only reason these are still standing is because the termites are holding hands." Um so so um where where we are today is the cabins have now come down because they weren't sound and ready to be up. We couldn't put people back in them even in the state they were in. In 2023, you guys pledged the $1.8 million to the admin building to help bring it back. It would go towards this
129very building at the very front of the campus. Um so there's the history. Uh but the admin building would be uh where everybody gets orientation. If somebody new comes to the campus when kids are out there, there's a a presence at the front, right? It it really works to help uh make a more secure site. Um these are just some pictures of the the campus as it was and where we're going. We work with our partners really closely. Uh sorry, my notes are out of order. Somebody's handled them if it wasn't me. Um but the school itself uh 1960s National Outdoor uh National Environmental Education Development Center 1971 we uh entered into a relationship with Skoey and uh really proud of that and it's an ongoing relationship that continues to this day. We have an
130uh an agreement to run the program together uh that it expires at the end of the month, but we have a one-year extension uh ready to go and on the books waiting just I think uh review. So, it'll be in place until we can set up another and that year will allow us to continue the education program under the right uh legal instrument um because things have changed since that one was created in 2016. So, uh restoration and modernization of the site is paramount to where we're going. We want to make it completely inclusive. We want to have all kids welcome at West. Um my goal would be that as it's uh becomes online that we're going to use it year round. So it could become a community asset that could be reserved and utilized
131could be for um when the school isn't there because with the relationship we have we're going to make Skoey the primary um resident or tenant there for most of the year but when it's not in use we're going to put it on a reservation system that people could uh use it under the heading of legacy of learning as we rebuild. I just have a map here which is some of our conceptual drawings um of the campus and how it might be in the future. The circled building in the bottom center is where this admin building would set. Just to the left or to the right of it as you're looking at the screen is when you come across the bridge. So it really is that doorstep and where people come in to the campus. Now,
132I added this slide because I uh and it doesn't really show up well because those were colored dots, green and yellow and red. Um, but you can read funded up there. So, things that are funded are all green. Things that are unfunded were red on this. And some of them are just outy years. They're programmed. We just don't have funding lined up for them yet. And where the the the next slide I'll show you is where um your donation fits in. So, remember I said there's schematic design, conceptual to schematic, schematic to construction drawing, and then you do construction. The way we've set this uh donation agreement up is that it's phased. And I'll go through that uh here in just a minute. But right now, what we would ask for is the just under
133$100,000 uh to come to us so that we can enter into an agree uh contract with an architecture and engineering firm to take our conceptual drawing that I've shown you and turn that into a schematic design. And that schematic design is going to work with our staff, with your staff, and it's really going to highlight what are the important functions that need to be in that building so that we can get it down to a building we can afford because at $1.8 million, we can't afford a $4,000 building. Um, the last one of those that I just built cost me $6 million. So, if you've seen our new ranger station at Oak Bottom, it was a $6 million build. So, we have to get really good at this and make sure that we can build
134the building we can afford. uh we've talked about it for a really long time. So I'm not worried about that. I'm not worried about uh what we've come up with is a phase design so that even if we can't afford the whole thing, we can do it in phases. The purpose of the agreement, I'll just breeze through this because this is high level. Um but it's we're we're reconstructing facilities. The donation would come to us as a donation. Um and then uh it's for the use of the admin site. You guys are going to end up with priority use of the campus. Um and we're going to lay that out in the other agreement so that we'll be in a separate agreement from this but because of this we will have a condition to be
135able to do that. It establishes terms, conditions, covenants, etc. Um the effective term is uh upon signature. We still own the facilities. That uh eliminates any liability for you guys as we build the building. If someday it falls down, they're going to sue the National Park Service. They're not going to sue Skoey. This is a phased schedule of donation and our conceptual design. Um, here's the building on on top of that layout. Again, I put a star on it. And what we've done is we really looked hard at all of the stuff. There's public spaces in there. There's semi-public spaces. There's private spaces in what we've talked about uh with folks and semi-private spaces and built a gradient across uh a structure. And so this is really conceptual. I think you guys have this in
136your packets tonight just the a couple of these uh images. But really you can see there's a bus drop up drop off and this is the gradient. It starts from public spaces on the right and goes to private spaces on the left. U the the architect that I had uh available to me helped come up with this. And really what you see is there's the office space, there's meeting room, there's uh nursing station and then you start to get into teacher housing, right? and they're they're close, but they're segregated. There's a breezeway between the two buildings, right? So, you got your administrative function and some of this teacher housing that we've talked about. Um, here's just some schematics of what it might look like. They're really rough. Um, uh, it's a conceptual drawing. You can
137see the breezeway. You can see the front foyer with it covered awning there. We got a couple of different elevations here. Um, but really this is how it works. Um, assuming we get to signature, then 99,633 uh cents is going to go to this architecture and engineering firm. They're going to come out and visit our site and we're going to get uh really into the nuts and bolts and figure out what needs to be in uh included, what can be uh phased, what can be later, and they're going to take that information and build upon this. So the the conceptual drawings go to schematic. Schematic then includes multiple layers, right? you get your electric, your plumbing. Um, and so that's the next phase is to start looking at that and then to finalize those. So
138when we go from schematic, we would come back and say, okay, we've got all of the elements in it, the construction drawing, and these are based on percentages that are industrywide. Um, and so the I know the 99603 is an exact number right now. The others are based on percentages um for those uh those are good numbers u that are used industrywide. And so then we would come back and say we're ready for the next installment. We'd give you an update. We'd show you the schematic at that point. Next phase, we'd come back, show you the construction drawing, right, that we've come up with and give you a the schedule of how we're going to go from there into actual dirt digging. And we're going to ask for that before each step. We're going to
139come we're building in a you guys have to talk to me a couple of times. I apologize. Um anyway, there's uh some primary dependencies here. This year we've done demo last year. Uh we renovating the amphitheater. So we're going to rebuild the amphitheater this year. We demoed it last year. We took out the cabins last year. We've got some road work and some utility work that is also starting this year. We want to make sure we get the foundation right before we put buildings on top of anything. So we're going to take a hard look at the electric, the plumbing, the septic system. Um and so this is part of it, right? I said nothing good happens by accident. And so we've got a really good plan. I wish that graphic came through because it
140really shows it. You can see green. There's a lot of green on there. There's some yellow and then just only a couple of red things. And when I don't have red, um colored green or yellow, it's just they're far out on our timelines for budgets. And so, uh they're just not programmed yet. There's some uh some risk with this. U the amphitheater will be the first thing we rebuild next year. That's great. We're going to get to that early in the spring. Um, but then when we get into thinking about long-term, there's inflation risk. The costs of goods and services don't go down usually. And so, as the the longer this goes on, the the more things are going to cost. And so, uh, we're now ready to start asking and moving into these next
141phases where we can really start to to make some progress. Um, there's some potential risk with federal funding. So, we have built into this is a Centennial Challenge Grant. um that's on deck for in 27 and if we some reason don't uh get that or aren't eligible um it doesn't it doesn't blow up the project right the whole project is built on a way we can phase it the Centennial Challenge is capacity building and allows us to go faster so we take matching dollars and we show them in the Centennial Challenge and we receive uh dollars from that it's the National Park Foundation or or congressional money set aside there's there's two pockets of money there that we would be able to tap into assuming we meet all their requirements and are approved. Uh there's
142about $15 million in that nationally uh any given year and so we hope to really compete well for that and uh it is on the radar but we have to wait till 26 to find out for 27 projects. So we should find out hopefully sometime this year. Um operationally I heard uh some discussion of maintenance and operation costs. Well, we've built a business plan to really talk about the use of the site uh outside of just the school u to really generate revenue and between the school uh and and access to the site and and then other uses. We we think that maintaining all the buildings that we've got programmed is about a $322,000 a year in today's dollars. Um but we can easily meet that with uh with renting it out or leasing it
143through the the recreation uh federal recreation program. Um, so getting a permit to go hiking or camping, something in the national park, it's probably the program with the the the greatest legal uh ease of doing this. So, I'm really excited about where we're at. I hope you guys um have seen where we're going, that there's a lot of good work uh behind this and I will uh give you back your time. Thank you. >> Thank you. Questions? Um, Jackie, >> thank you. Um, I don't have any questions for you in particular, but thank you. Are we just doing general discussion or I'm sorry, general discussion now or questions for him? >> Okay. >> Yeah. Um, I really appreciate this longtime partnership between the park service and Skoey and I value the outdoor education. I think
144it was a great program. Can you run down just the overall numbers of how much has been raised and how much is yet to go? >> Um, yes. So, uh, we our our our partners up here, I'm going to invite Melinda up because they have the the latest and greatest numbers. This is the Whiskeytown Environmental School community. It's our philanthropic partner who can do the things. As a agent of the federal government, I'm not allowed to ask for money except under very very finite circumstance, but we enter into an agreement with these guys and they help us. Uh come on up, Melinda. Um our our estimates right now for a complete rebuild with this design is about uh somewhere between 20 and 24 million. Um but that that includes all the utilities, it includes all
145new cabins. um this admin building. It's a redo of the the systems at Hatcher Hall. Um and we we plan on utilizing a lot of the donation dollars, like I said, with the Centennial Challenge specifically to parlay building a cabin. You get two cabins with the matching dollars. And so that's that's where we're going. But it's um about a $20 million project right now. >> Thank you for allowing me to address that question. We get that question a lot actually. M I would say we have raised just about $6 million since May of 2022 and we've raised that through a combination of direct donations from large and small entities as well as grants that we write for. I've written one congressional appropriation as well, but it's been sitting in hiatus because with continuing resolutions, it
146can't be funded. And we also um well pledges two of our largest donors uh well three including Skoey are pledges and we're moving forward continually I would say at a pretty good clip right now. The recent um back to camp fundraiser that we had we raised about $80,000 net from that. That's the first time we've done something quite that large. And but what it did help was our momentum and also um knowledge of the public of what we have done and what we want to achieve. >> So what's your confidence of I mean 20 to 24 million is a huge lift for a community this size >> that we're going to >> it's not it's not intended to all come from the community. >> Correct. Yeah. And so I think like there were two there
147are two of us who were on the board when the car fire hit and the story has changed a lot over the years which is understandable because it's been a long period of time but initially the message to the board was that you know that the federal government was going to be able to tap into a lot of money to replace its buildings and um so I'm just I'm wondering how much confidence you have that you can get to that final 20 to2 24 million. >> Uh so Melinda and and her uh program on the philanthropic side have a goal of seven and a half and the rest will come from uh internal project dollars with the National Park Service. We we did early on go for what they call disaster supplemental and for whatever
148reason the Whiskeytown Environmental School was taken off of that list. It didn't happen at the park. It was submitted all the way up. I don't know where it fell off. I can't those people have long gone. Um what we have at our disposal is any other number of um construction programs that we're going to look at. We're looking at uh LRF or the Great American Outdoor Act 2.0 which is coming up for uh legislative approval in Congress this coming year. Um so if you remember the Great Outdoor Act, it was all about infrastructure. We would compete really well for that. Um and we're trying to outline where we're at so we can get in line for that. Most of these are big dollar uh big big dollars, right? And would could easily fund this whole
149program. Where we're talking about is we would build uh I have complete confidence, but what it does is it changes time. So dollars make capacity. So more dollars we can go faster. Fewer dollars means we're just going to spread it out over time. We'll build a cabin, then another cabin uh with our own with our own internal funding sources. And what we have is the schematics and the construction drawings. They change a little bit from sight to sight, right? Because the ground is a little bit different. You might need a retaining wall, but ultimately we're going to have a set of plans at the end of this and we can go one at a time. Um, and there's lots of ways to get there. It just changes the time horizon, but I'm I'm confident we're
150going to get there. >> One of the things we've been doing, and of course we're confident, too, is we've been putting money to work. Actually in the last year we have funded a leech field and septic um survey of the site to make sure because you can build homes and houses and buildings and what but if you don't have utilities and things to serve them then to what end and we're going as fast as we can. We have gone ahead and done the soil testing on the site to make sure this the soil on the site can hold foundations because the buildings as conceived in the schematic will be on the ground instead of up on pilings. In that way, the buildings will be accessible to all students and to anyone using the site. We
151funded a pond study. The nature study pond is very important to us and we've gone ahead and hired an engineer and did the phase one study of how we can bring that pond back to a healthy state and also contribute to the habitat habitat health there in the park of that um water body. We've also funded the amphitheater and we're continuing to accept donations for that and write grants for that as well. That's probably their biggest operation right now is writing grants and we've got several in the range of 1.8 to $2 million that we're looking for right now. So in the course um after the carfire, my board and I, we weren't experienced in raising money or writing grants, but we've come a long way in seven years and we've learned a lot. And
152so we still accept donations of all kinds because that puts us one dollar closer with every dollar. But now we're hunting larger dollars. And for the past two years, I've gone to Congress and I've talked to congressional staffers both on the House and Senate side to talk about our project, to talk about our county, to talk about the value of our park to our community. And I think people are starting to listen and starting to understand how this kind of grassroots effort from a federal standpoint and a local entity together working together is kind of unusual and unique. And when it's all said and done in a couple of years, I hope that we'll be an example that other communities will um look at and consider to partner with not only with the park service,
153but other federal entities as well. And lastly, what we've done is we've contracted, well, not exactly contracted, we twisted somebody's arm to come a water engineer to come and look at the water utilities that serve the site because the water pipe that goes to the site is quite old. And again, utilities are really important. The things that are not sexy like student housing need to be considered. And through the um benevolence of this one engineer, he took it upon himself to look at that and his we now have schematic drawings that could be used and passed to the the federal engineer and architect that will be working on this. So it's not starting from nothing. We've actually been working to accumulate enough information that we have a good start on all these things and in
154the long run maybe save some money too. Thanks, Melinda. >> You're welcome. >> I just want to uh answer your question again and more direct language that with what we have in donation and grants plus what I have programmed, it's roughly 50 more than 50% of the vertical structures as planned at this point. So, there is some risk, but it's more on time. It's not nec like it just it's going to take us longer if the dollars don't come. That's all. Jessica, >> I just wanted to um again say thank you for all the effort um that you've all put into West Camp and and getting it running again. I think that all of us would agree that West Camp is a um a deep deeply important piece of our culture here in Chasta County.
155I don't know anyone that grew up here that hasn't been to West Camp as a kid, uh, including both of my kids. Um, so I just re really appreciate the effort to get it back running. I'm excited to get to be part of helping rebuild it in some tiny little way. Um, and yeah, that that's it for me. >> Thanks. I will just uh if there aren't are there more questions, if they're not, I'll just close with this. um we have um some of the Department of Interior secretarial priorities out and this this is one of his priorities is that we're in the community and we're working with our the people that come to our park. Right. That's you guys. That's Wes. I I don't think it's any secret. This is a multi-generational experience and
156I think it fits really well within uh the Department of Interior's uh framework that they're they're standing up. So uh we're here. We're part of uh you guys. It's you guys are our gateway community and we're going to continue working. >> Thank you, Ash. Um, just in the uh interest of some history because not all of the members of the board were uh at present for for the discussion about our donation. We uh um we pulled a million dollars from the RDA facilities fund. uh that was a fund that we uh uh created by the sale of a of of a piece property. So so all of those funds belong to Skoey and can be used at our discretion. Currently that fund has 1.69 million in it. We have um pledged 1 million plus another
157$800,000 from our unrestricted fund balance for this project. But we have $690,000 left in the RDA facility fund that are not being utilized for anything. Um, what would you think about proposing that we add $690,000 to this proposal to push forward the restoration of West Camp? Yes, ma'am. So, I wouldn't have a problem um doing that. But my main concern with the recitals as is that it's very clear that Shasta County um has no special use of that property and you're saying that you're going to add that after it's built, but I'm not comfortable handing over that much money and there being no special use agreement for the residents of Ly County. um it being a national national park service of course and many times in the recital on the resolution it says um to
158help people in other counties and I appreciate that we want to share our resources absolutely but to spend 1.8 8 million of my county taxpayer dollars and get nothing for it and just hand it over to NPS. It doesn't feel right for me. >> I appreciate that. Thanks. >> Uh so anytime we make donations um the interests are they do become federal government and that's just how it how it works and uh I don't have control over that. So um the the relationship isn't going anywhere. In fact, the the agreement I'm hoping to sign will be a 50 I think it 20-year agreement. That's the one I think I sent you last that I think I can tap into. Um still looking for approval, but that gives the guarantee for at least 20 years. Um
159but 10 would be uh under other vehicles is a 10-year agreement. We would re we would redo it. We've had this relationship for 54 years now. >> And I understand that. I just for me personally as a trustee, it's too much of an ask for you to promise me a special use after I give you the money. Thank you. >> Further discussion? >> Yes, ma'am. >> Um, in relation to Jackie's statement, is there a reason why we haven't signed that? Uh so as uh Superintendent Hines pointed out uh we have had collaborative agreements in place with the NPS for over 50 years. Uh our current 10-year agreement was coming due uh December 30th. Uh we've been working collectively to get that agreement updated. Um there have been a lot of changes in the federal government.
160Uh there has been periods of time where the national parks wasn't able to work. There's been periods of time where they had to direct their efforts elsewhere because they had staff that were furoughed or laid off, right? And so we don't have as much progress as we were hoping for on that 20-year agreement. Um, and so Superintendent Hines pointed to the fact that we are getting a one-year extension on the current agreement, which will continue operations next year. Uh we actually have a meeting set up January 15th uh to continue conversations about the new 20-year agreement. Um but I think the important distinction here is that um in my perspective and why we are bringing this forward um this is a donation agreement, right? We are donating this money in the interest of rebuilding the
161West Camp which will be a benefit to our school community. With any donation, there is no guarantee that, you know, we may get a 20-year agreement, but 20 years from now, will that continue to be an educational agreement. We have past that has told us that we have incredible partners with the National Park Service that have been committed to this and that we have a community that is committed to having Wes. Um, but even when we enter into that 20-year agreement, part of why I covered uh setting money aside in the fund balance for future West needs is because we've heard loud and clear from our community and I think our superintendent has heard loud and clear that this is an area of mutual conviction where no matter what your beliefs are in Shasta County,
162you believe in West Camp and you want overnight West Camps back for your students. And so we make this donation. we enter into that 20-year agreement. It is a donation. It is not a this for that. We we make that donation. We are not getting anything in return for them. The return that we're getting to get the preferential use of the space is because we're entering into an agreement to pay them a certain portion of that $300,000 a year that the NPS has to be able to demonstrate to the Department of Interior that they have a stable business plan for the camp, right? Um, for us it also helps from an insurance liability standpoint because that has been entangled in this as well in terms of we can't have real property interest in a national
163park. Um, we also can't absorb some of the liability that that would come if we own an overnight camp. Uh, if we don't own the facility, it's designated as a field trip. Um, and so I think I would just qualify that that this is a donation. Uh, it is not a this for that. We have confidence in our partner that we're going to continue to move forward on bringing students back to West in a more meaningful way. Uh and that that 20-year agreement based on the donation that's made tonight, that agreement will be separate because we're going to enter into into agreement to help support ongoing funding for them to be able to maintain the site outside of the donation. >> Thank you for that explanation. I hope that helps the board understand it better.
164But also I um I just wanted to say I think that the value uh is to every student in Shasta County. Every student's able to access West Camp. Um and I think that um we should be really excited to be part of that. So again, thank you. >> Uh two two quick things in response. One is um the primary users are students in Chasta County. Um there in when it was a full residential program, there were nine counties in Northern California that did come in attendance uh as I understand it, but the primary has always been Shasta County. Um the the second thing with the donation, this this admin building never existed on the campus. So as part of the rebuild, it was conditioned by you guys that uh to want to come back. There
165was this uh gatekeeper, if you will, a building at the front of the campus. Um we've talked about it in our planning and and but for us to return a residential program everything we're looking at absent this is on cabins not necessarily putting an admin building at the front and so it makes a lot of sense u but for me to run a for any other purpose I don't need an admin building at the front per se so it is an ad to make the campus better it's an ad to make the program better and uh the national park service has no intent of walking away from our agreement. We're working really hard to make it come together. >> Author, >> my question was answered when Austin was speaking. Thank you. [Music] >> Yeah, I
166just wanted to point out that in as a board, we did agree that we were going to donate this money. We made a decision that it was our intention to do this. So, this is like a followup to a decision the board's already made that West West was a priority for us. We wanted to go back there and wanted our community to go back. >> Mr. Fman. >> Yeah, Jo Josh made the point that uh this building would make it uh better and safer and I I just wanted to echo that. And then uh kind of to piggy back off what Laura just shared, 2023 1.8 8 bought something. 2025 1.8 is buying less. And so like if there are some things that we can do as a county office of education to put some
167fire on this and create some urgency uh both from our own community backing our play and maybe sending messages to Josh's uh context where we might be able to then qualify for some additional federal funding. Uh my concern is the the this the safety administration building will be a toll booth, right? Like $1.8 million is is buying us less and less. And so if there are things that we can do to uh create it some urgency uh signing an agreement gets we're not sending you $1.8 million with this. We are sending you per the allocation so that you can take the next steps. Correct. That's absolutely right and we designed it to be phased to try and give some assurance to you guys that if somehow it falls apart only incremental does it come to
168us. So this donation agreement was intended to be phased so that there is some built-in asurances um you guys hold the money until it comes to us is is the way we've set this up. >> Michael I guess my question might be for Tom. So this is a a agreement which means does that qualify as a contract? >> Yes it does. >> Okay. So under section two it says the NPS shall provide the skully with priority use and need camp. So the word shall means they have to in legal language. Right. >> Yes. And as Austin said there's been a long-standing tradition of priority use and for future determination is exactly what that priority use would look like. >> Yeah. So, so basically Shasta County would get priority use if we approve this based on
169this donation agreement. >> Yes. And reasonable minds can um discuss in lots of different ways what that priority use would look like. So it may shake out differently from the current agreement that you have, but there is to be some priority use. Yes. >> Okay. Further discussion I need a motion. >> I'll make a motion to approve the uh donation agreement with the National Park Service >> and a second. >> I'll second it. >> Discussion of the motion. >> Yes. Do we need to um if we want to add the additional amount, do we need to put that into the motion? >> Do you want to make that motion? >> A substitute motion. >> Okay. I'd like to make a substitute motion to approve >> to supplement the motion to supplement the motion. >> The
170current motion, as I understand it, Laura, is to approve u the donation at $1.8 million. Correct. That's what you just moved. And you're you're you're you are suggesting that we amend the motion >> to add the um additional amount that's in the >> in the RDA facilities fund >> which is RDA facilities fund which is how much? >> $690,000. >> Austin's looking it up. >> Can I just ask a point of order question while he's looking that up? >> Sure. >> So, didn't we just have a discussion that we can't change budgets, but now we're adding money to something. >> No, we can't. We had a discussion that we can't approve or have a line item change on the budget. >> I'm not I'm not necessarily opposed. I'm just asking to >> No, I I
171understand the confusion. No, the budget we either approve or disapprove. >> Yes, I this is is not part of that discussion. It's it's it's different. It's It's got a uh we can do the ad 690,000. >> It's a donation on budget. >> Yeah, just a clarification question. >> Yeah. >> Okay. Yes. I appreciate the uh question. Um I think that this is a unique request uh based on the question that trustee ori brings forward. Um I think that uh it would be difficult for us in real time based on the agenda that has been posted for us to make changes based on what that donation is. Um I don't give legal advice. Uh but I think that my preference would be uh that we move forward uh with the donation as stated in the 1.8
1728 if that is the desire of the board and then the board could potentially take few an additional action later in the agenda to direct staff to explore the feasibility of an amendment to add the additional 691,000 uh of the RDA pass through funds. Um and then we could bring an amendment to the existing donation agreement back to a future board meeting for review and approval. >> Okay, thank you for that. I'll retract my substitute motion. >> Thank you. Thank you, Jessica. I think that makes more sense to Mr. Aliki. It was answered. Thank you. >> Thank you. So, there is a motion on the table to approve the uh item 11.1.2, the Whiskeytown Environmental School Agreement. We will now do a roll call vote. Jackie, >> yes. >> Laura, >> I. Michael I >>
173Teresa >> I >> Jessica >> I >> author >> I >> Jger >> I >> and I referral as well. Yay. Um, [Applause] I think we'd like to to to note in the minutes that we would like to discuss increasing um the U donation to include the additional funds in the RDA facilities fund. So, um we're going to take a short break and uh we'll be back at uh 8:30. Thank you, And now moving on with the agenda or item 11.2. 2, excuse me,.1 policy review 112.1.1 is the first read of exhibit 5020 parent opt out notice. Mr. Let me like make it official and uh request to speak. >> Thank you, President Brown. Uh one of the things uh Mahmood intro slides I wanted to share out uh so recently we had the opportunity
174to go to CSBA and uh one of the breakout sessions that I attended was related specifically to Mahammud versus Taylor and policy implications. So, I wanted to just take a couple of minutes just to kind of prime the conversations that we would be having about policy uh and and the recommended policy revisions from the ad hoc committee uh in the context of what Mahammu Taylor uh does and what it what it doesn't do. So, um specifically it gets into what practices uh targeted towards it's a context it's a factrich uh decision when we're talking about opting out. Obviously uh smaller children are going to have a different context than uh older children. So elementary and the curriculum and materials that are being used in elementary versus what is being used in high school those those
175are different contexts and those facts would be be uh used in our student programs in determining what what uh what is opted out. Um I think also it gets into presented in a neutral manner or are they presented in a manner that is hostile to religious viewpoints and designed to impose upon students a pressure to conform. Right? So the moment the facts of the case with Marley Taylor is that those materials were being used and teachers were taking on kind of a hostile approach towards people that opposed what was being presented in the classroom. Um can I go next slide there? And so as we as we look at the policies, the idea of of scope, uh access to instructional content, um protection and supports, and then opt out requests, those things Oh, it's right
176here. Thanks. Uh those things are like uh specific instructional content, specific uh books, spec uh specific uh assemblies uh assessments, those are the things that need to be identified. Um, so when we get into uh when we get into optouts that are that are warranted under Mammud versus Taylor, we're looking at a specific instructional uh material, a specific lesson, a specific book, and then connected to a uh a specific where am I at here? a specific religious belief. So, uh, schools have the obligation to provide our perspectives. We have Carrie Webb here. Carrie included in the board materials related to these policies. Uh, what we are currently doing for parent parental notifications. Uh, perspectus is is required under under ED code. When you get into the conflict, the conflict needs to be specific to uh
177the instructional material and a specific religious belief and the students and families have protections when they are opting out. Those things are also provided in our current in our current language. um when we need to what is needed to sub to submit for opt out consideration in Mamu Taylor is the idea that uh it's a specific instructional content and it's tied to specific point number two specific religious beliefs customs or practices with which specific instructional content substantially interferes. So there's a combination. There's a this instructional content violates or or contradicts or conflicts with my specific religious belief. And that's what the opt out procedure looks like other than Taylor. Tom, I think I've included uh we received some some feedback from Tom uh via email and we've printed that and that's included in in your
178in your uh trusty folders there. Um I just wanted to make sure that we have we have that clear understanding that Mono Taylor is not an English class. It is a specific instructional material or lesson in that English class. It might be I I I do not agree with that book. That book violates my religious belief and and then that is submitted via the form and then the LEA of the district then looks at that and approves it based on the facts of each individual's circumstance. That's that's Mon Taylor. Trusty Gortman, I I guess you can request to to to share out. I see you shaking your head, but that that was my takeaway from the CSBA conference uh that I attended last week with CSBA and House Council. >> Mr. Corman, >> I like
179how it says recommend because that's not what M versus Taylor said. If you if you want to pull up I don't even know if you have it what the the actually ruling was then you should pull that up and look at that and not what an attorney tries to tell you it means because that is the the interpretation of the attorney group that is not the interpretation of the Supreme Court. So why I'm shaking my head is if my student does not celebrate holidays it includes all holidays. So you therefore if you were to do honor that student's request of not being subject to any holiday then that student would be out of the class on the holidays and there's there are people that don't celebrate holidays according to the original there are >> right
180>> you know in the Amish you know they don't go past a certain education level >> right so I guess in the context of this if there were instructional materials if there was lesson planning specific to a holiday and that was a violation of that person's religious belief, then that opt out would be allowable under Mammwood versus Taylor, >> right? So, it's not specific just like they did during the CO mandates and try to like coers you into taking a shot that you didn't want. This goes directly to that. You don't have to specify your specific religious belief. That's not what the intent was. That's not what the ruling said. It's like, I don't agree with this category of things. I don't want my student to learn it and that's my religious faith and I
181would ask you to honor it and that's what the Supreme Court said. >> Okay. >> I'm just I'm just passing along information that I I attended the breakout session from CSBA and then that was what I wanted I I just wanted to share that to to prime the the discussion that we're going to have. And I'm this was not intended to have CSBA versus Lozano Smith. I just I'm just trying to make sure that we have a clear understanding that it is about you know our student programs because we as a county office MAMU Taylor opt outs are specifically about instructional programming happening at Excel at independent study and at Tri Mountain Academy. That is the scope of what we are talking about. I I actually so we are honoring the request. This was brought
182up last month to be brought forward as an agenda item as an action item. So it is here. I I have shared this with uh Carrie Webb from our student programs. But my concern is good practice matches practice or good policy matches up with practice. So policy merges and meshes with the practitioners on the ground. And my concern is that the revisions that are here have not necessarily been in consult with our own student programs and the people doing it in our classrooms. And so I'm I'm I'm cool with moving forward. I would love it if that if the subcommittee that made these changes could have the conversation with my student program staff and those revisions can be uh endorsed, discussed uh so that our student programs that are enacting these policies were involved in
183the development of the revisions. That's not a stall tactic. That's just a I don't want to put in place a bunch of policies that my my teachers are the practitioners and they they have not been they have not been informed of the of the changes or involved in them. >> Jessica's got Jessica. >> Yes. I'm just wondering if we could hear why they weren't involved in the first place. Uh well, I mean I think that the the the board charged the ad hoc committee to jump into these revisions. They were given a task and I think they were uh diligent in getting that task done. Um I think that the involvement obviously is going to be more detailed with calendaring and planning and those kinds of things. I mean, I think we extended the offer
184for superintendent or associate superintendent of instructional services be included in the conversations with the ad hoc committee. Um, that did not happen. Uh, I'm I'm not placing any fault. I just don't want policies that are uh reviewed, approved by the board without without consult with the people that are actually putting the policies into practice. So, I'd love to tap the brakes, but again, it is December and you know, we we we have a request for this to be an action item tonight. So, that's why we're here. >> Did you can I ask if you guys made a decision to not include them on purpose or what was the reason? >> Now, we submitted different times. The times just never lined up. >> Please direct your comments through the chair to the president. Yeah. >> Yeah.
185Um, Michael. >> So, I I guess my question would be the policies were in the district's hands for over a month. Did the instructional people not look at them in that month's time? >> If we're being honest, the request was assistant assistant superintendent or associate superintendent involved in the ad hoc committee. We heard nothing from the ad hoc committee and all of a sudden we received the email with the revised policies. I mean the last month we they had they were on last month's agenda, right? >> Yes. So they are they have them and we have them. But to do this with the policies here and having having Carrie Webb representing student programs, word smithing in a live public meeting feels rather difficult to manage. They've had them and they've they've they've had their eyes
186on them. and they've had the chance to review, but there has been no exchange between the board and student programs to get their thoughts on the changes that have been made. >> Okay. My my other thing was is is Smith podcast that was sent out like it said that we should air on the broader side of a definition which directly contradict which contradicts the CSBA position. So that's my other comment. I mean, am I correct in that, >> Michael? I don't recall that portion of the podcast and what you're referring to, but I do know that the the general feeling is we want any policy that addresses optouts to be broad and general, meaning it can apply to a variety of situations. The challenge with Mammud versus Taylor and trying to translate that into practical
187policies is that Mammud versus Taylor was a specific ruling on a specific set of facts with K5 students I believe it was or K6 students. It didn't give us a road map um you know that we can use more broadly. And now that's what everyone is trying to do is to say okay well we have one facet of the puzzle that the Supreme Court has educated us on. let's try and apply that one facet to a much larger puzzle. So I think the the short answer to your question is yes you want a broad policy but I think a discussion with instructional leaders as to what kinds of things have they seen in the past in terms of opt outs what would we expect the policy provisions that you're proposing how would we expect that
188to shake out and just so that everyone understands how we're going to use it. I'm sorry if I'm not answering your question. I'm trying to All right. >> As an example, in the AR, it's the one of the items farther down, AR 6141.2, I believe it is, there's a a suggested set of things that are very somewhat similar to what's on the slides that parents should bring forward a specific concern so that we can address it. My understanding from reading the suite of of policy changes that the committee brought forward is that that AR would be applied broadly to your point. >> Yeah. that if someone says I have this concern about this book or this play that um staff would then take the AR and say okay we're going to apply those three you
189know three things what's the religious concern what's the specific curriculum and and what specifically can we do to address it [Music] thank you. >> Um, so when I've been involved before on doing policy rewrites, um, the board committee did meet with the superintendent. So somehow I just had that in my mind that that's how this process would work, too. So I was kind of surprised. Um I think especially with this opt out notice that seems like such a thing that's being done at the school sites and it would be it's not an actual board policy but it would be attached I guess to a board policy as a document that explains it or something. Um, I mean that seems really I really would feel more comfortable if the program director was involved with writing that.
190I think like what's in the the board packet of showing what we're doing now, that seems a little vague to do that. So, I can see that there's room for improving it. This one that's submitted is um I don't know. It seems like to me like it misses the whole point of what that podcast said and what you just reiterated is that it has this one blank spot for health instruction of explaining what you what you don't like or how it conflicts. But it does I mean that's that's the gist of it is that they have to explain specifically what they are objecting to and how it affects their religious beliefs. And I don't see that here. So I just I don't know. To me, it seems like it's premature to come to us to
191approve it tonight. I I would rather see it go back and I' the committee work with uh either the superintendent or with Carrie or to come up with something. >> Should I use the the request to speak function? Uh did you did you want to respond to Laura? >> Yes, please. Uh Laura said something that that caught my ear. Um you talked about um mention of health instruction in the um various materials and um the education code has two specific optouts that are that are in the law already. One is for the sexual health uh and HIV AIDS curriculum. So parents can already opt out of that and that one is more wellnown. The education code also allows parents to opt out of portions of the health. It specifically says they can opt out of
192portions of the health education curriculum that conflict with one's religious beliefs. So that's why you see that specific mention of health instruction in a lot of documents. I think the challenge that all schools are facing now is once we get away from the things that are already specifically listed as an opt out um a play in an English class perhaps or a book in an English class um that's where the challenge of applying Mahmood versus Taylor uh comes in. So I hope that help helps clarify. author. >> Uh yeah, if you can pull up the parent optout notice that's submitted, we could go through it. I think it would ask a lot of questions. So if people hadn't read it in the last two months, we could all read it together right here. Uh I
193mean, if anybody had a lot of objections, they could have reached out and talked to anybody. I mean, it's pretty self-explanatory. They can check the box of what they don't want. And even uh right down in the bottom more information uh about all this stuff. I mean it's pretty broad and also very personalized to the the parents wishes. So I don't see that this is even I don't know I know we're here to discuss because that's what we should do and we should make really good policies but I believe this policy is already in line with CSVA because CSBA on the previous slide said at a minimum not a maximum and what uh Tom said his own attorney group would like these to be broad and I think this policy makes it individualized tailored to
194each family's need and I mean very broad if They included every check box. So, it's whatever the parent wants and we're here for the voters and we're here for the parents and we're here for the children. So, I think it it's a great policy. I'm up for voting for it and approving it tonight. >> Jessica, >> um are we going to go through each of these? And if we do, um, can we have them side by side for the CSBA version versus the one that was submitted by our, um, committee, >> Mr. Freeman. >> So, Cara, I don't mean to pick on you, but if a parent were to submit that opt out notice and checked English language arts literacy as a practitioner in student programs, what would that mean for your teacher? They're opting
195out of English class. So, I mean, I think that that's just my point. If this is of notice that would be adopted by our board and a parent would grab this notice and check English language arts literacy and submit that to our student programs, how would we put that into practice? That student doesn't take English, which is a graduation requirement. I I I think that that's that's my point. So we can definitely take we can take our time and we can go through these. I just are we going to have this exchange with everyone so that the policy makes sense and it can be put into practice. >> I would also say that the excerpts included. >> Jessica, >> I just have another thought also like having kids in school currently, we have we know
196where we have the option to opt out. We get notices, a ton of them I have to sign every year. Um, and this to me is like putting the responsibility on the school and the educators to know what you know all of this information to have to um address it for individual students and I just know that like when I was in school and we had a for example to use author's example an Jehovah Witness student that didn't celebrate holidays it was the family's responsibility to tell the teacher hey my kid's a Jehovah Witness we don't celebrate school can they opt out so I I feel like That should be the responsibility of the parent. If they have a specific religious belief and they don't want their child to participate in something, they should consult
197the teacher and it should be individualized. And I think that's what they mean by a broad sense like you know not having to submit a form with all these options and and yeah, I'll stop there. Thanks. Yeah, I just wanted to add on this the form that's been submitted that we're looking at. I mean, I feel like a key part of it, it doesn't say anything about like if I were a parent and I did this, I would just think, okay, job done. I've opted out. It doesn't ever give you any information that the school is going to review it and you're going to it's going to have to meet some kind of standard. It's just like so I I feel like that's missing and you referred to that is there is language in these
198other policies this the CSBA ones that talk about that and kind of succinctly state it. So it seems like that kind of statement needs to be on here. So I just wanted to address the English language arts thing that that's linked to the first one talking about statewide performance assessments. So they will be opting out of the English language arts performance assessments which is a statewide test. That's why it is joined by uh pursuant to Cal Education Code 6615 as follows. Select parts of the students excused from and that would be also why history is not there because those are the three tested items. >> Thank you. Thank you for clarifying that. The form is not I would just want to emphasize what author uh pointed out. This is the Supreme Court decision giving our
199parents rights. Um, and I I am in no way trying to hinder our parents' rights as protected by the law, by the Constitution, by the Supreme Court decision. I just want to make sure that the p the policies that we have in place are crystal clear for the people that are going to be executing the policies in the classroom. So, but Michael, I do appreciate that that clarification as it relates to specific assessments that currently like you'll see in the excerpts. They do have that they do have that uh that right given to them. To Tom's point, many opt out uh opportunities exist right now. I think moving forward with anything that is assured under the Mammud Taylor decision is that it it couples belief with and and I I it can be a general
200belief, right? It can be a this is this is my faith. I don't need this is the doctrine in my faith. this is my faith and this is the instructional material that I have I find offensive and I have a conflict with and therefore I'm opting out and I I agree to Laura's point the policy then would say that would be received reviewed and a decision would be rendered and the the parents would be informed of that decision. So, we're more than more than welcome to proceed with 50/20 and going through these item by item. And maybe Carrie, if if you could help us with any thoughts that uh that that you had, I just I would love to have a discussion. That's all I'm saying. >> Jacob, first of all, I would um thank
201you, Michael. You took a lot of I don't know who sits on the committee, but it you looks looks like you spent a lot of time working on this. I'm just here to offer obviously my perspective as a student to you guys as a board. Um, and what I get from this is that we're give the parents do have the right to opt out of what their children are learning in school and that's something we cannot change. But if we are tonight voting to approve this, I just encourage you guys to really think about it a second time because if I was a parent given this, I would be confused and I think that there should be individual optout forms that discuss discuss everything clearly. And I just don't think the format is parent friendly
202for a parent that does not know much about ed code like that. That's I'm just trying to offer my student perspective and when I look at it and I just don't think it I don't think it could be approved tonight without our own director not knowing much about it and what we can do if a parent does opt out of something. Yeah. So, what I'm hearing, Jacob and other people have said that it might be a formatting issue. So, I mean, we could reformat it real time right here. I mean, you could just make double space it to where it's readable on the top. It talks about the private from the statewide performance. You can tab it over so those English, mathematics, science are underneath that just so it's just like very nice and formatted.
203Then it can be spaced again. So then it talks about the next section, then spaced again. So everything is in one-stop shop for the parent. They don't have to go through one link after one link after one link. It's it's all right there just on the same on the same page. So they when they're looking at the optout form, they can all just be aware of like, oh, these are all the things that are available to me. Uh and just if it's just a little bit formatted a bit differently, then I think it would be a workable form where people wouldn't be confused on that. Jessica. >> Um I just think that I think that since the the committee was trying to make an appointment with the staff and they didn't get to um that
204they would probably appreciate the opportunity to do that. that. And so I'm wondering if um we could just if they'd be I don't know who's on the team except Michael, but if um if they would be willing to set a date like now to go back and sit down and have a conversation to go over this information together, maybe try and find out from them what what would be necessary for their parents to um to want to have something similar. So I don't know how to suggest that. Is that something you want to do? >> Oh, can I if if it is just a formatting error or issue with this one form, we could just make a motion with the formatting suggestions and then that can be fixed. Correct. >> Correct. Um and this is
205uh actually the first read. We can bring it back next month as with as a in a revised form where uh Carrie and the committee can sit down and make it more comprehensible, more clear, and it would come back as a consent item. Is that what normally happens? >> The exhibit's new. Sorry, the the exhibit is new. That does not exist. So that would probably not be a consent. It'd be an action second read. >> So is is the concern primarily the formatting issue or is it primarily the the staffing issue? >> Both. >> Yeah. To me, it's more than the formatting. I think it does. I think if a parent picks this up, they need to have some kind of indication that the staff is going to review it and so they have to
206be providing information to the staff or to they have to be providing information on this that the staff is going to review. I it just try where is that other language that shows up on some of the other ones that try to find it another one. >> Can you yield for a question? >> Yes, I will yield. >> So and that if if you want something included, wouldn't that also just be a formatting issue then that we could clarify that that the staff will review and respond? >> Well, it seems like you're adding language. So to me, formatting is more spacing and things like that. That's how I interpret formatting. >> Okay. It can also be re we can also revise it tonight if we needed to if that's the concern. And I know that
207there's a section that some of you have expressed that we that may have been left out to write the religious belief down. I mean, that can even be a section that's added to the policy if if that's what's needed to be done. >> Yeah. Yeah, it's kind of like this language here, you know, that the parents guardians shall be notified prior to instruction that they may request in writing. You know, it's the thing of requesting in writing and talk. This isn't the one though that I was thinking about, but um my that's my concern and I'm also concerned. I want to make sure that our program director who deals with parents and and with the teachers has a chance to review what we're doing that we're not just doing it as a as board members.
208So >> Jessica, um Jackie, you're about four people down. I just wanted to um I just wanted to yeah basically say what um Laura just said that I don't think it's just about the formatting. Also um Mike um explained earlier that he would have liked to see the the staff be a part of it and I guess I am am I missing why it would why it's urgent to have done tonight. Is there a reason why can I do something with you to get your answer? >> Yeah, Michael, >> whatever. Maybe I I guess my my biggest thing would be is that they've already they've had it for a month. So if they had concerns, it would seem like they could have come up and talked about anything that would be a problem right now
209and then we could change it. So they've had these for a month now to review. So if there was any concerns with implementing them, can't they say they should be able to say it now in my opinion? Do I have to do it again? >> Huh? It's my turn. >> I thought I did, but last time I said I didn't. So, okay. Thank you. Um, so, so yeah, I I mean I I understand could have, would have, should have, but the reality is we're here and they still what, you know, would like the opportunity. I guess I just don't understand why we couldn't just have the meeting and, you know, get with them and talk with them and make it better and then come back next time. So, there's nothing urgent on here, right? Like
210that we're going to miss time for or anything. >> There's not something I'm missing. >> No, far as I know, there's no timelines. But the the issue just is is like, you know, if it's delayed now, is it going to be delayed again? I mean, that's the only question. I would just be most comfortable this what having a good policy that we know is going to work for the schools here and I feel like we can't do that if we don't talk with the people that are administrating it. >> So I mean this is not technically a policy. This is a a form. So we're not this is >> all of them are pol we haven't >> we're just talking about one thing. We're not talking about every policy right now. >> I was talking
211about the whole thing like I feel like you guys you guys should have had them be a part of it. I thought I would I feel like but that's all I'll say. I'm done. >> Okay. I just feel like they should be a part of it. >> Um, >> uh, having done this for over 20 years now, I find this topic to be extraordinarily challenging, even for experienced practitioners. Uh, so I've heard a couple things that could benefit from a staff review and discussion and coming back with modest edits. Laura raised a good point about linking this form that's in item number one with other policies. I brought up a minute ago and I think it's worth repeating that my understanding from reading all the documents was that what's in AR 6141.2 2 which has
212three things description of what's going to happen when there's an opt out. And there's three things that that um are we are requesting of parents that that would happen for all optouts unless they are specifically already mentioned in the education code. A couple of examples are um statewide performance assessments uh sexual health education and health education. Those are already in the code. parent asks, the opt out is given. For the other ones that we're having to take a customized look at, it seems to me the language that the committee's put in AR6141.2 is is very useful. And if it was to Laura's suggestion linked elsewhere so that staff and parents know, okay, when I submit an opt out, there's going to be some sort of process. I think that would be helpful. Jackie Jacob, >>
213I just want to ask a question to Michael. I'm I come in like not very informed about the whole subject. Is there already opt out forms in place for the Shasta count the county schools that demonstrate each bullet point that we have? Are there already opt out forms? Are there opt out forms currently in use? >> Okay. >> So, is this for convenience and organization for the parent this form? So, they're all in one page. >> That that was the idea is that everything can be on one page for parents so they don't have to find multiple different forms. They can just check off what they object to and that can go to the school site. >> Okay. And this opt out form is going just this is going to the parent like we would
214hand a parent to opt out of something just these two pages would go front and back >> that would be included in any beginning of the year things that were sent out. >> Okay. Because I if if I was a parent, obviously not a parent. If I was given this, I would want more of a I don't want to say packet, but explanation of each bullet point of explaining it and then the action that the school and the teachers are going to take to do to opt out of the subject. I'm just I'm just thinking out loud. Sorry. >> No, that's fine. >> Author Thank you. So, this is the attachment on the parents rights and responsibilities policy that we already have. Uh recognizing that the parents and guardians of the county office students have
215certain rights and responsibilities to the education of their children. And Carrie can tell us whether or not they already have alternative assignments for children that already opt out of the current things. But the current protocol, I would imagine at every school is when they opt out of something, they must provide an alternative assignment so that they can still get credit for the activity regardless if they participate in set instruction. So that's already something that's built into it. And that's the teeth and mechanisms that come with if my child opts out of anything at the county office of education as a student, they shall be given an alternative assignment and they shall receive credit for the assignment. And so that's what happens at uh even at uh yeah high school or whatever. Yeah. So we have
216the same responsibility here and the teachers would be responsible for giving that child an alternative assignment >> right >> as well. I think if we could just go through the formatting together I think it would clear up everything. If we could pull it up and just go through the document and then we could all have a policy that we would really like. Carrie's already here. we can work on it together as a board of seven elected officials and the board of and the elected superintendent in Kerry and we can get this done and decided tonight. It I mean it'll only take probably about 5 minutes of reformatting. We could read it all together. That's technically a second read and then we can vote if we like it or not. So I guess I'm going to
217make a motion that we format this together. I'm going to make a motion that we format this together so that it's a usable policy. >> I will second that. >> Okay. Um, Mr. Freeman. >> Yeah. I don't I don't want to belittle the point. Um, I think I unfortunately I think I've wasted 15 minutes and so if that is the that's the will of the group. Um, I just it's 9:15. We've got organization meeting obligations and if that's the case then let's get going on 5020. >> Okay. So the motion is that we format this together. Jessica, I'm sorry. >> I'd like to make an amended a motion to um trail this to the next meeting and during that time for this committee to take it back to the administrators um and have them included
218in the process like um they have told us tonight they would like to do. >> Laura, >> I'll second that. >> Okay. So, um, now we have competing motions. So, um, we would need to take a vote on the secondary motion first. And, uh, could you restate that, Jessica? >> Is it called an amended emotion? What's the words amended? I would like to amend the motion to trail this to next meeting in January. um and during this month for the committee to set up a time with the administrators that would like to be included in this conversation to review the policy before we get back next time. >> Thank you. And author, your motion was that we uh >> that we >> format this together tonight since we're all in the same room. So, yeah,
219my motion is that we format this together tonight. >> Okay. Um, well, I mean, we're we're we're we're looking at a time crunch for tonight. >> 10:30. >> Got an hour, hour and a half. Let's go. >> We still have to do the whole organiz still have to do the whole organizational meeting. >> We better hurry up. We better get it done. 5 minutes. We can bust this out in five minutes. I'm pretty sure we can do it. We're all educated people here. >> Okay. So, so my my question because we're going to vote on the secondary motion in a minute. Is is there an objection to pushing this to the January meeting? >> Yes. and that is >> we've had over a month to do this together and no one has done anything. >>
220Okay. Well, if we're going to talk about time, we set that uh uh um subcommittee back in July and we didn't receive this until this month. So, >> last month. Yeah, we voted on it last month. >> We had it last month. >> That's my point. So, we don't really want to get down in those weeds. I really don't think we want to. >> No, because I win. >> Okay. So, so >> so let's let's get it done. Let's stop talking about it. Let's just do it, dude. Come on. >> Let's I call the question. >> Let's vote on the secondary. The point of order is let's vote on the secondary motion at this time. >> I vote no. >> Teresa, >> no. >> Michael, >> no. >> Laura, >> yes. Jackie >> no. >>
221Jessica >> yes. >> Author >> no >> and I vote yes as well. So that is four to three that we continue this discussion. >> And I I call the question on the author's motion as well so that we can vote. >> Yeah she did. >> I don't think we need a motion to continue. Do we >> on author's? >> Yeah. So, instead of discussing author's motion, I'm calling the question to vote. >> Yes. Yes. I mean, that's the question. I mean, you want to vote on that? >> Yes. >> Okay. So, let's vote on that now. >> Vote on what? >> We're voting on on finishing this discussion tonight. >> But why do we have to vote on that? Aren't we having the discussion? >> It's an action. Oh, because there was a motion.
222>> It's a point of order. It's it's an action. We're back we're back to talking about Robert's rules. >> Okay. So, uh, calling the question. Michael, >> I >> Laura, >> no. >> Jackie, >> hi. >> Jessica, >> no. >> Author, >> hi. >> Jacob, >> no. >> I say no. And Teresa, >> hi. >> So, that is again 43. >> Let's go. >> Get it done. >> Five minutes. >> So, let's I mean, so we got to get it done. We got to format this tonight. Guys, >> I >> This is our current. So, uh, Carrie, this is our current rights and responsibilities acknowledgement for parents in our student programs. >> Can we make it bigger? >> We got to make it a lot bigger and then scroll up. Yeah. So, so Carrie, this
223is Primamu Taylor, correct? >> Oh. There we go. [Music] Cover. putting mine up before it falls, too. >> Can I could I recommend us a motion to suspend Robert's rules of order for this? >> Yes, please. God, >> I make a motion to suspend Robert's rules of orders for this conversation. >> I'll second that. >> Discussion and we'll take a vote on suspending Robert's rules. Jacob, >> hi. >> Author, >> no. >> Jessica, >> yes. >> Jackie, >> no. >> Laura, >> yes. >> Michael, >> no. >> Teresa, >> no. >> And I vote yes as well. So again, it's 43. Okay. So, so that makes this discussion structured. Okay. Not organic. Okay. Robert, can you watch the the things closer, please? >> Carrie, you have the floor. >> Uh, I um I apologize. I
224what am not aware who is on the ad hoc committee and um I would like to offer the one pager that we currently do as you look at it to the current parent opt out notice and see if there's something that you think we're lacking in our student programs from what we currently do. >> I have a question before we um go into this. I'm sorry I didn't hear you. >> I have a question that I I submitted for >> I can't hear you talking. >> I have a question that I submitted for like five minutes ago on there >> in the queue. In the queue. She's in the queue. >> Sorry, Carrie. >> What time did you submit it? >> Um like 5 minutes ago. >> 9:20. Okay. >> Okay. My question was, do
225you happen to know how many um opt outs you've had in the schools through school >> for currently 25 26? >> Um if you give me a second, I'll count them. Thank you. We've had roughly 15. >> You've had 15 and in all the schools for the whole year. Thank you. Jacob, Miss Carrie, am I looking is this the current parent opt out form they use in the county schools and how many how I don't can't I can't see the full thing, but how many do we have on there? How many opt outs can we opt out of? >> Uh there's let me look at my view. listed on the front here. One, two, three, four opt outs. One of them is new in regard to the student aid commission. >> Okay. I just don't
226see is there like a problem with their optout form that they already have for the reason of making that new optout form? like this looks pretty organized and mature compared to the one that we have moving forward for the county schools. I do think that this I mean I'm sure Miss Carrie that this form was formed under organization and a lot of time to opt out. We use school car schoolyard communications in regard to our annual parent notifications and they update in regard to legal ed code and things and so we review and update annually but we use a we use schoolyard communications. >> Okay. Thank you >> author. >> And along with this front this is the front page of the pamphlet Jacob. Um, it's a 36 page pamphlet that comes with little snippets
227of information. I think some of it was added to the board uh thing with just examples of some of the extra additional information that was added. >> And have you ever had a parent problem with your opt out form ever? >> No. >> Okay. >> Not to my knowledge, but this is only my fifth year in this position. >> Okay. >> Did you see >> then? just to the board. I just don't see >> but this doesn't >> I mean I know we're I know we are >> doesn't cover it >> reforming that form that was submitted to us the agenda but I just don't see a problem with the one they already have >> author. Yeah, thank you. Uh we had plenty of discussion. We're just here to format it really. So if we
228could just go into the editing option, it'd be awesome. uh we could go to the points where you think uh it needs to be edited and then we can make the adjustments where we need to. I mean if there's a spacing problem, we can space it. If it's a tabbing problem, we can tab it and then we can just knock this out literally in five minutes. I mean we've already had the discussion over and over and over again. We all agreed that it's a formatting issue. So let's just go through and format it. >> What are you suggesting that's different than the original version author? Just because it's separate from what we already do. So would this be and it would you expect that this >> this is an attachment to the parental rights is
229a responsibility for five years >> different than this >> that that also is there this is this is an attachment this is an addition to >> yeah so we're not taking that one away we're just adding two. So you want them to have >> Yeah, because that that >> it does >> that's not that's not attached to your 5020. >> This will be >> and this this one will be attached to 5020. So when they want to look up what their responsibilities are, this is their responsibility. So all I'm saying is like where it says checked box below then you can put a space there and then when it talks about the next section under education code 6065 leave that the same but then indent English language mathematics and science and then you have a
230space between the next one and then that one talks about attending and participating and the next section is another space. I just and I'm I I I hear you, but if we could just flip back to the original version and we've we've done a lot in alternative ed to um to up our look of how we offer and so just even of this this is how other kids get their things in schools in our comprehensive sites, right? Like Central Valley probably uses this very same thing. I'm so I guess to go from something that looks very professional and done to where we would be formatting our own thing in this meeting. I just I I have concerns with what my students deserve in a look and this isn't it keeping >> Robert Laura. >> So
231I agree with Jacob. I I'm not seeing what's wrong with the form that we're using. And I agree with Carrie that it looks much more professional. And I think it's ridiculous to be doing this as a group edit. Um kind of halfassing it so that we get it done, you know, in five minutes or something. I mean, it's just it do it professionally. I just And why there's no there's no deadline that we have to have this done tonight. Why don't we make sure we do it right? So, there's one form here and we could that would be one to work with. Or maybe yours is better or maybe hers is better. But this is not the the place to do it with all these people trying to group edit it. It's ridiculous. >> Jessica,
232>> I just also wanted to note that I just wanted to ask maybe Michael specifically to rethink that part. Um, and also like you guys are having a lot of sidebar conversations about editing and if we're going to do that, I'd like to suspend the rules so we can all have the conversation because I feel like we're just making some like bullheaded decisions right now that are stubborn it feels like. And I don't like that. I feel like like like Laura said there there is no polarity here other than we just need to discuss it further and involve other people. So >> are you are you asking me a question? That was my question. I was asking if you would reconsider. >> I mean, I I just I just revised the entire thing in three
233minutes like myself and I didn't send it in, but it can be done. It just is a matter of tabbing, adding a couple lines, putting some language in, and then like we did with the resolution that we passed, it needed some formatting fixes. So the formatting fixes could be turned into that more professional looking document with just our with just that wording. >> But you administrator and like the people that we entrust to do these things asking for more time and like more professionalism for their kids. And I feel like you should understand that. I don't understand why you're so gung-ho on doing this right the second. >> No, I I do understand. I just think it could be we can pass the language and the form the formatting can be fixed after like we
234did with resolutions that weren't that weren't correct in their wording. >> Okay, >> Laura, I have you down again. Did you want to talk again? >> Okay, Michael Freeman. Oh, >> Michael, could you share that document? Jacob, >> is there any way tonight that we could really table this conversation for our January month's meeting? because we talk about getting it done in 5 minutes, but I don't think we all agree that the issue is just formatting. There's other issues other than formatting, like including the staff and what they're going to implement into their schools and we talk about getting it done in 5 minutes, but if we want to keep Robert's rule of orders in place, that's not going to happen in 5 minutes. So, I'm just recommending motion. Can we please table it to
235January? You guys have been here since 3:30 and it's about 9:30. >> I'm agreeing with author of according to Robert's rules. That's the way we have to proceed. Is there anything else needed for me at this point? Not >> Mr. Freeman. >> Uh, just wanted to fill the awkward silence. Carmen is updating in the online board meeting materials the revised document from Michael If I still have the floor, I would just want to make sure to Tom's point that he brought up earlier, the uh I'm assuming that exhibit 5020 would want to be lined up with AR 614. 42.3 that has the um that has the three points of of opting out like the the exhibit 50/20 would probably want to line up with the AR so there's some cross reference alignment. So whatever changes
236we'll make to 5020 ideally would have this the the new AR proposed three points included. >> How do we can we call the new one? >> Yeah, >> because I just got the old one and I click >> uh I don't and I think she's working. So if I click on the new ad hoc draft, will I get the newest one? Yeah, I just >> Michael, can I just quickly go over what was changed from the original? So what I did was I added at the top paragraph, your request will be reviewed by school administration. You'll be contact with their decision because I know Laura was concerned about them being able to be contacted. I just moved the English those three subjects as tabbed underneath that one so it makes it clearer that it's referring
237to state testing. I added some lines uh under the administration of the instruction curriculum lesson and activity discussion of materials related to LGBTQ plus gender identity etc. And then I added a section that says please explain the religious nature for your request for opting out since I believe that was a CSBA concern that needed to be addressed. And then I just put some spaces between each thing so that it is clearer what each section is. And then if I still have the floor, I'm perfectly fine with linking that AR regulation to 50/20. I don't know. Do you just want to look at this? author. >> Yeah, I think that we did did the voters a great deed tonight and uh we worked together in transparency and an open meeting to collaborate on making this board
238policy workable and manageable. So, I' if everybody is agreeable, I'd like to make a motion that we pass it as written uh with the exception that we can format it to look professional uh just like the other one. Uh adding the borders and all that other stuff that uh Carrie wanted just with the language that's here. >> Feels like gun decking. Approving something before it's ready. >> No, it's ready. No, it's not. That's the point. If it was ready, yes, we could vote on it. I mean, approving it provisionally feels like gun decking. It's not provisional. We're we're approving the language. >> I'm pretty sure the other language was approved and they formatted it to put it in the special boxes. It looks professional. >> I'm not very comfortable with pretty sure. >> Well, do
239we have a historical person that made these. I mean, >> Jessica, >> um I'm just curious why we don't have a box that says that they don't need to opt out. Is this something that comes out to all parents? >> Yeah. >> It's an opt- out notice, right? Stating that these are their rights that they can opt out, but there's no right that they don't need to. Shouldn't it be there? >> No. I mean, >> they just or or it should say you if you don't want to opt out, you don't fill out this form. >> You'd be opting into everything. >> But I mean, I'm just thinking like when I'm filling out a big packet of work like entering my kid into school, what do I fill out? What do I not? You know,
240like you never know. So, it should say something to that effect that this is op like you at the top maybe that this is optional or something like that. What do you think, Michael? and I send it back to me when you're done. >> Laura, I think Jessica yielded to me for a question. >> Thank you. >> Yeah. So, I I think an opt out by definition is optional. So, I don't know that it needs to say that. Like everything that gets sent home that I've seen as a teacher, like they just go through and they fill out what they want to fill out. They say, "Oh, I don't want my child photographed, but I'm okay with everything else." And then they send back the packet. I don't think this needs to say you you
241don't have to opt out because it's optional by nature. >> Well, it does. Like on a photo one, it says you have my per, you know, you have my permission to use my photo or no, I opt out of photos. >> Yeah. They check the box, right? So here, if they if they were fine with everything, they just wouldn't check the box and they it would just wouldn't come back. It would just stay home. >> Okay. And then can we ask Carrie to come back up? >> Sorry, Carrie, but yes, please. >> Laura, did you have something you wanted to say? >> I wasn't done. >> Yeah, she's still going. >> Thank you. I'm just um curious, Carrie, if you have read through this form and if if you have any feedback um for each
242piece of it or for anything, if you were to be having this conversation with them right now or having gone over this beforehand, um what feedback would you have? >> I think I would want to make sure that it I just want to make sure there's nothing missing. I guess if it's in addition to what we are already doing, I don't see um implications of that other than I think it spreads out the information, >> right? >> And would you be responsible for reformatting this um if we passed it to be reformatted or who would? I >> I would work with my team. I'm I would work with my team, I'm assuming, to reform it. And one last piece clarifying question about the um the statement I think author you made that this is an
243addition to the one they already have. So are we literally going to be giving families that form and this form? >> Yes. >> At the same time. >> Yes. >> Why? What is the difference? >> This is the parental wrong. >> I'm still confused. >> I'm sorry you're confused. >> Is Is anybody else not confused? I mean, can we just be explicit as to why we need to >> Are you yielding to me? >> Yielding to Michael to tell us explicitly why we need to >> can't it just be included onto that one as like the backside and then it's one form. >> But why why do we need >> because the other form doesn't have some of the other things like >> Okay. What things are missing? >> Well, I mean that Well, that
244ours doesn't have a grade point average thing on there. Ours doesn't have a release of directory information on there. Ours does not have a publication videos and internet postings. >> So they would have those things would need to stay in place. So they would need to be added. >> So you can just include all those different bullet points. >> So could we include language from yours that is not on this one onto that one? >> That's what we'd be doing. It would just be >> the language that is not on the front of that is not on yours is included in this in the excerpt that I sent you. I'm not sure what the reference of the pages on in regard to the personal beliefs and exemptions of religion. It also has all of the
245links in there for because this is um parents can have a both inperson copy but also a digital copy with links to the ed code and the um law that supports it as well. Right. So then what? >> So is that an that looks that is that an opt out form or is that just a STO statement? >> So it's a 36 page annual parent notification that the first front page is all of the available optouts but in the document it also explains the like in the personal beliefs the rights for the review of that material and things like you. So in hours it would just make it easier for parents to find it and see it. >> No, because >> there are some things I would say that are missing from the original one
246>> that are >> like from that one >> wouldn't even be available to them on your form, right? Like the permission of the photo. Well, yeah, that would just >> average. >> We would just be adding it to this one, adding more options to that one then. All right. If I have the floor, can I amend your motion or can you withdraw it and make I can make a different one? >> I'll withdraw my motion. >> Okay. I move that we accept the language that as I submitted to Carmen and add it to that form so that it has the same formatting and nothing is left out. Yes, Jackie. >> Um, but right now this is an exhibit that will always be attached to 50/20 and parents rights and responsibility with all that language that
247she's talking about is already in 5020. It seems redundant to have an exhibit This this in my mind this is 50/20 that that form lives somewhere else. I don't I don't care about where that form lives right now. This is parents rights and responsibilities. >> I want it clearly delineated like that and exhibit in 50/20. They go together. >> Can >> it's not complicated to me. >> Could that be put into 50/20 then? >> You could also do that. Yes, that would be the other. Yes. Right. >> Okay. Robert, >> Laura, you're up on the queue. >> Well, my concern is that we're here. I haven't really closely read the form that we have. I think you've come up with a good form, but I don't know what it's missing, what this one has. I
248mean, it just seems crazy to be doing it here when it could be synthesized maybe in a different way. So, I I just feel uncomfortable voting for it without knowing if we're leaving something out or we're just duplicating too much. So, >> Michael, you're up next in the queue. >> Okay. So, I have a question for Carrie. If if the motion is just that that is joined together with mine and attached to 50/20, is that cover everything that does that cover everything then? Michael, I would love to stand up here and say that I have uh that I know that I'd like to look at 5020. I'd like to look at the board policy and I'd like to do that outside of my review of my laptop. >> I um I I'm hoping that these
249are all conversations that the ad hoc committee had. >> Yeah. >> Um I'm assuming that I mean I I would have liked to been consulted for what we already do. um because it sounded like there were possibly concerns with how we're presenting our parent rights in student programs, which is something that I I hold um as high importance. So, I just am I I don't see an inversion to it, but I would like the opportunity to look over it um in front of me and not just in pieces with some of it up here, some that I've given to Mr. Freeman and some that's come in this way. Although I will follow the direction of the board, >> Jessica. >> Uh, so I had a question backing up, but now we're on a different tangent.
250So, can I are you going to ask a question, Jackie? Um, to finish this up or can I go back because now I'm even more confused because I thought we were just saying we were had two forms and that's what we were asking for. two forms that were going to go home with the parents, but now we're saying it's an exhibit that's included just in our policies. >> So, are we trying to figure it's becoming convoluted? >> Okay. So, there was their form that they have that does not have some of the things that are on here, >> right? >> Their form also doesn't have some of our stuff. >> So, what I'm proposing is that we merge them, >> right? >> And attach it to 50/20. Yeah, >> that is my proposal and tie
251it to that AR. That way everything is all together and the only thing then that would need to be changed is the the form that the ad hoc committee submitted would need to be turned to look like that >> and what you back to me or is it still my question? Okay. So, um, so I I'm I mean I can't imagine everyone here wouldn't be comfortable with that if we were to again trail it and allow you to do that with Carrie. >> I mean, I guess my question is, isn't it just done already like right now? >> Well, Carrie just said she she's not she's not comfortable saying that because she hasn't had a chance to she hasn't looked at it all in one picture as you're presenting today. So, could you give her
252more time to do that? I guess I would just go back to it's been a month that they've had it and we the only thing that's changed >> presented differently. I mean just now you're saying can we combine the two forms? >> Yeah, but the form one form they've already had for years. So why that that doesn't need to be reviewed. >> But you didn't say do you want to put it in 50/20? Can we like you asked her if she that it wasn't included in 50/20 could you put it together in 5020 and 5020. It's an exhibit 5020 exhibit. That's where it lives. That's how it was presented to you a month ago. That's where it is. It's not convoluted. You're making it convoluted. >> Hope you feel better, Jack. >> I do actually.
253>> So, Jesus. >> That's all I'm saying is that the only thing that would need to be changed then would be the formatting and if there was some kind of major objection, it could just be put on the agenda and we could discuss it at another meeting. >> To me, it's really important. I mean, I'm not sure why it's not being seen as like an important thing that we don't need to do frivolously here in one minute. It's kind of crazy. And I know you don't feel that way. So, I'm really disappointed in the fact that you're uh you're sticking up with for all this. This is crazy. No, there's no reason you guys can't have a conversation with Carrie and do this over the next month. No reason. You're I don't understand the reason
254anyways. Maybe you got one that's like under your um back that you're not telling us, but Otherwise, >> hang on. >> There is no reason >> I'm having I have the floor and I can say what I want. That is the order. >> There's somebody talking. >> Yeah, that's why. >> Yeah. Yeah. Yeah. But okay. So, author. >> Is this the point of order? Is it my turn to speak? >> Author, >> I was just asking is this a point of order? Is it my turn to speak in the queue? your turn. >> Okay. All right. I think Michael has proposed an excellent motion that I would second. I'll yield to Michael for his motion so he can re explain what it is. My motion was that we merge the current opt out form with
255the proposed opt out form, attach it as an exhibit to 50/20, and tie the AR regulation that Tom has mentioned all together into one package or document to vote on. I second So I mean I'm trying to understand the motion. Okay. You want to merge the two forms into one form so that we can vote on it. Okay. I'm trying to simplify this. >> Okay. Um is that possible? Yeah, I'm asking Carrie. >> Oh, I >> I mean, >> you want me to combine the two so you can vote on it? >> Yeah. I mean, it says then No, he he's asking is it possible to just merge the two together like put them front and back or something? >> So, you want me to duplicate? So, if I'm understanding correctly, you don't want me
256to eliminate anything from your document. You would want me to duplicate what's exactly on your document even though it's possibly duplicated in the document already? >> Yes. >> Okay. I just want to make sure I'm clear. >> Mr. Freeman, >> uh just clarifying is the motion to merge and approve or merge and bring back for a vote. Mr. Oricki, it's your motion. >> I was moving to approve, but I mean I'm open to if anyone else wants to bring something up. >> I can yield to you, Jessica, if you want. >> Thank you, please. >> Yeah. >> Yes. I feel like it is very important that we allow you guys to work with Carrie to get this done. I think it's disrespectful of us not to have this conversation with the staff and take her
257document and ours and merge together and work together cohesively. Like I really don't understand that part. I just don't and I I be very respectful to do that. >> Yeah. I guess I view it as we have been all trying to work together to get this done tonight for like the last hour when it took me three minutes to reformat it. And we have been trying to work together, I guess, is what I feel like. Instead of just three of us working with Carrie, we have all seven of us, our student board member, our superintendent, everyone here working together to get something done. That's how I view it. Like, isn't that better than three of us only meeting together with with an administrator? I mean, isn't this a more open process? This is like what
258legislating is. This is what governance is. >> Well, we don't in you don't sit at a board meeting to work on a on a document and read multiple however many pages did you say your form was, ma'am. I'm sorry. 40. >> It's 36. >> 36 pages plus, you know. No, no, but we we're debating one form. We're discussing this form. >> Form is an administrative task. You brought language, but you can sit down and have a conversation. The thing is there's no reason not to do that. And >> isn't that what we're doing now? It's having a conversation. >> We're having a conversation, but this isn't the place to like do an administrative task and create a form. >> Why not? >> Cuz look how it's working out. This isn't >> Well, the the re
259the re >> the reason it's not working out is because it's of having to answer the same questions over and over and over again. Like it's formatted. We have it. We all talked about it. We all looked at it. It includes language that other pe that other people here brought up that they were concerned it didn't have. We have the formatting. I mean, really, it's this is >> you're literally telling her to to put information on this that's redundant. Doesn't matter if we're asking the same thing on the front and the back. Just put it there anyways. You're going to confuse parents like Mark, you know, I know you understand this. I don't get why you're >> Well, because the the language is not redundant on the optout form. It's redundant in the 36 page.
260>> I read her 36 pages. So, you don't know. >> I read the language that you submitted. So, >> yeah. >> Okay. Well, you you said unless anyone had objections and I did and I told you. So, >> thank you. >> You're welcome. Well, I want to bring up another point. If we combine the two documents, this is happening. This is happening in one document. If I'm a parent and I sign off, I want my kid opted out of sexual health and HIV prevention education. There's also another one down below if we combine them two that says opting out of sexual education, HIV, and AIDS prevention. So, what happens if I opt out of one but don't opt out of the other? like it just seems like these two documents are clashing when they're going
261to be put together. So, I think that there just needs to be some kind of discussion outside of a board meeting with board members, but also not just Carrie because Carrie's not the only person in student programs. She has multiple other people that have an opinion on what's going to happen within their student programs. Can you hear me? >> Yeah. Thanks. All right. All right. Thanks. Thanks for yielding, Jacob. I think we could actually look at both of the language right now in real time of that right there plus that other one that you said is duplicated. And where is it at? the second one right there. Sexual health and HIV prevention education. So if we took out one of them, then that's knocked out. They do the same thing. >> Yeah. Don't forget that
26236 pages of information, too. Michael, would your motion to combine the two documents, is it is it final? Is it Carrie going and duplicating it and putting it right on there? Or is it is it going to happen within a meeting of com like let's say we approve this and we combine these two documents. Would you go and have an ad hoc committee meeting and with Carrie and other people from student programs and put this on? >> You mean if we passed the language, would I meet with Carrie? Is that you're asking me? >> Right. >> I will always meet with anyone. Yeah, I have no problem meeting with them. >> And would you consider that language final? Like that we're not changing any words of what we approve here? >> We haven't approved that.
263>> We haven't approved anything yet. But >> okay. >> Yeah. I mean obviously I mean I would if that there those are two things that are repetitive so we could knock one off. I mean that's not a big deal. >> Okay. >> So I'm perfectly fine with passing it and then meeting with Carrie and then like I said if there's a big if there's a issue that comes up like a legal issue or something like that we bring it back to another board meeting and we take care of it. But I don't think there's a legal issue. It's just a matter of timing and consultation is what it seems like. So, it's a question of asking this board to pass a policy that's not complete. >> It's an exhibit, not a policy. >> It's not
264complete. And even if we all agree on the language, if the formatting is not correct, it's not completely. >> We passed a resolution. So I mean the the whole point of this process is is to bring order out of chaos. Okay? Not to create more. So we need to have a completed policy presented to the board for our approval or disapproval, not peace meal. Okay. So, I mean, I just feel like like uh we've been at this now for uh almost an hour and 12 minutes. And um >> I call for a vote. >> We're no closer to to to to an agreement than we were when we started. So, I guess what is calling calling for a vote called called to a question? Is that the proper Robert's rule of order. Then we can
265vote for it or we cannot vote for it. >> I said I call a question so that we can vote. >> Yeah, there was a motion. So I >> I mean I guess if discussion is over then we vote, right? Thank you, Karen. So, um, it has been moved and seconded. Repeat the motion for me, please. I want to make sure this is clearly on the record. I move that we adopt the language from the ad hoc committee, merge it with the current optout out form, attach it to policy 50/20, and connect it to the AR regulation that Tom supplied us in our board packet. >> And this has been seconded. >> I second it. >> Any further discussion? Well, we called for a question of the votes. >> Oh, I'm going to Hang on.
266I have to call for questions first. So, so all right. So, it has been moved and seconded that we approve language merge documents and hope they come out for the best. Uh, Teresa, >> hi >> Michael. >> Hi, Laura, >> no. >> Jackie, >> I >> Jessica, >> no. >> Author, >> I. >> Jacob, >> no. >> And I vote no as well. It's a four to three vote to pass an incomplete document. Okay, cool. Moving on. >> Like a point of order. Don't we have a board um bylaw that says that we have to end our meetings at 10 unless we approve extending them. >> Oh, it's 10:30. Okay. I thought it was >> That is correct. >> Is it 10 or 10:30? >> Okay. >> It's 10:30. >> So, that was number one.
267That was That was 1121 one. Now we're on 11212. [Music] First read board policy and administrative regulation 6141.2 instruction recognition of religious beliefs and customs. Discussion Mr. Freeman >> I'm good. I mean I I've shared my I've shared my concerns. I've shared my thoughts. I don't want to take another 15 minutes sharing them. So, it's an action item. It's before the board. We can have a motion. We can discuss. We can take action. >> Jessica, >> I would like to request again that we have the CSBA side by side with this board committee version. Please, >> could you restate that, please? I'd like to request that we see the CSBA guideline a next two side by side of the current um board committee request or whatever we call it. >> Okay. So your motion is
268to >> No, there's no motion. I'm requesting >> Okay. Thank you. What is it called? Not to member Robert order. >> Can I do a point of information? >> What happens if we get to 10:30 and we have not uh had our annual organization meeting? >> We're going to have to >> Oh, yeah. Maybe we should an emergency meeting. Can we complete the business for the board tonight? >> But the vote of the majority could extend the board meeting beyond the 10:30 so we could get it all done in one night. >> Sorry. Yes. I believe the board policy says we can with the majority we can extend the meeting one hour. Is it one hour? might be half hour. We're we're efering on that one. >> Jessica, >> uh, did I I That was
269before. I don't think I did a new one yet. >> Laura, >> so when I went through this, um, basically I'm good with it. I just didn't understand why the committee took out references to the county office of education and rewrote them to say like in the district or at the very end line district schools because that's confusing to people. Um we're not doing policy for district schools. These are for our county office of education programs. So if it if those were changed back >> I would be fine with it. >> Can you yield? >> Yes, I can yield. So >> I believe we're adopting the red line one. Correct. >> Okay. So I'm good with the red line one >> because I'm looking at the hawk draft. >> Okay. >> Are we Yeah, we're
270adopting this one, right? >> Yeah. the the one that says draft on there. So, we're adopting the red line one language. >> Yeah. >> Okay. Okay. I'm good with that. Then I would even make a motion to approve. >> I second >> deadline draft of BP 1641.2. >> I will second that. Author. >> Author, you were up in the queue. >> As already uh stated, I just wanted to second it. That's all. Author it. >> Okay. Discussion. We need to wait for Teresa to get back before we can vote. So, on all of these >> draft Mr. Freeman. >> Uh, just to uh confirm, board bylaw 9323, county board meeting shall be adjourned no later than 10:30 unless extended to a specific time determined by a majority of the county board. The meeting shall be
271extended no more than once and may it be adjourned to a later date. >> Thank you. Laura, could you repeat your motion? >> So, my motion was to approve uh BP614.2 the redline draft and the AR 614 1.2 the redline draft. >> And author, you seconded. >> No, Michael did. I seconded it. >> Michael, you seconded. Thank you. It's been moved and seconded that we approve um the redline version. Um Jacob >> I >> author >> I >> Jessica >> I >> Jackie >> I >> Laura >> I >> Michael >> I >> Teresa >> I >> and I affirm as well. Wow. Seven to nothing vote. >> Boom boom. Moving on to item 2.1.3 revised vote board policy 6142.3 instruction civic education. I move that we adopt board policy 6142.3 on civic education. Second
272>> discussion. >> It has been moved that we adopt upboard policy 6142.3 instruction civic education. We'll do a roll call vote. >> I submitted a question. Oh, I've submitted my thing. >> I'm sorry. You came up in the queue. Go ahead, Jessica. Um, I just wanted to make a substitute motion that we um we approve Oh goodness, hold on. that we approve 6142.3 with the change of the redlinined item that says Americans constitutional republic and change it to say the county office of civic education program shall provide students with understanding of the rights and responsibility of American citizens period and the workings of federal, state and local governments. First page >> on the first page. >> Fourth paragraph. >> One, two, three. One, two, three, four. Yeah. Fourth paragraph. >> Just instead of saying American
273democracy or Americans constitutional republic that it says with an understanding of the rights and responsibilities of American citizens and the workings of federal, state, and local governments. Make it not non-controversial. >> So you want to >> I'm sorry. >> Period. After citizens >> No, no, no. So rights and responsibilities of American citizens and the workings of federal, state, and local governments. Period. discussion. >> Well, she made a motion. There has to be a second before we can discuss it. >> Okay. Is there a second? Hearing none. Motion fails. Sorry. >> Thank you. Appreciate it. Getting a little tired. Uh so there is a motion on the floor to approve uh policy 6142.3. >> See no further discussion. We will do a vote. Jackie >> I >> Laura >> I >> Michael >> I >> Jessica
274>> no. author >> I >> Jacob >> I >> and I affirm as well. Our next item is our first read of board policy 6144 instruction controversial issues. uh in addition to reviewing the added ad hoc committee language update LEA district or uh school with county office or COE to reflect these policies are only applicable to our county programs. So, >> yes, Michael. >> Um, the draft that was given reflects that, right? Is that the the language that Robert just read about in addition to reviewing the added adhoc committee language update LEA district or school county office? Is that already updated in there or is that something we have to do? >> Wasn't it redlined? >> Okay. Okay. Then I move that we adopt board policy 6144 and instruction controversial issues. >> Second. >> So
275I had submitted a discussion. >> It it has been moved and seconded that we uh hang on adopt board policy 6144 instruction controversial issues. Uh discussion Laura. So to me, I don't understand why this um line was added about controversial issues include materials that contain nudity, sexual contact, graphic violence, and extensive profanity. To me, the line above it is more all-encompassing. It's a controversial action is strong reactions based on personal values, belief. I mean that I think by adding it you're almost making people think like oh a controversial issue has to be one of these things. I don't to me those are just those are inappropriate >> versus kind I I don't know I don't I don't think it adds and I think it could be problematic having it in there. I'll yield to you
276to explain. I I the idea was was to just make it clear to people cuz the word controversial can be misconstrued or misunderstood. So we wanted to identify things that are generally considered controversial. I mean that for that preceding sentence is pretty all-encompassing like you said. This just would add more definition in my opinion to what could be considered controversial because you know some people might consider to kill a mockingb bird controversial but it would not fit that under this definition >> but it still would be if it if you're doing an opt out approach you know they would explain why they >> you know I to me it's like if you start listing you're almost then what if you leave something out and well, it's not listed here. So, I I sort of like
277I think the other one's more flexible and gives parents more opportunity. >> Are you yielding back? >> I mean, does anyone from the committee want to chime in on that at all? >> Yeah. Um Jackie, >> so real world example here in Shasta County about three years ago, we had a music video shown in an English class at Shasta High School. Um and I don't I I don't I didn't watch all of the video, but it was a it was a music video and it showed um people singing in a choir getting getting um shot up with um an automatic rifle. And some of the parents um understandably were very very upset that it was shown with no advanced notice or anything. And I was at the meeting um with Jim Clooney, the superintendent at
278the time and that controversial topic came up and um and some people thought that the video was controversial and some people thought that it wasn't. So I don't think that there's anything wrong with listening with listening um graphic violence um or or expounding on that. And that is just because I was here real world scenario at Shasta High School where something was shown that some people thought was and some people thought wasn't. Adding graphic violence in my mind helps that issue. So >> I support the extra language. >> Mr. Freeman. >> Uh just wondering as I look at the red line, I do see in this particular case where uh county office is strucken through and district and superintendent are provided if I'm reading that correctly. But to me, these are these would be board
279policies for our student programs. And that would be that would be me or working with the designate. And so I'm curious why those changes were made. It looks like there's two different versions in here. One has the board of education red line there and then the other one has some different things. So I don't we did not strike out board of education or anything like that. So I'm not sure how that happened. So, all right. So, that might be on our end. So, I would just make sure that if we have a motion on BP 6144 that all references to uh that the that the language is maintained that it's referencing county programs and county superintendent. >> Yeah. So I can amend my motion if possible to reflect that. So I move that we adopt
280board policy 6144 with the with the uh revision that reference the board of education and correct those errors that are in there. So I think that would need a second again. So >> I'll second. >> Thank you. uh discussion. Uh Jessica, >> yeah, I agreed with Laura about the the line. It says, "Controversial issues include materials that play nudity, sexual contact, graphic violence, and or acceptance of profanity." I think there's a lot more things that are controversial than that. And I feel like once we um once we state that these examples, then um we might as well continue with a whole long list of them. So, I suggest we don't use that line. And then, um, yep. The other pieces I agree with. >> Michael, you're up in the queue three times. I'll let Arthur
281go first, then I'm going to call on you once. >> I don't know how that happened, >> Arthur. I was just going to remark that uh this says contro issue controversial issues include materials that contained. So it's not an exhaustive list but it's referring to what these do include. In the paragraph above it talks more about your personal held beliefs as far what you can want to opt out of and this includes more. So this is actually more inclusive. So I'd pass it as written. I I think it just expands on it a little bit and strengthens it because I know Jessica, you're concerned that if we don't list everything, but I think the first line does list a lot of things and would cover almost anything that could come up and then the second
282one just offers some definition is how I read it just to make it clearer. >> Like it was very broad to begin with, but then listing specific things makes it more defined. If I may, I'd like to uh just throw something out there. Um that a huge proportion of classical art contains scenes of nudity. And so I mean just including nudity in there as a controversial issue standalone um without carving out an exception for things like you know Michelangelo's David um seems a little problematic. So >> we also have a whole sex egg curriculum. So sexual content doesn't really work either. >> No sexual content I have no problem with keeping out as classrooms. Art I have a problem with. So, Michael, you're up in the queue. >> Okay, Mr. Freeman. >> I think the
283second paragraph clarifies that the board uh expects administrators and teachers to exercise professional judgment when determining whether uh a particular issue is suitable for study or discussion. They shall consult with superintendent or designate to determine the appropriateness of the subject matter. So if we are looking at artwork like like you've mentioned I think that that would come up in that discussion and I think we would we would weigh the instructional merit of the content. >> Thank you. >> What long as we consider it that's what that's what I wanted. >> So call the question. >> Call the question. >> Okay. Uh it has been moved that we approve uh board policy 6144 controversial issues with various amendments um to references to the superintendent. Um we will call a roll call vote. Uh Jacob >> I
284author >> I >> Jessica >> no. Jackie >> I >> Laura >> I >> Michael >> I >> Teresa >> I affirm as well. Okay. It is now uh 10:26 or 20. Yeah. Uh if we're going to extend this meeting another hour. We need to do so right now. >> I move we extend the meeting one hour. I'll motion. >> Okay. Is has been moved to Hang on. I I'll get to you in just a second. It's been moved that we extend the meeting for an hour and seconded. Jackie, >> well, but Mike just read from our bylaws and it doesn't say it has to be an hour, right? It just says we can only extend it once or did it have >> uh the motion would define the extension. >> Got it. Thank you.
285>> So, we can extend it to two >> says unless extended to a specific time. So, the motion would define the the time >> I guess. Yeah. So I guess the discussion would be is one hour enough, >> right? >> So we would probably need >> Two hours. What do you think? >> Up to I withdraw that and I amend it to two hours. How about that? >> All right. Two hours. >> Yeah. >> I'll second the twoour motion. >> I'd like to make a substitute motion to return another day. >> I'm sorry. >> I'd like to make a substitute motion to return another day to finish. >> Okay. A motion to adjurnn takes precedence. No, you said motion to adjurnn. >> No, she said >> to to return for another day. >> No, there's
286no discussion of a motion to adjurnn. >> And come back another day. Yeah. >> I mean, it doesn't require a second. It just goes. >> So, it has been moved that we adjourn. >> Jessica. >> Yes. Yes. >> Jackie, >> that is the motion. >> Yeah. >> Return another to adjourn the meeting. That's the motion. >> I mean, this is Robert's rules, so >> yeah, I'd vote. >> No. Laura, >> no. >> Michael, >> no. >> Teresa, >> no. >> Author, >> no. >> Jacob, >> yes. >> I vote yes as well, but it is one, two, three, four, five, two,2. And I'm sorry, your vote doesn't count. >> Yeah, I know. >> We Excuse me. >> You You can You can go home anytime. >> Okay. >> I I understand. >> Yeah. Okay, >>
287we still >> there is a motion to extend the meeting by two hours. Okay, I'm going to remind everyone that we started today at 3:00. We've been at this for 7 and a half hours at this point in time. I'm sure everybody is pretty tired um and starting to feel the uh stress of an extended meeting like this. So um it's been moved and seconded that we u proceed with this meeting discussion then we will vote. Michael >> I >> Jacob >> the motion is >> nobody >> motions to continue for two hours >> no >> Arthur >> I >> Jessica >> nope >> I >> thank you Laura >> I as well >> let's get this done >> you want to take a potty Okay. So, um item Oh, what is it? 11 >>
2886145 revised board policy 6145 instruction extracurricular and co-curricular activities. This is a board policy versus a superintendent policy. The board should consider maintaining it as a board policy versus superintendent policy. Discussion. >> I move that we adopt board policy 6145 as a board policy. >> I'll second. >> Has been moved and seconded that we adopt uh board policy 6145 as a board policy. Discussion. Laura. So, I was just unclear of why we have this uh opt out language added in red because am I not understanding like extracurricular? It already says in here that these can be refused and in the body of the in the body of it, it says that it's not, you know, something that you have to do. So why would why would you need to be exempted from it? Because it
289already says that you don't have to. It's optional. >> Yeah. Are you yielding for a question? >> Yeah. >> The intent was just just just say that there would be no penalty or stigma. That's why we added it in there so that if they do choose not to participate that there can't be anything done against them or held against them. >> I mean so then why not just have that sentence no penalty of stigma show? Why do you have all this other stuff about the securely held religious beliefs and requesting in writing? Because you don't have to do that. You can just don't participate in it. >> That's an extracurricular activity. >> Yeah. >> You have to opt out or submit it in writing. You just don't do it. >> Yeah. It was just because
290this was one of the policies sent out by CSBA to review in light of the MAMU decision. in the MAMU decision specifically concerned rel securely held religious beliefs. So we were just holding to that because that's what that's parameters of our committee. >> I don't know just doesn't make sense. >> I mean would you just you'd want to strike out that other sentence and just have the last sentence there? >> Right. That >> I mean you could offer an I mean does anyone from the committee want to add to what I said or >> Yeah. Yield to you, author. >> With that the whole case with the Supreme Court, it was uh the staff being directed to penalize students for their religious helb belief. It wasn't just Christian, it was Muslim, it was Buddhists, it
291was Sik, it was Christians. It was it was a whole gambit of religious people at the school that had a problem with the instruction and the staff was being advised to make it very punitive on them. So that's why the spirit of Muham m we can say his name right sorry >> but I'm but I'm saying that that part would remain no penalty or stigma shall result from such an excusal I'm leaving that in >> so what what did you want to take >> I'm just I I don't think it's necessary to say that you have to um this whole thing about parents guardians shall receive prior notice and all that because it's like you we're talking about extracurriculars which is different than the what happened in that Supreme Court decision that was part of
292the regular class. >> Well, well, originally they were given the option to opt out and then the school took it away from them since so many people opted out. So then they were not afforded the opportunity which caused a harm which then led to the court case that led to the Supreme Court. >> Yeah. But this I'm just saying that this is like extracurricular extracurricular activities which are not required. You don't have to do them. But I I do see the reason for leaving and the no penalty or stigma shall result from such an excusal. That's fine. That's good to have. >> I'm just Yeah. I mean, you never know what the extracurricular activity is. So, it's kind of like at the Shasta High School, it was a supplemental material that was afforded to the
293teacher when uh the parents didn't even know that it was going to be shown. I mean, they were okay with the English class and the in the rubric and the criteria and everything, the lesson plans, but that was supplemented with material that they were never advised on. So, if you're say real life, you're going on a field trip, you're doing an extra activity, and then the adult in the room takes you on an outing that your parents wouldn't agree on, but it's not something everybody disagrees with, then that this would include that. So the parents would be advised if you were on a field trip and you decided to tour from the lesson plan and go somewhere else, if you were wanting to do that, you'd have to get the permit parents permission to do
294so ahead of time. I mean, if you're going to the pumpkin patch, probably not going to run into controversy, but who knows? Jessica. >> So, for example, if they're going to go see, let's say they're in the theater club and they're going to go to Ashlin, see Romeo and Juliet, then they would need to be notified that there's going to be like excessive violence in this thing. That's what you're asking for. >> Okay. Thanks, >> Michael. I I think it just adds clarity and extra protection. That's all I think it does. There's a motion on the table and it's been seconded. If there's no further discussion, I will call the question. Um, author >> I >> Jessica >> I >> Jackie >> I >> Laura >> I >> Michael >> I >> Jacob >> I
295>> and I affirm as well item 11.2.6 Revise board policy 6184 instruction continuation education. >> I move we adopt board policy 6184 continuing continuation education. >> Second. >> Has been moved and seconded that we adopt board six policy 6184 instruction continuation education discussion. Jessica, >> um I just have concern about this one because parents or guardians shall receive prior notice of instruction or activities that may substantially burden their secure securely held religious beliefs. Then that leaves the definition of substantially burdening and knowing their religious beliefs to them to the person to the teacher, >> right? >> Well, how would they know that? >> Right? How my question is how does the teacher supposed to know what sub what's a substantial burden to them and their personal religious beliefs like I feel like again this puts
296too much pressure on too much responsibility on to the government to decide what a substantial burden is to the parent. I feel like that's a conversation it should be left more broad and the conversation should be had from the parent. Like if I had a sub if I had a securely held religious belief that I felt like my kids's education was going to substantially burden that I would probably be in there talking to the teacher and letting them know what that was. I don't understand how a teacher is supposed to know these things. So I would like to change that perhaps. um structure I use a I'm not sure but too tired to think of a a replacement but um the words that I'm having a hard time with are substantially burdened and securely held
297religious belief like how do we know that their religious belief is securely held so any any feedbacks from I'll yield to whoever on the committee would like to speak to that >> Mr. Freeman. >> I think that's the uh purpose of the prior notice of instruction. The teacher, it's not on the burden. The burden is not on the teacher. The parent with prior notification can then inform the teacher of how what the conflict is. Um that's the exact language we just had in the thing that we just approved. >> Right. And so I I I think that that prior notification make ensures the parent right to be able to they know their religious beliefs. It's not the role of the teacher to know the religious beliefs. The prior notification then puts it the ownership on
298the parent to be able to say I have a problem with this um because of my deeply held religious beliefs. >> So it's based upon the the exemption exemption form that they filled out in the first place. uh as the as the educational activity is presented with prior notification, then that parent would then be able to have the opt out rights that we've been talking about all night through exhibit 5020. They'd be able to go up and they'd be able to fill out the paperwork and say, "Hey, that right there I have a problem with." >> Okay. No notification puts the parent in the position where things may be happening that do conflict with deeply held religious beliefs and they don't have the option to opt out because they weren't notified. >> Right. >> Michael
299U. Mike answered everything I was going to say. Yeah. Further discussion. Then I will call the vote. It's been moved and seconded that we uh uh adopt revised board policy 6184 instruction continuation education. Teresa. >> Hi >> Michael. >> I >> Laura. >> Hi >> Jackie. >> Hi >> Jessica. I >> author >> I >> Jacob >> I >> and I affirm as well. >> Item seven, revised board bylaw 9005, governance standards. >> I move we adopt board bylaw 9005 on governance standards. >> Second. >> It's been moved and seconded that we adopt uh board bylaw 9005 governance standards. discussion. Laura >> um yeah so I'm I I would like to hear I'll yield to you why you um struck out communicate a common vision and operate openly with trust and integrity. It was a
300we struck it out because we feel like there's other ones that answer that like keep learning and achievement first to all students as a primary focus value support and advocate for public education recognize and respect differences of perspective style culture of the county board among staff students parents and community. We feel like that is the common vision plus up here it's primary responsibility in the first paragraph. So we felt that was redundant. They operate openly with trust and integrity. We feel is answered by number four under part B. Act with dignity and understand the implications of demeanor and behavior. As well as number four under C that says govern in a dignified and professional manner, treating everyone with civility and respect. We just felt like it was kind of redundant. And then I know that
301there are people that have said, "Well, my my beliefs in integrity require me to respond in a certain way where other people were offended by that way that was responded." And so integrity seems like it's was open-ended where those other ones are more clear and is what we the discussion that we had. And any of the other committee members can add to that if they would like to. I mean, I feel that they should be called out. Um, I think pretty much every entity, agency, um, has a common vision and it, you know, it's just, uh, building around that common ground that we care about our community, we care about students, we want to provide a education that sets them up for success in life. Um, so I think it's important for our school board
302to have that and then operate openly with trust and integrity. I wouldn't want to delete that. I mean, I how would that land in the community that oh, the board of education just struck that from there. I mean, it's like that's that's foundational to have trust and integrity. And I also think that um number five, uphold board approved policies, procedures, and support staff. Um yeah, I think that's important for board members to do too. So I don't um I don't think that those things should be stricken from it. Mr. Freeman. >> I'm wrestling whether I should bring this up, but since we have two hours to play with, uh, when this board was first put together, we brought this to this board for signature and D6 was what died. D6 is what killed it. And
303here we are a year later and D6 isn't even struck through. We had a lengthy conversation about what the word undermine means. And so I just want to make sure that now we're okay with once a decision is reached and a vote taken, a board member should not undermine that action because a year ago that's what killed this document. Jessica. >> Um, so I would approve be I would be approving of it if we did not strike two, three, four >> or no two what sorry C2 C3 and C5. Um, I think that having a comm to communicate a common vision is very important. I think that the matter of this particular group of people because they do not see this as wanting to have a community a common vision. They want to have their
304own visions and I don't agree with that. I think we need to have a common vision. I think we do. Um and that's why I generally enjoy working on this board because we can always turn back to our um things that we're working on and we all agree on those things. So why we don't focus on them, I have no idea. But that's another tangent. So um I think a a common vision is very important. I think operating openly with trust and integrity is obviously extremely important. Why it would ever be removed, I have no idea. Number five, uphold board approved policies and procedures and support staff imple implementation of board directors. Again, it seems like common sense to have that also included. So I would not strike out those three things and I would
305approve everything else. I'd like to make a motion to um to approve revised board law by by 9005 governance standards um without redacting uh that let me see hold on without redacting C2 >> uh substitute motion without redacting C 2 3 and five please >> I will second that >> thank you Okay. So, um, could you repeat your motion, please? >> Yes. I would like to make a mot a substitute motion to Hold on. I'm getting back here with my little things here. um to approve bylaw 9005 government governance standards without redacting items C 2, C3 and C5 for the reasons that I explained earlier >> discussion >> Michael I think another reason why that one was struck out Jessica was because of the concern that community members brought about something that you posted and
306they used that one to bring the complaint against you that we ultimately decided we had no jurisdiction over >> uh C3. They used that one to bring that issue up when about that. >> That's fine. I still don't think that that that it was not um operating with trust without trust or integrity. >> No, but they they that's what they used. That's why one reason why we were like well it's kind of vague. >> Yeah, that's fine. I still think it should be there. In my opinion, uh, removing language relating to operating openly with trust and integrity is sending the message to the public that we will operate in secret without trust and without integrity. Okay? I mean, it it's just I mean, it's it's an eitheror. Either we have trust. I'd tell you either
307we have trust, either we have integrity, either we act on what we say and perform the function that we swore an oath to perform are we don't. Okay. and and these professional standards are uh our promise to the community on how we will perform this public function. So, author, >> I'm glad you brought that up because it does cover it under D5. Communicate clearly and openly with each. It does say that under D5, communicate clearly and openly with each other to avoid hidden agendas and discussion should be open and honest. [Music] And the and the reason why six wasn't strucken through like I think there was both sides of the aisle not talking about six is that it probably depends on what your definition of undermining the action is because someone might say talking about
308the issue would be undermining the issue if you disagreed. But in my opinion talking about an issue you disagree with is not undermining the action. So you can talk about an issue if you disagree with it openly in public or your speech isn't being silenced by that. Just you just have to know that it's not undermining something or an action that the board took. If you still disagree with it, you can talk about it openly and honestly in the community. >> What would undermining be? >> Well, that I don't know. That's what is undermining. Your definition might be different than mine. >> I'm asking you what your definition is. Undermining something would be >> in this context. What would undermining be? >> Oh, if we took an action tonight that I disagreed with, that wouldn't
309be undermining. >> No. What would undermining be? >> Undermining? >> Yeah. If a board if we reached a decision and a vote was taken, how would someone undermine that? >> How would they go >> and try to change it somehow? >> I mean, but just talking about it doesn't undermine the decision. So you can bring up policy even if you disagreed with something tonight >> and next week you or on the agenda next time you brought the disagreement on there so we could change it that wouldn't undermine the action. Does that make sense? Because that's just a process that we take for government. So none of that would be undermining it. So this was put in place last time because folks didn't agree with that concept. Like you should be able to bring your grievance
310to the board. You should be able to put it to a vote. If it fails for a second, it fails for a second. If it gets put up for a vote and you fail to the vote, then it fails for a vote. But then if you succeed, that none of that is undermining. That's just the process of government and how we run things. >> So I don't I mean I personally would probably take that whole thing off uh because under it just signifies that maybe someone wants to censor your speech that they disagree with you. But um on the other hand, if people like that language, they could leave it there. But I mean, I would strike it through. That'd be my only uh amendment to Michael's motion >> would to be strike six >>
311if he was agreeable to that. But I don't know if everybody's agreeable. >> We already have a motion and a second. >> Yeah, we have we have a we have a sub we have a motion and a substitute motion already. >> So we have a substitute motion with a second. That's >> that that's true. and the substitute motion is it takes precedence. Um I'd like to point out Michael that I totally disagree with your analysis that that the undermining in this would mean >> item five >> replaces. >> Okay. Item three, which item five and and I'm just I'm I'm I'm going to elaborate. Item three states clearly that we operate openly with trust and integrity. Go down to item six, please. Item five says we communicate clearly and openly with each other to avoid
312hidden agendas. Discussions should be open and honest. One of those is about how we function as a board. The other one is how we communicate to each other. They're not the same thing. They're not the same thing at all. Operate openly with trust and integrity means we do what we do openly without hidden agendas, with the public, with staff, with students, with the community, communicating clearly with and openly with each other. Yes, that's important. Absolutely important. They're two different things. Both of them need to be in here. >> That's what >> Well, I mean, on the substitute one, right? >> Yes. >> I mean, I can I can see why you can say that. I mean I I think it's important to have the integrity in there somehow but I mean the intent was to
313to have a more a clearer thing and we felt that those were answered in there and they communicate openly and operate openly to me are the same thing but I can see how you disagree but also if you look in your you know understanding the implications of demeanor and behavior emotional displays would be clearly in violation of this board policy. So, we need to keep that that is another thing that we should keep in mind, too. So, >> but as long as I'm not OP discussion with you, I can do what I want to with Carrie, >> I can tell her whatever I want. Doesn't matter because I'm only required to communicate honestly and openly with the other board members. That's what that policy says. Yes, I'm being a Philadelphia lawyer here, but that's the
314whole point. This is a board policy that directs our actions as a board. It reflects on all of us. Okay? So, operating openly, honestly, with trust and integrity is not a negative statement. This is a positive statement to the community that we will be a board of integrity and will not hide an agenda. >> Okay. >> Yeah. >> It could be in there twice. It doesn't hurt things for it to be repeated. >> Yeah. >> We already have >> we have a the secondary motion says to include this language. So, >> I mean, I I see your point about having it in there still. So, I'm I can we can remove that and vote for the secondary motion. >> Sure. Let's vote on the secondary motion. >> Uh, yes, Jackie. >> Secondary motion, please. >>
315So, I believe Jessica can moo made the secondary motion >> to take out C2, C3, I mean to put back C2, C3, and C5. Correct. >> Uh, yes. >> Okay. So, the secondary motion, could you restate it, please now, Jessica? >> Oh, gosh. Yeah. Um, okay. So I make a substitute me motion to approve bylaw 9005 governance standards with the amendment that we not line C 2 C3 and C5. >> Yeah. And that's I I think a good point. I don't understand why we would not want to uphold board approved policies and procedures and support staff implementation of board direction. >> That's I included that. >> Yeah, that's Yeah, that's five, isn't it? >> Yeah. Two, three, and five. >> So, um >> like why are we even making these policies if we're not going
316to follow them? So, >> um let's go ahead and vote on the uh secondary motion. Michael, >> hi >> Teresa. >> Hi >> Laura. >> Hi >> Jackie. >> Hi >> Jessica. >> Hi >> author. >> Hi >> Jacob. >> I >> and I affirm as well. Yay. Another unanimous vote. >> No one objected to the eating beyond provided at the meeting. >> I was like thank god they took that out. >> I'll check. Now, if you just remove the whole cell phone thing, I'd be happy. >> I'll follow it anyway. >> I was like, we all broke that rule anyways. Number two. Um 11.2.2 annual organizational meeting of the board. Um we will uh u be discussing agenda these uh organizational meeting agenda items um beginning with reviewing the duties of the president um
317as outlined in board 9121 policy 9121. So uh What's up? >> 9121. >> Okay. Okay. So, the role of the board president organization, >> the Shast County Board of Education should elect president from a >> 9100 >> 91. >> Okay. 9100's like we're all good with it. >> Okay. The board of education shall hold an annual organizational meeting which shall be the first meeting on or after the second Friday in December. At the organizational meeting, the board of education shall one elect president, vice president following a process that shall not involve voting by secret ballot or mail ballot. Those the terms of those elected shall commence at the conclusion of the annual organizational meeting. Appoint the county superintendent of school as secretary and executive officer of the board of education. Approve a schedule of regular
318meetings for the year. Approve a board of education calendar for the year stating the time when important governance matters will be discressed. uh designate board of education members to serve on board of education and Shasta County Office of Education committees and as appropriate to represent the county board of education on interation committees inter agency committees of which the board of education is a member or to which the board of education is invited to participate. Finally, we will review and or consider resources that define and clarify the board of education's governance and leadership roles and responsibilities, including but not limited to governance standards, meeting protocols, board of education rules and bylaws, and other board of education development materials. So, >> move to approve. >> Second. >> Yes. No, I'm just kidding. Oh my god, I'm so
319>> president. >> All the vote. >> You made a motion. >> Yes. >> To and it was seconded. >> We do. We do. Every >> You have to affirm it. You have to reaffirm it. >> Uh is there a discussion? And um it's been moved and seconded that we approve uh board bylaw 9100. Um Teresa, >> hi. >> Michael, >> hi. >> Laura, >> hi >> Jackie. >> Hi >> Jessica. >> Hi. >> Author. >> Hi >> Jacob. >> Hi. >> And I affirm as well. >> Okay. Okay. So um I will now review the duties of the board president. um by board bylaw 9121. >> There are questions >> about the duties. >> Do you have questions? I mean because this is pretty long. >> Okay. Okay. Can Can I skip it? >> Okay.
320It says I can't. But I mean, if you say I can, I will. >> Please skip it. >> Okay. If there's no questions about the uh duties of the board, we will open uh um um we need a motion to open nominations. >> I move to open nominations. >> I second. >> It has been moved and seconded that we open nominations. Uh we will do this by a simple voice vote. All in favor? I >> I. >> All opposed. Okay. So now we need candidates. I'd like to nominate Michael >> Oricki. >> Yes, please. >> Thank you, Jessica or Jackie. >> Can I nominate Michael Orlicky? >> Okay, he's already been nominated. >> Okay, >> thank you. >> Well, that's too nominations. Anybody else? Laura, would you like to be president? >> I like to
321be president. >> Yeah. No, thank you. >> I think I want to nominate Jessica. >> Do you want that, David? No, you shook your head. Okay. >> Is that it? You were just going to nominate Michael. >> So, I will make a motion that we appoint Michael Orlicki president. Or do we have to close the >> I'm sorry. >> We have a motion to We need a motion to cease. We have one nominee, >> right? We need we we need a motion to to close nominations. >> Okay. I will make a motion to close nominations. >> Thank you. >> Second. >> And uh by simple affirmation, all in favor? >> I. >> All opposed? Motion carries. >> Okay. We have a uh >> appoint I will make a motion to appoint Michael Orlicki as president.
322>> Second. >> Okay. Has been moved and seconded that we uh appoint Michael Oricki, president of the board of education. Uh discussion. I'm sorry. This one we have to do by roll call vote. Jacob, >> we're voting for Michael for president. I >> author. >> Hi >> Jessica. >> Uh, no >> Jackie. >> Hi >> Laura. >> Hi >> Michael. >> I >> Teresa. >> I >> and I affirm as well. >> Yay. >> Thank you. >> Now we will open uh nominations for vice president. >> I nominate Jackie Laaba for vice president. >> Here we go. Here we go. >> You can nominate. >> I nominate Laura. >> I No. >> Okay, >> Jessica. >> No, thank you. >> Okay, so I we have one nominee for vice president. >> I move we close
323nominations. Second. >> It's been moved and seconded that we close nominations. Discussion. Approval by voice vote. All in favor? >> I. >> All opposed. Motion carries. Uh, we have one nomination for vice president. Uh, it is Jackie Barbbera. Need a motion. >> Oh, is that what we just did? >> Oh, I make a mo I make a motion that we appoint Jackie Lober as vice president. >> We do. I second. >> It's been moved and seconded that we appoint Jackie Lara, vice president of the board of education. >> Teresa, >> I >> Michael >> I >> Laura >> I >> Jackie >> I >> Jessica >> no >> author. >> Hi >> Jacob. >> Hi. >> And I affirm as well. Yay. Item 11.2.4. Appoint the county superintendent as secretary of the board. >> I
324move we appoint the county superintendent as secretary. >> Second. >> Did I hear a second? >> Moved and seconded that we appoint the county superintendent as board secretary. Discussion. >> Uh point of information, but so I was reading a bunch of ed code. I never saw that the superintendent had to be the secretary, but in our policy it says so. So I was just maybe for Tom to tell us if you know if it's policy or if it said code. I don't mind the superintendent being our secretary because I feel that it serves the function of the board because that's how we would communicate with the staff. But I just couldn't find it. >> I'll look right now. >> Okay. >> I don't think we have a choice. Further discussion. >> Oh, okay. Um, the
325education code is good to me this evening. Um, education code section 1010 says the county superintendent of schools is exeicio secretary and executive officer of the board. Okay. >> Thank you. >> So, it just it is what it is. Good question. >> Thank you, sir. Any further discussion? It has been moved and seconded that we appoint uh the county superintendent board secretary Teresa. >> I >> Michael >> I >> Laura >> Hi >> Jackie. >> Hi >> Jessica. >> Hi >> author. >> Hi >> Jacob. >> Hi. >> And I affirm as well. Uh, item five, review, reaffirm board bylaw 9140, board representatives. >> We just >> I move we approve board bylaw 9140 board representatives. >> I second. >> Okay. So, we are going to reaffirm. I'm sorry. >> Okay. Um, we will we
326can do this one by simple roll call or by by simple voice affirmation. All in favor? I I >> all opposed. Uh let's go on. Uh item six, appoint board representatives to committees. Do we have any committees that we need to appoint? >> Currently, you are serving a two-year term through the end of December. >> Okay. Super. So the only committee we have is the is the appointment to the uh RO board and um that's good for me through the end of the year. Okay. Item seven. May view reaffirm board bylaw 9320 meetings and notices. I move I move >> I move we reaffirm bar bylaw 9320 meetings and notices. >> Second >> Mr. Freeman >> uh with one caveat that we would need to change the time. Those are back in the good old
327days of 1:30. So we would want to >> Oh, I thought that was the next one. >> Yeah, that was >> Isn't that the next line? The time is on item number eight. Uh board bylaw 9320 has under regular meetings. The board of education shall hold one regular meeting each month. Regular meeting shall be held at 1:30 and that needs to be changed. >> What? >> So we're operating on a bad policy. >> We just need to it we're taking the opportunity as an organizational meeting to make sure that that says 5:30. So point of information. >> Yes, sir. >> So what does resolution 8 do >> to what is 28 due to 27? Like if we vote on this, but then we change the time in 8, then we'd have to change the time.
328>> What we're going to do there is we're we're we're going to review the list of meeting days and times and approve that. >> Okay. >> Yeah. There's just some archaic language in that 9320. Could Could we uh since Mike brought that up, could we make a not a secondary but amendment to your motion perhaps? Yes. Secondary motion. >> I I can amend my motion or withdraw it. >> Could you amend it to say 6 p.m. instead of 5:30? >> Uh >> or I'm just saying people can get off of work and show up and eat dinner on the way here. I don't know. >> Yeah. I amend my motion to affirm board by line 9320 to say 6 p.m. instead of 1:30. >> We're going to change till 6. >> So, we're we're going
329to review and reinform board bylaw 20 9320 meetings and notices by making one change to it to the time of the meeting from 1:30 to 5:30. >> 6 6 p.m. >> 26 >> Yeah. That gives time for people to eat and get here on time. >> That is the motion. Yes. >> Change the time from 1:30 to 6. And it has been seconded. >> I second it. >> Discussion. I think with the meetings are already running long and then you have staff that is here too would rather keep it at 5:30 >> and student board members. >> Go ahead, Jacob. >> 5:30 works the best. It does. I mean, I don't know what time most people do get off of work, but I think people do have time to show up at 5:30. The public
330does. and 30 minutes extra is doesn't seem like a lot, but it is a lot. >> More discussion. >> Yes. >> Yeah. I was just going to add uh well, most people get at off at 5:30. They either have to go home and change and then come here or you can show up in your scrubs. Depending on where I'm working, you probably don't want me to show up in my scrubs. So, uh, it just it may I'm this moving it to a later time would give people more opportunity if they were working and they joined the board to drive here and like maybe throw a sandwich down their throat before they sit in a 4-hour meeting and just eat cookies. Unless you're amicoldled to bringing food in here and eating in front of the public.
331So, they want it together. It just opens the door to more candidates possibly that wouldn't come to come. That's all. >> No, I I I understand the logic. We haven't seen it worked that way. >> Yeah. >> You know, >> maybe we would, maybe later. I don't know. >> Okay. So, the motion is to uh um approve uh board bylaw 9320 by making the amendment of of the time from 1:30 to 6. Jacob. >> Hi. >> Author. >> Hi, >> Jessica. >> Hi. That's an I >> Jackie >> I >> Laura >> no >> Michael >> I >> Teresa >> I >> and I vote no. So that is one, two, three, four, five. Did you >> Okay. So uh resolution uh item 8 resolution 2025-08 fixing the time, date, time, and location of regular
332meetings for 2026. Did we get something done? Um, sorry. I need to probably get better at requesting time here. Uh, so we'll change the time to six. Uh, we would like to add a another exception. Uh, spring break does fall on the second week in April. And so we would be um we'd be looking at April 15th as the third Wednesday in April as an exception. So we will hold our meetings on the second Wednesday of every month with the exception of April. Is that correct? >> And those provided in the document. >> Okay. >> November and December. >> No. And November and December. U discussion >> it would be the >> 15th. April 8th is spring break and staff availability would be challenge. Uh there I I we can go e we can go
333either way. We just can't go on the eight. 15th. I say 15th. [Laughter] >> Further discussion. So, um, need a motion. mine. Oh. Um, this is April. >> Okay. I make a motion that we change the date of the April meeting to the 15th at 6 p.m. >> and all others to remain the same. Do is there a second? >> I'll second. It's been moved and seconded that we approve resolution fixing time, date, and location of regular meetings by making one change to the April meeting, moving it from the second Wednesday to April 15th. >> And also the time >> and the time. So there's two changes. >> Two changes. >> The time too. >> Oh, I thought we made that change. >> It's also on here at 5:30. >> Okay. and the time to
334>> and the time to 5:30. >> 6. >> Okay. We will now take a roll call vote. >> Yes, sir. >> Wednesday. >> Yes. We we've always >> Yeah. So when the when the in an election year um when the uh new uh potential new trustees are are seated, it has to do with where it falls within the election calendar and where they have to be sworn in. And so it's only in an election year that you need to move that December date. Veterans Day. I'm not going to be your Veterans Day. Thank you. >> Okay. So, um, call the question. Michael, >> hi. >> Laura, >> hi. >> Jackie, >> hi. >> Jessica, >> hi. >> Author. >> Hi, >> Jacob. >> Hi, >> Teresa. >> Hi. >> And I affirm as well. Uh,
335item nine, board meeting planning calendar for 2026. >> I move we approve the board meeting planning calendar with the changes of the time to 6:00 p.m. on the days that are marked 5:30 and the date changed to April 15th. >> I'll second. >> And June 17th probably changed to 5:00. >> Yes. Yes. Any study sessions an hour before the regularly scheduled time would be adjusted accordingly. >> Okay. And the June study session moved to 5:00. >> So it's been moved that we approve the board meeting planning calendar for 2026 after making changes to the time. Um second >> I was seconded. Okay. Then we will do a roll call vote. Jacob >> I >> author >> hi >> Jessica >> I >> Jackie >> I >> Laura >> hi >> Michael >> I >> Teresa
336>> I affirm as well item three consider remuneration of board members as allowed by education code 1090 administrative regulation 9250 and assembly bill 1390. It is recommended the board review the information provided to assist in determining if a compensation increase will be approved and if so the amount of the increase. So >> point of information. >> Yes sir Tom uh there was new legislation that came out that said that school board can't uh officials were not compensated. I think that's what SB or AB or SB uh talked about. also increase the allotment that they could have up to a certain dollar amount. What I was reading is that legally correct. >> I'm sorry, I'm not tracking you. All I'm aware of on the compensation is the AB 1390 that's in the agenda packet. >> Yeah.
337So, uh I want to say I was reading on the agenda packet was talking about how it used to go in categories and the categories used to be certain dollar amount and they increase the certain dollar amounts. So even the lowest level was raised beyond what you are currently at now. >> Yeah. >> Yes. That's AB1390. It's increased the amounts allowable substantially. >> So if we increased it to whatever is allowed, it's not against the law to do so. >> Right. Typically the amounts are only increased by 5% each year, but AB1390 has boosted the allowable maximum substantially. And then after that, the board can increase um your board stipen 5% annually. So, as the agenda item says, a class five county, is that what it is? Uh has a maximum of $800 per month.
338So, there's discretion on the board's part to of course take no action to increase it to something greater than what you have now, up to 800. point of information. And so this this opportunity to raise it and then after this it would increase for up to 5% a year. Is that what you're saying? >> The maximum is 800 and then thereafter one can increase it 5% above the 800 each year. >> Okay. If the board were to change it to a different number, you could change that number at will between what it currently is and 800 each year. >> Okay, got it. >> Discussion. >> Yes. >> Yeah. I >> Laura, you're up first. >> Yeah. I just um my stance is that there are a lot of people serving on commissions and councils and
339boards in Chasta County that don't get any stipened and I I feel like ours is very generous. So I don't see a need to increase it. I think I'm queue if no one else is >> further discussion. >> No, I was just I was going to say after being on the board for three years and trying to recruit people there's like three openings in Shasta County where no one's serving and like when there's no incentive for people to do work then no one really wants to show up. So, if you can incentivize something, like there are some boards that give greater than we do, but they don't give it financially. They give it for they give you free health insurance, which is way more than $200 or $800 if you gave someone full coverage that
340they didn't pay for. And that's how they recruit their candidates and people want to be on the board because they have health insurance now. So, I'm wanting more people to run for school boards all across the county. And I don't mind if if a servant gets paid what they're worth because they do put in quite a bit of time and energy and they go to if they want to go to conferences and these type of things that we're expecting them to do. If we're expecting them to do a part-time job, but they're doing 40 hour or 20 hours a week, I think they should be fairly compensated for their time and value that everybody expects them to do, especially reading over agenda that has 300 pages. Um, that's what I would I would want more
341people to run for these offices whether they're on a fixed income because right now it just incentivizes the rich people or people that can afford to show up to these times at inconvenient locations because >> I'm not rich. >> Yeah. Because it's like most people can't show up to a school board because they have to work. >> Yeah, I know. >> You know, but if you could if it could be offset to so you could take off two hours from work so that you could come over here at 6 because your shift doesn't end till 7:30, >> right? >> You know, that would make more people be able to run and represent their community. So, I'm just I'm just thinking if we're trying to not be here for 20 years and we want to be
342here for like maybe one or two terms and then hand it over to the next generation, we should probably incentivize people to run for office somehow. And I don't think $800 is a lot of I mean, it is a lot of money to some people, but it would enable someone to maybe take two hours off of work, you know, multiple times a week to attend meetings and go to conferences and that kind of stuff. So, I I would probably make a motion to increase it to the maximum that we could at this time so that maybe next year we have a a privilege problem and multiple people running for office to represent this take it over from us. >> Yes, Jessica, >> you see me on there? I did I I agree with the fact
343that to me it's an equity thing like the people people that have full-time jobs and that um that have to come and work and can't give their time freely like it is a barrier for people running for office. Um and also um you know it leaves the people that are retired that have money and that aren't you know that can afford to give their time away to be the only ones to serve on board. So um I agree. I think that the legislation is passed for reason and I think we have plenty of money to right now to be upping it and yeah I would support it. Further discussion. >> So when we um do this, does it also apply to the student board member? Is that a separate action or Okay, >> I turn
344it off. >> I don't know if it applies or not. Um, when when applying for this, I was told right after my interview by I think Mike or Carmen that we got paid or was it our their first meeting to get our email set up? I didn't know I was getting paid. I was like just volunteer. But when it go back, it goes back to when I was applying for the position. We had four people apply. I mean, I don't want to throw it out there to students that were like paying them to serve on the board and like do the work, but I feel like like you're saying, um, even student board members, possible student board member candidates would want to apply for this position. I don't know. Is it for regular board members
345and student board members, does it have to be the same? >> Probably. Yeah, >> I think the I think we'd have to read the policy. >> Okay. Like my my personal use with the money is gas. I mean, I already work a job and I will have to say I do get paid well over what I get with the stipen, but it is nice to see it in my balance. Um, but I do appreciate getting compensated for the work that I do every month. Mhm. >> Tom, >> so looking in your board bylaw 9250, I don't see compensation outlined for your pupil members, but the law does allow for um compensation for pupil members of whatever amount the board sets and or um elective course credit. So you could do both or either. >> Thank
346you. Further discussion. >> It it doesn't matter to me. My uh uh >> I I mine >> goes into a Hanukkah fund. So Michael, >> I just mean did author make a motion to go? So I will second the motion because I >> Thank you. >> Yeah. Can I admen the motion? >> Yeah. >> So, I would just admend it because from what Tom said that the student board member to incentivize them to actually apply would get the same compensation that we get and course credit, not andor course credit. I'm not 100% sure that uh in our sorry uh in our instance we could offer course credit because uh student board members and the provisions there are generally for student board members within the district that they are attending. I don't think that we could
347make the decision on behalf of AUHSD to award Jacob elective credit. >> Oh darn. >> Good point. >> Okay. Well then I'll make the motion that we increase our compensation to the maximum allowed by the law, which is $800, and that the student board members that we appoint will receive the same. >> I second. >> Thank you. So, um the amended motion is to increase the or the remuneration to uh the maximum allowed by law, which is $800, and that student board members be receive the same. Uh, do a roll call vote. Jackie, >> I >> Laura, >> no. >> Michael, >> I. >> Teresa, >> hi. >> Jessica, >> I >> author >> I. >> Jacob, >> I. >> And I vote I as well. >> Okay. >> Board of order. Board members, if
348I may, I believe we need to ceue up an amendment to the board bylaw because the agenda doesn't call for amending the board bylaw today, just the changing of the compensation. So, for clarity, the um new compensation takes place effect takes effect on January 1 and we can just amend the the board bylaw at your leisure in January. >> We would bring that board bylaw to the board for >> Yeah. which could be quite routine. Thank you. So, we'll need to do that in January. Jacob, it's time for your student board member report. All right. Uh, first things first, I'm just going to jump right in. I'm going to skip the introduction. Um, our fall sports at West Valley are officially wrapped up and they did incredible this season. I I'm proud to highlight that
349our boys and girls cross country teams were section champions for three years in a row and they make us really proud and make West Valley athletics look very great. Looking ahead, our winter sports are in full swing. We have tournaments happening here and there and next weekend we're hosting our very own West Valley tournament called the West Valley Holiday Hoops where we'll be hosting over 30 basketball games. So, it's going to be busy and exciting. Our soccer team is also doing well. And for wrestling, we're hosting a new theme tonight, which is ESPN night for our student section. This past week, we had our site council meeting. Although I couldn't attend, I'm very happy to report that we had a couple parents show up, and for the first time in a while, even some students
350participated. It was great to see our students at West Valley stepping up and sharing directly with administration what they want to see on our campus. Our seniors have officially wrapped up their California college applications and are almost done with their out of state applications as well. They're starting to apply for scholarships and we're continually updating our West Valley scholarship list that administration handles. It's a great resource for seniors. Our leadership class is also getting our campus into the holiday spirit as we prepare for our winter carnival on December 19th. We'll be welcoming community vendors who will be selling holiday goods and making the night the best one yet. Also, our school at atmosphere has been busy. This week is the last week before finals, so teachers are wrapping up their final lessons, and students are
351finishing homework, completing assignments, and preparing for their exams. Finally, I will be attending an online networking meeting for county student board members on Saturday, and I look forward to sharing my experience next month in January. It's definitely a busy time of the year, but students at West Valley are working hard, and we're looking ready. We're looking forward for a well-deserved winter break. >> Thanks, Jacob. Thank you, Jacob. Comments. >> What is a scrunchie team? Did you say scrunchie team? >> No. No. The boys and girls won something. >> Cross country. I'm sorry. >> Sorry, it's late. >> I heard scrunchie. I was like, what is it? >> It is midnight. >> The scrunchie team. Oh, that's scary. >> Thank you, Jacob. >> If there's nothing else, we will go on to item 13, the superintendent
352report. If everyone's in favor, I can just I can submit the superintendent report with a board update. Amazing. >> Amazing things are happening. >> Always. >> Uh check out the latest copy of Enjoy Magazine where our own Laura Manuel is quoted in a three-page article about Reading Pals. >> Very cool. >> And Golden Bell number four. >> Thank you. That was short and sweet. Item 14, discussion. Item 141.1, report from California School Board Associations conference attendees. How many people went to a conference? I would just want to I I want to thank our trustees that attended to author's point recruiting board members asking uh serving on the board asks a lot of our of our folks and uh it was uh probably the CSBA AEC is the worst timing uh ever every year. It's the
353week after we've been out for Thanksgiving. It's the week before when we're trying to put together a packet. So, I just appreciate uh Carmen and Barbara for our support for both of the both of the meetings that we had today. Uh working with our staff trying to put the finishing touches on the packet. Um but I don't know how robust our report needs to be given. It's a quarter to midnight. >> Yeah. The only thing I was going to say was they have an opportunity for anybody that wants to and and I think it would be a our board would be able to, but they have a coast to coast one. >> Yeah. was scheduled on the same day as our meeting. So if you wanted to go to Washington DC with CSBA, there is
354an opportunity for those who want to go. Uh and it was the conference was really good. Uh I wish some of the things some of the breakout sessions weren't the greatest. They talked about things but didn't give us a way to solve the problem. They just talked about the problem. So I was hoping there would be more of of that. Uh some other ones were really good. And then we could bring this up at a different board meeting, but I was wondering if there was opportunities, I think it says it in our uh board bylaws that we can attend different conferences. So, if there's something else out there in the universe that's close to us, if we were be uh able to send our board members to those conferences as well, not just CSBA. I
355think they're probably about the same price. And there there's a bunch of people that went to different states this last year that to different conferences from Enterprise Elementary School and different you know they just had different opportunities. So I'd just like to add that to the next agenda for different opportunities if people want them. I would like to add the um CSBA conference recap to the next agenda so we could talk about it more thoroughly uh because I do have a lot of stuff I want to share but I also don't want to keep us here long and I also have some questions and like things I' you know a larger conversation >> and I want to defer mine too to a later meeting. >> I will defer mine too. I'll defer mine too, but
356I want everybody to put in their mind. There's one thing that I took away that was an absolute out of my bubble. CSBA starting in the middle school years. It's called the the CSBA or not the CSB, I'm sorry, CTE um exploration in the middle school years. I would have never thought of that. >> That's it. Let's wait till next week or next month. There's a cool field trip we can go on to see that in action in some of our districts in Chasta County. >> Michael, did you have something to add? You're you're up in the queue. >> Okay. Okay. Um, how was the golden bell? I mean, did everybody go? >> Yeah. >> Oh, yeah. That's why I have to bring it. >> So, item 14.1.2, Association of California County Boards of Education,
357ACCB report. Jackie, do you have a report? I understand. Thank you. Uh, item 14.1.3, board reports, com correspondence, and comments. Teresa, we're going to start with you. anything. >> It's bedtime. >> All our eyes are a little closed. You know what? I was just I I actually really enjoyed that. The only thing I did not like about that um about that meeting was a lot of the breakout sessions. They were all the same times that you know you wanted to go to two or three different ones. They were all at the same time. You couldn't do it. So, um, but other than that, middle school CTE exploration, I'm all over it. >> Michael, thank you. Laura, Jackie, do you have anything? Jessica? >> Um, the only other thing I wanted to mention was I I
358made it a personal goal to try and recruit five volunteers for the reading pals program. Um, I've already done recruited two. So, Laura support of Laura um and now in supportive of kids reading but I just wanted to challenge all the other board members to do the same thing um because I know that program is doing really well and we need more volunteers. >> Awesome. Author, >> we have a football team going to state so Saturday Read and Christian's going to play against Fullerton. >> That's it. >> Great. Jacob, >> nothing. >> No. Um the RO uh uh board met uh earlier this month and uh uh we have um a significant amount of students enrolled from our our programs both in uh uh the independent study and through uh uh Northern Summit Academy. So
359um I I want to let you know that that that we will be uh uh hit with another price increase for a student this coming year. Um it's the uh second to the last. Uh there will be one more uh in two years and uh but then we will be on a par with uh Anderson and uh Gateway. So um which is was the intent four years ago when we started this process. So, um, and, um, other than that, I just wanted to announce that, uh, my son and I managed to secure some, uh, uh, 49er Seahawks. >> Exciting. >> And, uh, so we'll be going there uh to the football game uh, at at the end of December. So, yes, >> I got a couple I got a couple jerseys you can wear. Um,
360reminders of Oh, excuse me. >> Oh, Mr. Freeman, >> uh, really quick before we leave that particular agenda item, I I want to bring up Austin's point about bringing back an amended agreement to explore the addition to our west uh, looking at our RDA fund. And I think here is where I would need >> Well, it's somewhere. >> We can do it here. This is fine. >> Yeah. >> So, we want to bring back the 69 $69,000 RDA facility proposal. >> Perfect. Thank you. Any other reminders? >> Reminders of upcoming events. January 15th at uh 3:30 is the American Indian Advisory Education Series Student Voice Panel. February 3rd, 2026. At 11:30 is Every Student Succeeding Event. If you've never been, you've got to come. These are some of the most inspirational and amazing people you
361will ever ever meet. Um March 10th, 2026 is principal for a day. Um item 16 is board member meeting feedback. Um I'm just going to go real quick feedback for this meeting. Long Michael Laura Jackie Jessica author. >> It was a good time. Jacob. >> Oh, it's been a long day. Okay. And our next meeting is January 14th, 2026 at 5:30 here at the Shast County Office of Education. >> 6:00, >> I'm sorry, 6:00 at the Shast County Office of Education PDC at 2985 Insburg Drive in Reading, California. And with that for joined.