April 9, 2025 Regular Board Meeting

001I told you I know what I was doing. Okay. Yeah. Okay. Oamian and Zakowitz are kind of they're cutting it a little close. Okay. So, I tried my best to like look at I'm kind of curious about the youth truth stuff. Like I really care most about parents at this moment. just the change in their perception because kids are who they are. But like the staff respons Is that really a lot So, we will call the meeting Oh my gosh, what am I saying? Order. To order. Sorry about that. I apologize to everyone who's listening. Um, at 4:30 p.m., um, present, we have myself Okay, Trusty Ogamian is coming now, so we can put him in at 4:30 still. Okay, so let's get started. Um, public comments on closed session items. At this time, any

002person may address the board on any closed session item or any item not listed on the agenda. Pursuant to the Brown Act, the board cannot consider issues or take action on requests during this comment period. Time is limited to three minutes per person, per item, 20 minutes per topic. And the fact that we have no audience members, I think it is safe to say we do not have any public comment on close session. Now on to close session items. Oh, okay. So we have conference the real property negotiator. So, one property parcel number 117-040-055 um agency negotiator superintendent negotiating party parties. Okay, I need to know how to say his last name. So, is it Paul Soralo? Serillo. Sorello. Okay, I need to do Okay, Cello. Um, under negotiation request of ingress egress easement off

003of Kelly Road. C2, public employee discipline dismissal release. C3 public employee performance evaluation superintendent C4 conference with labor negotiators. So we will adjourn at 4:31 to close session. meeting to order at 60:08. Um, if we could all stand for pledge of allegiance, please. [Music] I aliance 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. Okay. So, moving on to approval of agenda order. The board reserves the right to change the order in which agenda items are discussed and or acted upon at this meeting. Subject to further action by the board. The agenda for this meeting is to be approved as presented. Items may be added to this agenda for discussion or action only as permitted by

004the Brown Act. So, do I have a motion to approve the agenda order? I'll make a motion to move. Okay. Trust Zach. Do I have a second? I'll second. Okay. Trusty Oamian. Okay. Um, all those in favor? I I any opposed? And then we have Trusty Locus White as absent. Okay. Now on to Oh, sorry. There was no action taken and closed. So, moving on to public comment on consent and non-aggenda items. The public may address the board on any consent or non-aggenda item pursuant to the Brown Act. During this period, the board cannot consider issues or take action on any item not listed on the agenda. Time is limited to 3 minutes per person per item, 20 minutes per topic. Do we have any public comment? Okay. I know, right? I'm like just like

005staring at you guys out on Okay. And then close session reportable action taken. There is none. So on to consent calendar. The CUSD board of trustees utilizes a consent calendar for items that require the approval of the board but are of routine nature. They act upon these items in one vote. Any member may remove an item for additional questions. Board members receive their agendas and backup material 7 days in advance of our meetings. They have the opportunity to ask questions and to do research prior to our meeting. It is their intent to handle the routine items expeditiously. So they have time to address issues that are more serious. So would anyone like to pull an agenda item? Are there any questions that are clarification that needs to happen on any agenda items or a motion?

006Move to approve consent calendar. Okay. Trusty Garrison makes a motion to approve. Do I have a second? I'll second. Okay. Trusty Zawitz. Uh preferential I. All those in favor? I. Any Oh my gosh. Any opposed? Seriously, it's been a long week already. Okay. None. Okay. And then I know it is, but it's also April. Okay. And then trusty let us wait. Okay. So now moving on to association reports. So CSEA. Okay. So no report this evening. Um teachers association of Cloverdale. No report. No report. Okay. Jefferson Elementary School. Good evening. Quiet month of March. So my report's quite small but it is as submitted. Thank you. Now moving on to Washington. Hello everybody. You have my report as submitted. Thank you. Thank you. Thank you. I'm in Cloverdale High School. You have my report submitted.

007We have five lambs in our garden that we just got last night. So, if you would like to come see him, uh, come see me after the board meeting. Right on. Thank you. And then moving on to special education and student services report. Oh, you are you kidding? Lambs. Oh my god. I can't beat lambs. I don't even know if I call it a dad joke. That's a good You have my report is submitted. Thank you. Okay, now moving on to maintenance, operations, and transportation report. You skipped one. Oh, sorry. I did. Oh, sorry. There we I was going to make a a lamb joke and I didn't really have one off the top of my head. Okay. Educational services report. My bad on that one. I will say both ones you just mentioned are

008as submitted. Okay. So, and Okay. student board representative. Um students, CHS students were welcomed back from spring break two weeks ago and the junior and senior class also had their prom the weekend after. Uh many students a part of FFA attended the state leadership conference with even a few students making it as finalists in state positions. Spring sports have their role on with many different matches, meets, and games being played weekly. And sort of as Mr. Harper mentioned, we got lambs at the school and along with our anatomy class, they welcomed horses to study them. Yeah. Very cool. Thank you so much. Now, on to board reports. Who would like to start first? I'll go ahead. Um, this past month's been a little busy. uh got involved with the elementary school and Miss Noyz and

009Michelle and a few others. Now, uh we're starting a small committee for the gardens program uh to get the students and and staff involved and make it um a simple and cohesive, easy, but still a learning program for the kids. Um Michelle and Heather been doing a great job of getting the foundation started for this. Um, so it's a work in progress and it's good to be a part of something like that. Um, I was unfortunately I missed the measure H meeting. Um, so Glenn will have to talk about that one for me. Um, or Jackie and that's all I have to report right now. Oh, sorry. J, um, some of the students are starting to do a internship program with a company that I work for, which is pretty neat. Um it's neat program

010and I look forward to working with them on it. Okay. Thank you. Uh yesterday at the measure H meeting um one of the things we talked about is we're still projected to have the start date um for the TK project uh June 7th. So that's really exciting. Um and expect to have all the funding um worked out for that. Um, we had our SAR board meeting today. There was no new referrals. That's also in the packet from uh Nicole. Um, and we just did a review of everyone. Um, and we will be calling some students back for check-in. Um, we have um some positive things where a student um has had zero absences. So, uh that is very exciting when um you you have um big improvements like that. So that um was fun. The

011school and city um subcommittee was cancelled. Um we are scheduled to have one in August and if something arises we can always call um like an emergency meeting I guess or a special meeting. And then Trusty Lupus White and I had a coffee chat at Washington and um I would say it was really well attended and there was good uh questions and conversations that had happened there. So, um, we appreciate everyone coming and the, um, interaction that we have at those. So, thank you. Awesome. Thank you. I don't have much to say. I do have a I believe a chat tomorrow in at CHS, right? Okay. From 3 to 3:45. 3 to 3:45. Okay. Um, our DAC meeting was postponed to next month. Um, but I still have to make an effort to go tour

012Jefferson and I think I just don't because I have two kids there and I'm like I see everything but we have to coordinate to go check out Jefferson and uh that's all. Thank you. Um, so just again to reiterate the coffee chat, it would be great to have a good attendance to just kind of sit and be able to mingle and talk to everyone. um tomorrow in the maker space. Um I attended the LCAP meeting. It would be great if more of us would be at that process because I believe what there were five of us total. Um and it would just be wonderful for you know the community as well as other staff and stu or students to even look and see kind of what the overall plan for the district is and have

013their input. Um we were just going over a few of the goals, cleaning up some language and whatnot and looking at the metrics. um from last year because this is technically the first year of our threeyear plan for the LCAP. Um also I'm going to make my way over to Washington this Friday because I have a day off which I'm very excited about but my kid is very mad about but at least she is next Friday and the following Monday off so she can deal with it. Um but I'm excited to go and get a tour and be able to check um at Washington Middle School. So that is all from me for now. Okay. So now on to you for the youth truth survey results. So um I know that we have a few

014um different presentations tonight and stuff. So basically I just put that information in there. Um if you have any questions or anything any areas you would like maybe the principles at the next meeting uh to be able to to discuss or bring back more information. Um one thing that we did notice is we don't have we have the four sites in there but we don't have the the the entire district synopsis. So that'll be in our next one. Um, but if anybody has any, we'll we'll make a um we'll talk a little bit about those next time. But I just wanted to kind of get it out there, get the information. Um, so you guys can look at it as well as um if you had any questions uh when you first start, like I

015said, might be able to bring more information back. Does anybody have any questions they'd like to ask about that? So, it's more I know it's quite a bit. It's more comment for me. Um, I loved to see the um, parent responses and whatnot because I mean he's two surveys as a fellow teacher like they're all, you know what I mean? You students and staff and whatnot and and everything depending on the day I feel. But it was nice to see a little bit more. I mean, let's be honest, that's seriously what ends up happening. But I don't know what you mean. I could, but I I won't to save time. But it was really nice to see the amount of parent youth truth surveys filled out. um as well as the positive change in a

016lot of their feedback. So that I don't have any questions, but it was nice and I at least wanted to acknowledge that. Anybody else? Okay, we'll continue that discussion next uh next month. So, thank you. And like I said, some of you, a couple of you are new. Um it says confidential in there. I don't know why it says confidential. There's really nothing identifiable at all. Yeah. Um it's just apparently the what we were told is the company writes that on there and I don't know why. So it's stuff that we post on our website. It's zero identifiable information that's on there. Okay. Thank you. Okay. Now on to report discussion. R1 measure H update. I believe Jackie just gave the update. Yeah, that's exciting. That is very exciting. Okay. R2 UTK early education facilities

017project update. I'm guessing we're going to make those into one. Okay, that's what I thought. Okay. Okay. Now, on to our three South Coverdale property presentation regarding the sale of the property. Yeah. So, at the last meeting, we talked about um the process um that it it takes to be able to potentially sell that. I believe I sent you guys um stuff that I got off the internet that shows that not the internet but a a law firm I want to say it was four years ago came out with um kind of the process for that. Um and I'll post that on the website as well. So I I think we're getting to the point to where we need to start making a decision about what we're going to do. Um, and so I I

018don't know that we I mean, again, there's basically at this point two decisions to make or one decision with two choices. Either we start the looking at possibly selling the the property or we don't. Um, and so and if and if we choose option two where we don't, then we need to have a farther discussion about what are we going to do? What is our plan for that property? because it is an asset that is sitting there that is tying up um our measure H funds essentially that's sitting there. Um so you'll notice that on there it basically talks about several committees we have to form um and also uh you have to offer the the asset to other organizations other um school districts and it gives you a list of different things and that's

019why I'm saying that it's not as easy as it would be if I personally own the property. You just put a for sale sign on it and you sell it, right? um the school district when they go to try to sell surplus land which is that's what it's called the surplus land um there is a pretty involved and the reason why it takes up to 18 months is because when you do let's say put it out there for other entities there's a certain amount of time frame it has to be out there for um and so um that's not going to get any less of a time frame. So the more we kind of kick the can down the road, the farther that puts us being able to do something with that asset down the

020road. Um, if we were to do that. Um, and then another thing to think of is is that yes, I know that the property itself is probably increasing in value, but I would argue is it increasing in value enough that the cost of things and the materials is increasing at the same rate or less. I I don't know that for sure, but I would guess that they're probably pretty close. If not, we're a little bit less on it getting more, you know, getting worth more compared to what and what a point I'm trying to make is is that the $1.6 million or $2 million we got into it three or, you know, four or five years ago or four years ago, is that in today's dollars worth what we've got to be able to buy

021what we could have bought with the 2 million before. Does that make sense? And to be clear is that if we do sell it, that money does go back into measure H where it came from, which has the same parameters that it would be then. So I know I keep throwing it out there and getting that but um would you like me to start going forward and putting stuff on the agenda such that we kind of start that process to go because but we got to be sure because once that process starts we're going to have to get consultants on board for to help us walk through there because that is not in my wheelhouse on how to do that. Um I don't think it's on any super well that's I shouldn't say none but

022it's very seldom that that happens. Um so it is and it's a as you see it's a pretty rigorous deep process to do that and we don't want to do that incorrectly. Um so that's a lot for you guys right now but any feedback or direction would be helpful. It seems to me that we don't know what we want to do with the property. So, we should try to start the process of selling it. But, I mean, unless anyone has any ideas, my my concerns are they're doing studies with schools and where they're located and that's right next to a freeway. Um, what's the future potential that California says we can't build anything there that a student could be on uh because of the fumes coming off the freeway. It's a great property, don't get

023me wrong, but you're you're a rock throw away from the emissions and all the studies they're starting to come out with for schools. Um, it's a great property. I just don't see what the position we're in. I think we should take care of what we have and use the money like we're using it for new portables. Um, rather than portables or new new classrooms. Sorry. Sorry. Getting rid of the portables. Thank you for correcting me. Um that makes more sense for the students to me um for their well-being to have uh facilities that are maintained that they already are inhabiting um or building new ones so they can inhabit them. Um my vote is to start looking in the option of selling. Um I would agree or Jackie, do you want to chime in right

024now? Um well, I'm not in favor of selling it. Um, I feel like it's an asset and that, um, I know there's concerns about fire safety and stuff, but we've been able to figure out ways to work with people in the community for that. I feel like the purpose of purchasing that was to expand um, we've talked about um, Trusty Lupus White has brought up about expanding our a program there um, and growing that. And I know we don't have the funds now, but if that is something that we in the future get grant funding for, we don't have space for that and if we were to sell it and right now we have that. um you know and I don't feel like we may not have the funds for it now but we have

025the property for it so that when if we do get the funding however that is um we will already have the land where if we get rid of it there's no other opportunity for us to have the land so I'm not in favor of selling it and I feel like the market value of the land now is not a good time to sell. But that's just that's my opinion and and I don't have a recommendation at all. I really don't. I see all sides to be honest with you. I do. I just know that it does come up often and I want to be able to have I want to be able to I'd like to have a definitive answer of what what we're doing with it because right now it's kind of like well

026we we're looking at options. Yeah. And it it needs to not be on anticipations of hopes and future. I mean, we got to be real about this, too. Like, it can't just be something we hang on to that's costing money and losing value, right? Well, and the only thing because I mean, I've always from day one since being on the board, I'm all for selling it. Um, again, Jackie, you make some really great like valid points. I totally understand them. And I just think though with the fact that we're having the next couple of years barely making our 3% state reserve or like state mandate and then holding on to it, it just the only concern though I have with selling it. So I'm going to be like devil's advocate here is the consultant fees

027to be able to get the property sold. I think I'm all forward like for selling it, but the problem is then how much money is it going to cost us to actually sell the property and is that worth it? I think is where my brain's at the moment. Sorry, not to be vague or I guess I'm not and I could certainly um that I would like to know get an estimate of what that could potentially cost. Yes. So, what's just to maintain the property? Are are you saying we're getting help from other people to help kind of mitigate the fire? Yeah. And that's not costing us any is that cost how much is that costing us? Nothing. So last year um the Cloverdale Fire Department or Northern Sonoma, however you I don't know because entities

028are the same. Um they have a bulldozer for that specific p purpose. And we made an agreement with Chief Jenkins at that time to um he was going to use our land, our property to kind of train some people to do to cut in fire roads and fire um blocks. And so he went around our property and used that for that. Um I would assume he would continue to do that because it's hard to find land to do that on. Um and that did mitigate it because we did have a fire there last year. Um, so yes, we also talked about potentially putting some livestock on there. Um, the the only the fire mitigation is an issue. The other issue I'm looking at too with blank land is um, again, like I said a month

029or so ago, we had somebody just go out there and joy ride on it, right? Um, I'm concerned. I noticed that now at the Bombgartner Ranch, they're starting to pick back up again and work on that project. when that project finish finishes that our property just seems extremely inviting for people to come over and play in that property or to use that property and stuff too. So I there's a fire issue, but there's also a liability issue with just having blank um we're lucky right now because the um tribal housing actually has 247 um security out there. So that helps us a little bit, but eventually that will go away. Um and um it is in a part of town where it's pretty dark and it's fairly, you know, it's pretty tough to see uh

030as far as that goes. But um those are just some of my concerns that I have just as superintendent of the district as all. Yeah. And I love the idea of expanding or expanding programs, but between student enrollment pretty much not fluctuating. And I know we're getting some new obviously housing developments, but historically we've seen data of really student enrollment not really rising too much or dipping too low. And on top of that, we've had so many like presentations about what it would cost to actually build on it that I don't foresee us even in the next decade being able to have the money somehow to be able to even develop that, I guess. And it makes me sad because I'd love to keep it, but I just don't think it's feasible. That's all. So,

031I will try to figure out the approximate or potential costs of being able to sell. That's a good question. Um, I don't think they'll be that high because I think it has more to do with having the meetings and things like that too. Um, as far as that goes, but I'll certainly ask that question. So, question would it be would the fees like where would those fees then be taken from? like what category would that be money we would make up then with the profit like from going back in measure age? Do you know what I mean? I'm guessing I think that's the question we would have to ask. So for example on a on a on a home sale of a real estate agent, right? They usually take it out of the the profit

032the the transaction basically, right? And so I I don't know. I'd have to ask that question. I would assume some of that, but maybe not all of that because I can't imagine somebody holding the meetings and then not getting paid for 18 months later potentially, but I don't know. I don't know unless I ask. Any other thoughts, questions? We did the board did receive past uh we inquired about what it would cost to develop that land. So we do have data on Bill Fields and also SQA reports and Yes. Yes. And it was roughly I don't even throw out a number because it was pretty high. It was double digits. Mhm. Millions. Well, permits. There was also a presentation about building housing correct on it as well. And that's what I mean. We can certainly

033dive into all those. that does take capital per se unless we work out a deal. Um but um these are all things that we can certainly go down. I just wanted to get again I'm just trying to have some ideas of where we're where we're headed. Um that those don't cost anything right now to get those um people have come and talk to about us, but once we start going that road then it'll start costing a little bit. But we certainly can I mean there there is no rush per se. we do have the property, but um yeah, I'm just trying to to get information that we would need for us to be able to make those decisions on that. So, I could certainly ask that question if there's even people that are willing to

034do some sort of an inind trade-ish type thing. For example, you know, somebody wanted to build a bunch of houses and also build some apartments that we could they would give us those apartments in le exchange for the land and things like that. I I don't know. I could certainly look into that. Uh okay. All right. You feel you have enough direction? I have plenty. Okay. Okay. Okay. Now on to our CTE presentation. This is okay. Hello everyone. My name is Riley Dale. I am the CTE coordinator for our school district. Uh I've been a part of CTE education my entire career. Um and I also get to wear the hat as a CTE teacher in addition to the coordinator. So, I teach the floral design and work experience classes here. Um, a little background

035about me. Um, I'm a Cloverdale transplant and I am also a product of a very successful CTE program. So, I'm very passionate about um, what CTE can do for students because I'm a product of it. And I would be remiss if I also didn't share that I have two little baby girls. I have a one-year-old who just turned one and a 2-year-old. And every day all the decisions that I make, I have those two girls in the back of my mind because I'm building systems for them for a school that they're going to be at one day. So today I'm going to talk to you about uh what is CTE because it's a little more complex than I think people uh realize. And so I'll break it down for you. Um what does CTE look

036like in our school district? We're going to talk about money. Don't worry, I'm not asking for any tonight. And then also talk about our vision that we have for CTE for the next five years. So what is career technical education? So in CTE we have these things called pathways. Uh there are many different pathways you might be familiar with like auto mechanics or construction pathways. Um the state has identified priority pathways where we know that there are jobs and then within our state uh we've narrowed down like within our air our counties basically where um there are priority pathways and they're two to three course pathways um that we can offer students that we know are aligned where the jobs are at. So we are teaching kids about uh standards that are industry level and

037that will lead them to a high-skll high wage job. Um so that we know our students can make money right out of high school which is great. So um our two to three course pathways uh we have our concentrator courses. It's introductory level uh content. They're getting familiar with that industry. And then the capstone is where they're really learning about um the the advanced skills that you will need, the certifications. They're doing a lot of hands-on projects. Uh for example, our farm-totable class was able to go to the culinary uh it's called institute over in St. Helina. So um that's a very neat experience that they have that's aligned with the curriculum that they're learning in their classroom. Um, there is industry alignment to our pathways. So, all of the stuff that we teach in

038our classes is aligned to what people in our communities need students to know if they were to be hired directly out of high school or after a certification program. Um, so we always want to make sure that the facilities are industry aligned, that the um certifications that they're getting will prepare them for the workforce. We also have an advisory board uh which Denny sits on. And so uh that advisory board is made up of industry professionals within our Cloverdale community that are giving us input on what we need to be teaching in our classes and what our spaces should look like to help direct us as the teachers to set our students up for success. We also articulate uh with community colleges in our CTE world. So we partner with SRJC. They have been awesome

039partners this year. We've been able to be a leader in our county for offering, uh, CCAP agreements. And so, um, our students are some of the first that have a JC professor on our campus that is our students are getting early college credits. Um, so that's a really neat thing. And we know that students don't necessarily need a 4-year degree um, like they used to maybe a decade or two ago. What employers are looking for is students who have transferable skills, which are like our soft skills, right? Um I call them professional skills. Uh but also students who have a passion for the industry, have some um common sense about the work space that they're in. And so the JC is a great place for students to get just a little bit more uh expertise

040before going into the workforce. And then finally, uh CTE is a state priority. So for the last almost decade, $500 million has been allocated in the state budget towards career technical education. And in the last few years, $1 billion has been allocated towards CTE because the state recognizes that these programs work and they are investing in them. So I want to share some data that the state has actually provided that helps us understand why they're investing in it. So this is a big chart. Um, and there's lots of numbers. I'll translate it for you. Uh, basically, this is a bunch of data that's been collected about CTE uh, completers or students who have taken CTE classes and their graduation rates. So, we fall in the Bay Area region, which is region three that I've highlighted.

041And you can see, well, I don't know if you can see, but um over here in this column, it says that students who complete a CTE pathway are 98.7% likely to graduate. That's an extremely high and successful number. Again, proving why the state wants to invest in these programs. Uh dabblers, who are students who take, say, they take floral design and then they're taking construction. And so they've taken two different pathways um that concentrator course. Uh those types of students are 94.6% likely to graduate. Students who have taken a single CTE class are 89% likely to graduate. And students who haven't had any CTE classes are only 71.3% likely to graduate. So you can see that there's a drastic difference and see how successful um CTE classes make students because we're building relationships in the

042classroom um and we're helping mentor students on things beyond just uh what they're learning in our in our spaces. Now this slide it looks similar but I think it might be a little bit more exciting to you because it translates to dollars. This slide is about attendance. So we know that attendance means money. um the more students who come to school, the more money our schools get, right? So, CTE uh pathway completers are 95.4% likely to show up to school. And then I won't go over the the middle two, but just know that nonCTE students, so students who haven't had the chance to take a CTE class yet or maybe they just have chosen not to are only 80% likely to show up to school. So, we're losing a huge demographic of students on a

043daily basis if they're not in a CTE space. Um, and again, it goes back to those relationships that they have with the the teachers and the cohort of students who share a similar passion to them. It's extremely valuable. Um, so what does CTE look like at CUSD? And yes, these are all our students that are in CTE classes. Um, so we have a child development pathway. Uh, in the concentrator course or the first course they take of the pathway, they do get an early college credit. That's the dual enrollment or CCAP agreement um for child 10 where the JC professor came in. And then we have child 2 where there's also a CCAP agreement um for doing observation hours. Um, I'll talk about the the agreements later. Um, we have our agriculture department which has

044many pathways. I'm proud to teach one of them, which is floral design. We also have a farm-to-table class, which is hands down our coolest, most popular um CTE pathway that we have, and it's taught by an amazing teacher, Angelica Regi. She's super talented. Um we have animal science. So, students take agriculture biology. Um that's something pretty much all uh students have to take. They don't have to, I guess, but they take either regular bio or a bio. So this is a great option for them. Um then they take animal anatomy and physiology and the capstone course for that. So their culminating experience is vet science which is also going to be a CCAP agreement class for next year. We have arts, media and entertainment taught by our art teacher. And then uh work experience isn't

045a official pathway but it is a very important class that we get to offer students that um it it allows students who are really interested in getting those skills uh through a job or um having an internship. It gives them graduation credit for doing that. So uh I've loved doing this and I think kids really thrive in this classroom. Um, so work experience is a neat addition that we have here at CHS. There are some changes in CTE for next year that I do think are important to share because of budget cuts. Uh, construction is not coming back next year. Um, but we are offering ad construction to hopefully serve that population of students that would have been interested in it. Um, and again, uh, because of budget cuts, the wheel class, um, which is

046a really neat class that I helped write and I I got to teach it last year. It's all freshman. Um, they take nine weeks of all of our pathways and they get to learn about it and see if that's what they want and then choose the pathway that they would like to pursue. Um, so we've been able to offer this the last two years. Uh, we were grant funded to start this up. um but sadly because of budget cuts we're not able to offer it next year. And then child development uh two is a a class that only had 13 students sign up for. So some tough decisions might need to be made um because we're short staffed and so uh their pros and cons of being able to offer that class, but it's important

047for you to know about. Um, so for an iceberg, um, when we see an iceberg, or if I don't I've never seen an iceberg, but if we were to imagine an iceberg out in the water, uh, all we see is what's on the surface, right? And so we might think of that as the success, and then we don't see everything that's under the water. Um, so I think when people hear CTE, they think of the success as all of the money that we get to, uh, get because of the grant opportunities and what the state is willing to invest in them. Um, but money isn't all that matters. There are a lot of things that happen under the surface level to make that money come to life. And so I want to share that in

048the last few years we've received 1,718,000 for our CTE programs. So that's a really big win for our school district. Um, and it does feel like that is that's the success, right? like we have money to back all the great things that we are doing. And I want to share with you also what we are doing with this money and why we got the money. So I'll do that in just a moment. But as I'm talking about why we have this money, I want us to also think about what makes that money possible. All of our grants have specific objectives to them. So we write to these objectives and that's why we get the money that the state is saying yes, these are fantastic objectives. We want to give this money to you because you've

049got some really exciting goals. So, there are objectives tied to all of the dollars. We are supposed to be serving or supporting targeted special unduplicated populations. So, an example of an unduplicated population would be students in foster care or African-American students. So, um, how can we help these specific unduplicated populations be successful in CTE classes? Um, we need to have a sustainability plan. So, every time I write a grant, we talk about I try and come up to the best of my ability with a plan for when this money runs out, what are we going to do? And we all know that money is we don't know what's going on with it right now. And so, it is important that as we build and build and build, we also need to sustain. So keep that

050in the back of your mind as I'm talking about um our grants that we've received. And then finally, we need to provide a match. So this is our skin in the game. So for every dollar that the state gives us, we need to say that we are pledging $2 from our end towards CTE. Most of our match comes from salaries from our credentialed CTE teachers. So keep all this in mind. So we get some ongoing um grants on an annual basis and there are two that are really stand out. So we have the incentive grant that incentivizes our high school to be as good as we possibly can to reflect on our practices and to make improvements every year to have a productive advisory committee to make sure students are participating in leadership organizations or

051CTSOs. So, by doing all of these great things, uh, we get funded for them and the better we do on our scorecard, the more money we get, which is great. So, on average, we're receiving around $85,000 a year. And then we also have um our agriculture incentive grant. So, that's specific just to the A classes. The requirements for this grant as an A teacher are a little crazy. So, we need to participate in nine professional development events a year to be able to get this funding. So, it's a lot of time away from families. Um, and it also requires us to submit a lot of documentation, but we do it because every penny is worth it for our students. Um, so that money uh will go towards pretty much paying for our professional development, um,

052which helps us in our classrooms. And then also we pay our FFA membership dues. And then sorry I didn't explain the incentive grant. What we use that money for is for paying a lot of the consumables that we use in the classroom. So like my flowers for my class or the seeds for our garden or the wood for the construction. So that's what the money goes towards. Any questions so far? No. Okay. Um and then we do have some one-time funding. Actually a lot of one-time funding. Uh which is great. And so, uh, there are grant terms. They're around 3 years. Um, and so I'll share with you what these are. Uh, we have a CTE development or we call Chrisa and I call it the BACCCC grant. Um, and we received $268,000 to develop

053CTE here. That's the reason I'm here is because of this grant that was written before I was even an employee at CUSD. So, thank you, Ronnie, for that. Um, and so the goal of that grant is to design and implement our wheel class that we have at the high school. Uh, grow our CTE pathways. It was a little vague, but I think we're doing well. Um, implement work experience and early college credit for work experience. Check. We've done that, which is great. And then um it also does provide me with a stipen for all of the work that I do and the the knowledge that I bring to this position because I spend a lot of time researching, a lot of time outside of contractual hours to pull some of this stuff off, most of

054the stuff off. Um so we also have an education pathways grant. We're in a consortium for this money, which means that we work with other schools to be able to uh carry out these goals. So, um, essentially we're just building our child development pathway with this money. And we're also supporting our Hispanic population. That's the unduplicated population. We have our A pathway expansion. I feel like we've done good on this one. Um, so the goal was to add floral and animal science pathways, and we did both of those. Uh the goal is also to support Hispanic students, add a greenhouse, a barn and garden improvements, which I think we definitely have. It's transformed in the last 12 months. Uh purchase an a suburban, which we've also been able to do with the help of the

055CTE Foundation, and it has been transformational to how we function as a department. Um we have kids in it all the time going on field trips. that we're not driving our personal vehicles to go do project visits anymore. It's been really helpful for us. Um and then also provides stipen for a teachers to oversee all of the FFA stuff that we do and um work-based learning. So the time that um we spend going to pick up the sheep and also going to state FFA convention. Uh I don't think we log all of the hours that we do, but we try to and um Mrs. Reg log 250 hours last year. So it is a lot of work. Um and I think this stipen is helping prevent burnout as [Music] well. And then finally, this is

056the big one, our Golden State Pathways Grant. We've received almost a million dollars uh from the state this past year to support three specific pathways. Our farm-to-table, our child development, and our animal science pathways. Um, and so the goal of GSPP, Golden State Pathways, is to try and integrate curriculum across campus. So it's not CTE on its own island, but to bring GenEd into our world. Um, so work experience was a big part of what we wrote into that. So then once students are done with their pathway, now we're trying to push them into a job or an internship their junior or senior year to give them real world experience that will be beneficial to them before they leave our space and we know they'll be successful because they've had some sort of positive mentorship

057um and also worked in in the workforce. Um ensure class uh capstone classes can be offered was one of the goals. uh work towards making CTE a graduation requirement. So a million dollars towards that. Um and then also some renovation for our facilities. I don't know if you've been in the farm-to-table classroom, but it is straight out of the 60s. So we have some upgrades that we need to do. Any questions on these grants? No. Okay, great. Um this is something that I wanted to share. Um, a education has been around for over a hundred years and when we're in CTE meetings all the time, the other pathways are talking about how has a ed been so successful and our answer as a teachers has always been because of this thing we call the three-

058ring model. Um, and so I feel like we can duplicate that three- ring model from the A world and apply it to all of our pathways. And so this was kind of what I came up with and what I think's uh exciting. So rigor students getting a valuable educational experience in their pathways. There are two to three courses offered to them that help build industry skills that lead them to a um livable wage job. Are we meeting CTE standards? And so holding ourselves to high expectations for rigor in our CTE spaces. Relevance. all of the pathways that we offer um are relevant to our community needs, workforce needs, and also we are teaching students through work experiences or internships um that what they do matters and what they're learning is important. And then finally, building

059relationships. As somebody who's been an FFA teacher, I know how important this ring is um because students are building relationships with each other outside of their classes. Um, so FFA is an example of a career technical student organization or a CTSO, but every pathway does have a CTSO. So, how can we get all of our pathways doing these three things? And I think that's what we should be striving for. So, this is always in the back of our mind when we're talking about um building successful CTE programs here at CHS. And then I want to end with our five-year goals. These are my goals. They are not formal goals. They have not been adopted by you guys or anybody, but there are something that consistently these are consistent things that pop up that I feel

060are really important. So, I do want to share with you the vision so that we're always moving forward. Um, have a formalized work-based learning continuum. So, from the middle school all the way through high school, their senior year, we are scaffolding work-based learning skills. And so portfolio might be a little piece of that puzzle, but really elevating that experience for students and starting it a little bit earlier. Um, have CTE completion, that's my vote, or a a two course completion as a dabbler as a graduation requirement. This is something we need to work towards. Um, bringing the wheel class to the middle school. It has been so great at CHS. I think kids really like that they're just learning skills in all these industries even if they don't end up choosing that pathway, right? But

061we can bring it to the middle school so that by the time they get to us at the high school, they know what they want to do. Our workforce demands in Sonoma County, the number one is healthcare. So I think we should investigate doing a healthcare pathway. Um that's where the jobs are and I think we can work with our science department to help that come to life. add strong integrated pathways. So when I envision this, that would mean that our construction students are also taking a uh geometry construction class. So their gen ed classes are aligned with what they're doing hands-on in their CTE courses, enhance our CTE facilities. So there's lots of upgrades that we can do. I think child development um is going in a really great direction right now. And so

062if there's a way for us to offer like a a library hour, um that'd be really neat, but we need a space to do that, right? So students can have like a a live lab on campus and then adopt and incorporate that three- ring CTE model that I just shared into all of our CTE pathways. So these are these are my goals. Um and I do want to share them with you because I'm always trying to move us forward. And so, uh, yeah, that is going to wrap up my presentation. Um, I would love to invite you to our classes. I checked with all the teachers first and they would love to have you come and watch us teach. I know you've probably popped in, but like bell to bell, see what we're doing. We're

063moving, we're hustling, and we're learning great stuff. Um, if you have any questions at all, please let me know. But I also threw my contact information up here for you. Any questions, guys? Um, in regards to your five-year goal, have you started targeting any um healthc care pathways? Cuz I know Madison College does have a new couple new programs going on. How do how would that have you investigated that or are you just stating that? So, we have a lot of new pathways this year. So really focusing on executing those um initiatives first and then I think down the road maybe when we're a little bit more fiscally secure then that's something that we can pursue. But yeah there are great uh local partners that we can use to help uh make that dream come

064to life um and do some CCAP agreements maybe. So then the JC is taking on those capstone classes and it's not like we need to have a credentialed person here. And we could though I know Natalie Lewis would qualify, she's our school nurse, she would qualify to be a CTE teacher. So beyond that, haven't uh investigated too much cuz it does feel like till we get financially more stable, that might be a two or three year down the road discussion. Thank you. Any other questions? It's great. Yeah, I really appreciate you coming and giving this. It's awesome to see. I'm going to do and go and visit at the farm to table class on Friday. Um maybe to mooch food off of them, but we shall see. Um but it's just great to see super

065positive things that are happening at CHS and I love the five goal like the five-year plan. It's it's awesome, Riley. You're doing a great job. So, thank you so much. Yeah, thank you. I know we all appreciate it. Yes, thank you. It's a Yeah, it's a very positive thing and um I'm just so grateful to have you and um thanks the rest of our staff that are teaching it. Um I with the grant funding because they only last so long. How do we ensure that with our current budget situation that we will be able to continue these programs? Is it are you continually continually going to be writing grants to fund these or whether or not it's the same or to just continue expanding on things? What does that look like? So, for sustaining it,

066I would say the biggest strategic move that we've done under Christ's guidance is to take salaries out of as many grants as possible and to take ownership of that as a district. So, that's been great. Um, and then to sustain it, we really have to get butts and seats, right? So, I think adding that graduation requirement will help sustain the program because more students will be taking that class and we won't be in a situation like we are with child development too this year. Um, because if students know they need to take it to graduate, they're we can fill classes. So, to me that the capstone courses are what we need to sustain. um and to prioritize that maybe even if numbers are low one year that we still offer them um because they're like

067our version of AP. Like kids want to be in these classes. They they care about this industry. They want to gain more expertise. So really making that a top priority is just the best way we can sustain it. And I would add to that that excuse me that in my experience um what she's talking about is exactly right. I think where people run into difficulties is when they get these new grants and they put ongoing costs in them. Right. So what we're talking about is being able to use influx of monies to be able to bring up our facilities and plant to standards. Um, and then that way that is a good use of those funds because those aren't really necessarily at the same level in ongoing, right? Once you get, for example, once the

068kitchen's up to par, um, yes, there's some maintenance cost, but the brunt of the cost is getting it to that to that level. And so, I think that's the key is being able to because as she's saying, the um, signups are going to drive the classes, right? Because the kids are going to go there. But um I think if you can get out of the constant or the the ongoing cost that the the more likelihood of things continuing I think is the best way to and as you noticed what she's what she wrote in a lot of those grants were increasing that uh that portion of it. Thank you. Yeah. Any other questions? Any others? Actually do at random. I was in FFA many years ago. Do they still do the farms teams and small

069engines and all those other units? Yeah, they they offer that and I think when we have a construction, we'll probably maybe do some of those teams. Um, but right now our team, I coach the floral design team, so we competitively travel and the girls design and they do such a good job. Um, and we also have a horse evaluation team, so they're evaluating them on their body composition, the way that they trot. Um, so Mr. Dearta coaches that and then Mrs. 3D coaches a uh vegetable crop judging team where they look at vegetables all day and kids are into it. They really are. So um those are teams and then we do also have a parley pro team, two of them actually that we bring to competitions and so it's like a debate team basically

070but they're talking about a issues or FFA issues and I coach that too and it's a lot of fun. It's a lot of fun. They just competed at state last week. Very cool. Yeah. Yeah. Well, thank you so much. We appreciate it. Yeah. Thank you. [Applause] Okay. So, now moving on to R5, board policy 6142.7, physical education and activity exemptions. I believe it was actually Ashley that wanted to bring this back. Um, so we can totally carry it over to next time if you want. Um, so it might be appropriate because I think she has some questions about it. So, Is everyone good with that? Can we Yeah, table it. Yep. We'll table it and then carry it over to Okay, thank you. Okay, so on to mobile communication device use in the classroom R

071six. I believe I have some um musketeers coming up here to uh give us a presentation. We are the musketeers. We're the musketeers as submitted. I'm just kidding. As submitted. You have the handbook. Um, well, I'm here first only because I got up first. Um, I would say our cell phone policy, it's the the policy is off and away. That's how we handle that at school. So, when the students arrive, um, they can have their phone out until the 8:00 bell rings. When the 8:00 bell rings, the phones are turned off and put away. And we do that every single day. Uh, in preparation of this, I was in the cafeteria at about five minutes to 8 and I just waited because the students are in there. They're grabbing their breakfast and and all of

072that and they're talking a little bit, but there are a lot of phones out. And at 8:00 when the bell rang, I saw the phones get put away. It was amazing. And it wasn't because I was scowlling at them either. It was a habit that I could see unfolding in front of us. And so having the cell phones off and away during the day is great. It's working moderately well. So I can't say it's perfect because there's always a way to sneak a phone. We a school is not going to solve that particular problem, but we can just try to address it as much as possible. And so I would say that we are doing a very good job with the enforcement of the cell phones and of course we still run into some cell

073phones. So uh what we do is um we will often give a warning. Uh my warnings usually look like would you like to take your phone, turn it off and put it in your backpack or do you want me to have it for the full day? They usually say I'd rather keep it. And I said great, that's a good choice. Put that thing in the backpack and turn it off. And we tend to do things like that and it works out pretty well. Um, our teachers also have they're excellent at keeping cell phones out of the classroom and I I think it's fantastic. They give a warning. If the warning is not heated, then the phone is confiscated during class taken to the office and the student can pick it up at the end of

074the day. If that happens again, then the parents have to come and pick up the cell phone. and that tends to be where we start getting a little bit more traction because sometimes families have other things to do than come and pick up the cell phone and and things like that. So, that's been very very helpful. Um, another test that I I kind of assess about phones is just the amount of students that we have being incredibly active during break and uh and during lunch. So, the play structure is incredibly crowded and busy. The library is full. The soccer field has soccer and kickball. We have the seventh and eighth graders playing basketball, baseball, and running around the school. We have so much going on. And what that means, the students aren't looking at their

075phones. And so I believe if that if we allowed phones during those times, we would not see all that we see with all of the activities going on and all of that, I think we would see a lot of students standing in groups, heads down, and that is not a good look in my opinion at a middle school. So I think we're doing I think we are doing everything we can right now to address the cell phones, but it's also a moving target. So I'm never going to I have a feeling in my career I'm not going to say, "Guess what? I solved the cell phone problem. Um, but I think it's something that we do really want to push because it's not benign the cell phone issues. They are not benign on any way

076you look at it. So, we also were trying to educate, we were really trying to pull together um kind of an educational night about cell phones and we're still kind of working on that. It's probably a fall thing now and not a spring which we had wanted. Um, so that that is where we are with that. Now, can I ask you Shauna? Um, how do you guys track the offenses? So, is it something you put in Aries? Is it on a Google doc? Is it something that's accessible to everyone? It's in Aries. Okay. And so that way we can judge it like that. When I'm out and about, I don't log every time I give a warning, but when it's happening in the classroom, the teachers do. And are is everyone like well verssed in

077how to do it? Yes. And to do Okay. It it seems that way to me. I didn't ask that question. So, you know, maybe I should ask that question, but it it does seem like it's a process that the staff is familiar with. Okay. There actually was we do news quizzes every week in in my history class, and there's a school in Arlington, Virginia. It's called Wakefield High School. that's actually doing an experiment with um the locking the magnetic locking pouches and they're finding actually at the high school especially more interaction like you're talking about because obviously I know elementary but especially middle school I feel like we have stricter policies whenever it comes to cell phone enforcement and I would love to see that more at the high school because you're right we do

078get more of that interaction it's less looking at the phone it's less issues with social media instances and whatnot except you're still going to get that because yes, kids and what they're going to do with it and whatnot. Um, but yeah, it was interesting to see the students actually they interviewed them and they were like, "We just love the relationships we're building." Like, so just to see the positive and the pros of it, it's awesome. Like I and my students actually sat back and thought, "Huh, okay, maybe it wouldn't be so bad during a class to not be able to have my cell phone out." So, it was it was kind of cool. So, yeah, it was a great great great little like piece on that. Um, and do do I have a second to

079add one thing? This is a it's a little bit off, but um a few years ago when I was a vice principal at Maria Creo High School, we did some experiments and um I asked a group of teachers if they would be willing and they said yes. So, um the experiment was how many notifications would an average class receive during a 1h hour period? And so at Maria Creo during that time, I don't know what the policy is now. Uh most of our students had the the phones in their pockets. So, you know, even though it's on silent, it gives you a little buzz when you're like, "Oh, I have a notification." Well, what we had the students do was actually just turn the phones up, turn the volume up, and every single time their

080phone would ding while the teacher was teaching, they would do a tally. So kids tallied their own notifications during this lecture in AP biology and um and so imagine doing that all over the place. Okay? And I'll tell you the average number of notifications that students were getting and it's an average class of 30 people uh 3,000 notifications and that and that was the average number. it went as high. The younger the grades, the more notifications they were getting, too. So, freshmen, uh, we had numbers between 5,000 6,000 notifications with the kids. And we couldn't really believe it. And so, what that was showing us was that even, you know, kind of out of sight, it's still so distracting and that the teacher has a million invisible obstacles between him or herself and the class.

081there's at least 3,000 obstacles between what the teacher is doing and what the kids are receiving. So, I think it is important that, you know, we we deal with this. And um one of the things I tell did you get notifications? I've had about 14 and they're all from Forest. Stop. Okay. I'm concentrating. I'm trying to learn. Um, one technique I do try to tell parents, especially with middle school, because middle school really is a different animal in my opinion than high school, but in middle school, I believe that the silent feature on the cell phone is what is allowing students to have so much more interaction with that phone than their families even know. So, what I've told parents who were concerned about the cell phones is, well, hello, how was school? Great. Hey,

082turn up your phone. Turn it up loud. And every ding, let's take a look at it. As a parent and a child, let me take a look at your phone. You've just said it just dinged five times. What's on there? It's the silent feature that allows a lot of secrecy with the phone. So, turn it up. That's something that I would recommend for families. If they want to know just how often is this going on, just turn it up. And they don't want to. I'll tell you that. But right now, students like, "No, I like the silent feature." And I'm like, "I get it, but let's turn it up anyway." Thank you. Thank you. I brought a visual. So, um, little bit of context is last year about 50% of the teachers at Cloverdale High

083School were new. Um, then this year it's about 24%. So kind of combined about 65% of the staff is either in their first or second year at Cloverdale High School. So last year I was new as principal, Sean was new as campus supervisor. And so there was a lot of going back to the kind of basics of what are we doing with different policies. Uh this year has been vastly better than last year. Uh this year we've really really been hammering on the cell phones. Uh something that we started as an Excel document. So any teacher that tells a student that their phone's out, they put their name on their Excel document because what we were noticing is when we were just giving those little warnings is they were getting, you know, six warnings a

084day for across all the different classes. And so, uh, teachers are putting their names on the documents and we have the different columns for the teacher's name and their cell phone policy that's being violated. And then if students are doing that multiple times, we take their cell phone So Shawn starts his day every day with walking around with his little jail. And you can see on the top here, it has different names of students that have violated the policy more than, you know, a few times. And so if they continue to violate the policy, then we take their phone away for longer and longer periods of time. We have some students that are on here for the rest of the school year. There's I think only like 33 days left until finals and so some

085students get their phone taken away every single day. So it's a it's a struggle. You know, it's not fun. It's being the cell phone police isn't great. Takes a lot of time out of Shawn's day cuz he has to start the day by walking around and collecting all those phones. And then you have students who are like, "My mom's picking me up for the dentist appointment. I need my cell phone." And so then, okay, we have to go to Mr. Stewart's office and get the cell phone. So it's a pain. Um, it's a lot better this year than it was last year. We've also really hammered down students being on their cell phones in the hallway during class because students know that their phones need to be off and in their designated storage location during

086class time. And last year, what students were doing is like, I can I go to the bathroom and then they grab their cell phone out of their backpack and then they're taking a longer time because they're walking down the hall with their phone out. And so this year that's really gone down because we've been also nailing them on cell phone violations even out of class during instructional time and that's really helped. So we've seen a really good positive increase but it's a daily struggle. um you know it's challenging because it's they're self they're you know some of them are adults some of them you know they're teenagers they're young adults but they're you know adults and so they can have their phone out during break during lunch before school and after school and um you

087know high schools are always the most challenging places for the cell phone policy usually elementary schools you know are pretty you know down pat no you can't have it middle schools typically tend to be a lot more black and white and then high school you add in that gray of well it can be out during lunch and so that makes issues and so um you know we've talked with parents where it's like please keep your phone at home and then some parents are like absolutely not my kid needs to have their cell phone because they're driving or they're going elsewhere. So um yeah it's it's challenging but we're in a much better place we are this year than previously. I know probably a lot of questions are gonna come to me as the high school

088person. So happy to answer any questions. Just has there been ever an idea to just then ban it through the whole day? Like not even at lunch or because we're an open campus obviously policing that would be really difficult. I'm guessing is what the deal is. Yeah. Okay. Sorry. I know a lot of students rolled their eyes at me when I said the board policy does I mean yes the the open campus is an issue. Yes. Um and board policy does say basically that we're supposed to not have it when during academic times, right? And I my my thought is on that is you could, but I think as difficult as it is to keep it out of the classroom, I think doing that would be really difficult because you don't have them in the

089classroom, right? They're walking around at lunch and I mean, how are you going to, you know, it's just that's a liability to take the cell phone, too. But there's a workar around for the pouches now, too. They're financing. I know. Yeah. Right. Right. Any questions? I am. Well, is there any support you needed more on the board's end or do you feel this is the the keep it running the way it more personnel would be great? So, it's uh but yeah, it's and then just thinking about next year, we're not going to have a vice principal. So, it's going to be me and Shawn taking care of that. And so, that that's going to be a challenge. Just make sure your kids don't Jackie's like, "No problem." Well, what? And again, I hate to use

090comparisons, but like I have the authority to just take the phone myself like and that's what we do with this. Yeah. So they Sean walks around and says, "You owe me my phone." And then maybe I hate to say more teachers, but like you know what I mean? Yeah. It's it Yeah. It's because we take it and then after certain offenses, we send it up to the office with like a trusted student with a note on it, put it on our student advisor's thing and then he takes care of that. But then he's not having to go around and do it. But again, all schools are very different. So it's just me thinking out loud. What happens if a student doesn't want to hand it over? Like you're saying you're collecting from students daily through

091the end of the school year. What if they don't want to hand it over? I mean, we haven't really encountered that because we have pretty good relationships with our students and we talk with our students. We work with them and it's progressive. So it's not just like I saw your phone out, bam. Like you need to give it to me. And so we they've been getting numerous warnings and we have parent meetings. Um so next year I don't I don't know how many more parent meetings we're going to be able to have, but Steve has met with a lot of parents about cell phones. Yeah. Usually we don't see like I refuse to give it to you cuz that's it's more of a restorative conversation. heard where it's like an addiction for the students and

092people have like literally destroyed their homes because their parents take it away and they're having that withdrawal with it. I just didn't know if any of the students or maybe you they're good at hiding it so or they say they don't you know like if they're willing to give it up to you at the beginning of the day I feel like there's a they're they're learning to to live without it at least in the interim that you know but yeah I was curious if there was any students that don't turn them over and then how do you handle that? We yeah we don't necessarily see that but we'll hear from parents where we say hey you should really keep their phone at home or something like that and we'll have some parents who say I

093can't I can't take my kids' phone away like some parents are too scared to take their kids' phone away and this is not the only school where I've seen that this is all of Soma County so these are all issues that every single school is facing. Yeah. And I just know that the board had implemented this policy before it became a state requirement to do and so and the goal was to h help teachers um in the classroom to not have that disruption and have more engagement and stuff. So well then the question is smartwatches also. You know what I mean? You get into that conversation. Yeah, we've we've had the AirPod conversations. AirPods need to be out because they'll be listening to a teacher with an AirPod in and yeah, those we've approached that

094topic. Yeah, it's a real fun topic at the high school. Thank you. Sure. Thank you. I was going to Yeah, took took took my joke. He took my joke. Um, so you would think that we um and most for most part at our school, we have very minimal cell phone conversations. However, um we have had um to work with some students about um just working through consequences of their actions on the internet. Um and so after the parent meetings that we had with the parents and we talked about um you know just the whole conversation around power of you know consequences with phones and you're the you're the adult in the family and how do you identify the qualities of your family and things like that and just really having some of those um uh

095just important conversations. Um I I uh had a conversation with my fourth grade um uh staff and um just after we talked about kind of some things that were really affecting students on campus and also in the later hours in our community in fourth grade um we ultimately decided to look at um uh commonsense.org that has a digital citizenship curriculum. And so we're going to be um implementing just some key lessons this year that are really um set towards the conversations that we're dealing with right now. And there's not a lot. I think there total there's been four conversations and four um two separate incidents. But we found that if we really talk about things like security and what happens when you put your first and last name on the internet and things like that

096that those are things that our students are doing. in fourth grade. I'm just going to be honest, fourth grade is not the first year they're doing that. But to really understand what that means, um, and what is secure and what's not secure, that maybe we can frontload some of the um, some of the information to our students so that when they do get in a situation where somebody's asking them for information, then they can be mindful about, you know, how they want to respond. So, this curriculum has been around for quite a while. Commonsense.org has been around. And so we're going to be looking at the um I think there's it's called a passport for digital citizenship. And so we'll take a look at that and go through the lessons and um really focus on

097the ones that we think are most impactful for our students. Thank you. Okay. So any questions, comments? Okay. And we'll do this periodically, you know, maybe quarterly or something like that. Okay. Awesome. Oh, actually Sean, I do have a quick quick question for you. Is any department responsible on Washington's campus for like digital literacy or is it something that all Sorry, I don't mean to call you back. It's okay. It's a short walk. Um, no, we don't have a particular department, but Leanne Henry in seventh grade, she also teaches uh social studies. She has a digital literacy class. Okay. Which I think is fantastic. That should be something. Yeah, I know our history department, we take it on ourselves because we do so much research that just making sure that we talk about how to

098obviously be online, your online presence, as well as how to like research properly and not plagiarize and stuff like that. And oh goodness gracious, that chat GPT. Mhm. But again though, depending on what kind of things you're asking, it's kind of I don't want to use the word hilarious cuz that sounds like I'm condoning it, but it's um Yes, it's a multifaceted tool. Yes, 100%. Thank you. Okay, thank you. Okay, we're on to R seven, summer watering. Okay, I'm not sure you've ever had this um agenda item before, but you know, that's what we're here. We're blazing new trails. Um we wanted to um beings that we are in financial issues. Um so and not that we wouldn't anyway, even if we weren't, but you'll notice here. So what you have in your in your

099packet and sorry for the uh the the font um but there was a lot of information uh for that. So um what we're concerned about is is that this year we are going to be spending about $100,000 more on our water bill. Um, everybody that works lives here in Cloverdale has seen their water bill increase. There's no doubt about it. We know that. Um, and we use a lot of water naturally. We have a lot of students. We have, you know, so um, my my the reason for bringing this up is you'll notice um, under the 2425 year-to- date total, we are already at 230,000. And last year, all year we spent 220,000. So, you can imagine, and we're coming into some months that might be a little warmer than others, um that we are

100going to be spending, we roughly estimate about $100,000 more this year. So, bringing that up means that, um we need to discuss because I'm not just going to shut off the water and have um brown grass and brown everywhere. Uh that's going to be a district decision. Um, so I'm just wondering if we um I want you to get your advice and you're okay with potentially lowering our um watering for the summer months as well as the fall months. Um to maybe instead of doing it every other day, we do it every third day or every fourth day. Um, one other piece that we found out um is that um there used to be a there is a well uh that we have by the football field um that was capped. My understanding is due

101to the fact that um obviously we put in a turf field that wouldn't need water necessarily, but also my understanding is is that um at the time the well was not producing enough water uh for us to be able to continue to use that well. So, it's been capped. So, we have there is a well it's still there. It's just not in use. We are bringing out uh the people that capped it to kind of retest it to see if that's true. Um we certainly can't water every um site or every place with that. But, um the the I don't know what the park isn't called, but the one in front of my huh Ker. Kaiser, thank you. Kazer Park in front of my office as well as some areas around um uh the high

102school would be able to be watered through that well if it's um operational. So, we're going to find that information out. Um but that doesn't solve our problem. Um, so I guess what I'm looking for, my recommendation is is that we um we look into being able to um and really I mean we can't turn off the water, turn off the toilets, that kind of thing, but we certainly can control the amount that we water. Um we have had a few leaks. I'm not going to I'm not going to lie. We've had a few leaks this year uh where it's cost us a little bit more. you'll see some months are like $40,000 um and two months that were $40,000 we had a significant leak uh that we were lucky to catch. Um and so

103those kind of things are going to happen um throughout. But that's not our entire problem. Our entire problem is that water is just getting more expensive. Um and we are on um and so if you not that if you know but basically there's two there's the water charge and there's a sewer charge, right? anything that comes through you automatically pay sewer for even though that we're using it necessarily to water, right? Um so I would just like you to back up my recommendation to look at potentially watering less um this summer and again the next probably 6 months or so, 6 to 8 months uh of pulling that back. So questions, comments or anything? I think it's great that we're going to create a water schedule. the I mean the city used to implement like

104if you lived in certain parts of town you could water in these days and not on these days. I think that that is fine for us. Um I mean the fields look great right now but also we're using them for baseball and different um softball and different activities like that. We haven't really watered yet because of all the prep, but because of the rain and stuff, but um I feel like that having a plan where, you know, it's not 100% going to be brown dead that we're still going to be able to keep it alive somewhat. I think that's that's good. We're doing our due diligence to make an effort to reduce the the cost. We have a Browns crew, correct? Yes. So I would maintenance ground issues. I would urge that person since they

105have a knowledge and a landscape knowledge to go around. There's a lot of these plantings that don't need the water like we're doing it. So I do agree a lot of these established plantings could go without the every day or even once a week watering. So yeah. Well, and plus looking down the road and I don't want to goodness cause any type of massive discussion or panic, but with the Potter Valley water project, like we don't know what everything's going to look like at this moment. Um, so I think that that would be a smart idea just for conservation in general. Okay, cool. My background doesn't really have to worry about too much water. Yeah, as long as I mean as long as we have the people that are skilled to maintain it for the

106spring sporting events for the summer type of picnics or day on the green. I don't want as long as we're we're good with keeping it as um beautiful as it can be while reducing the cost. That's my only concern. Um, but I'm okay with reducing the cost by any means with the with the caveat of maintaining it for functional use. Yeah. And the main reason too is to get it out there because people are going to ask, you know, what is our because cuz non-green grass does look a little like it's neglected, right? And so I want to make sure that people understand that we're doing that by design rather than by just ignoring it, right? Because I do think that I'm a big believer that the schools need to look good for students to

107have pride in their schools and that's a piece of it, right? But I think it's it's important that when parents are dropping their kids off and they may see something that maybe is not as lush as it is now um that I want people to understand why it's going instead of us just you know looking like it's neglected. Well, and I think that's what gets back to the evaluation is because we we do leave the fields green, but we sacrifice the planter beds that don't necessarily need the water. Yeah. Well, then on top of that, any landscaping that we do going forward, it'd be great to see low water like decisions get made. Okay. So, just looking at the percentages on page 204, some of the months like um at the high school, I'm I

108I'm guessing that this was where the leak was. There was a 9,082% increase in usage. Is that because there was a leak there? Uh, you mean at the CHS East under MTM change for December? Yeah. Yes, that would be my guess, too. Yeah. Yeah. We had um we had one leak we had one leak at each site, I believe. Okay. I know we had one behind Jefferson's um that was one the main. Do we dis did we discover those based off of our invoice or were those brought to our attention from the city or how did we discover those? The one in Jefferson actually flooded the um fire alarm. So the fire alarm went off and the fire department showed up and it was wet. So we figured that So we found out from that

109one because it was just literally spewing out of the ground um at one of the mains. So we were able to cap that and deal with that. So if various things sometimes we will um just like hear water rushing or different things will happen. Is the city not crediting us back for doing the repairs and getting it fixed? It's on our property. Correct. But even at Well, I'm speaking as a homeowner. If you have a break, usually you can go back to the city, say, "Hey, we had it fixed." and they'll credit back some of the only if it's over a certain percentage, which I don't believe ours is over a certain percentage. Okay. Yeah. Okay. We've tried that. Um but as far as the fix itself would be on us. Oh, correct. No, no,

110no. I'm just trying to recoup water cost. And any public thoughts, comments? Can we have you step up to the podium, please? And could you state your name for me? Yes, I will. I'm Doby Edmunds and um I along with my friend uh live in Clover Springs and we are undertaking a three-year project where our beautiful lawns are all going to be removed has to do with a state mandate. And so, as you suggested earlier, what we're trying to do is give a lot of information and education to the people who live there because it looks so pretty now and it'll go through some transformation, but it will not be the same. It kind of can't be cuz it costs too much and there may not be enough water. So that it's one thing to

111think of is education and has to happen. Thank you. Thank you so much. Any other questions, comments, thoughts? Thank you, Glenn. [Music] I was just thinking it might be a good one for either June or July to do my Cloverdale Connect article too to talk about the fact that we're looking smart. That's part. Yeah. Okay. Okay. So, moving on to discussion action items. So, S1, consideration and acceptance of donations. So, we'd like to thank the Blackbot Giving Fund donated $200 to JH Continuation High School. Angel Island Station Foundation donated 1,000 to Washington School. Land Pass donated $1,476.81 to Jefferson School for field trips. Plank Coffee and Roastery donated 10 uh $5 gift cards to Cloverdale High School. Starbucks Cloverdale donated five $4 gift cards to Cloverdale High. Mountain Mike's Pizza donated four personal pizza gift

112certificates to Cloverdale High School. And Papa's Pizza donated five gift certificates for a slice of pizza and side of ranch to Cloverdale High School. So, thank you so much for all of those donations. And do I have a motion? Move to approve the acceptance of donations. Okay. Thank you. Trusty Garrison second. I'll second. Okay. Trusty Oamian. Preferential. I. All those in favor? I I. Any opposed? Okay. Next. Okay. So, moving on to S2, consideration and possible approval of resolution 225-16, approving the total base rent for lease leaseback agreement with right contracting for the Jefferson School UTK early education facilities project increment. What? Sorry. Sorry. So, we have Brian here to answer any questions or tell us what this is about. Um, yes. So, uh, good evening. um board of trustees. Um so as you know

113back in February we awarded the contract to uh rent contracting. Um so after that we started developing the total base rent or the uh guaranteed maximum price for the project. Um so we had about a month uh to get that done uh to make it to this board meeting. Uh for the GMP uh we have about 4.8 8 million. Uh this is for all the site work on the project. Uh one of the key things to factor into this um is we'll be under 90% um under contract for the entire project. Um which uh gets us um in line to get that TK funding uh for to 6 weeks from now. So um pretty much that's where we're at with the project. We still have um an additional 4 million coming uh from the state.

114Um, I'm hoping or we're we're planning on it u being approved in September at the state um allocation board uh to help finish off the project. So um if you have any questions I'm I'm happy to answer them. Uh one thing to add I didn't mention um we're not planning on starting any work until we know that money is coming in for sure. Um and when schooling hits sound on June 7th. Okay. Thank you so much. Do I have a motion to approve? Sure. Why not? Motion to approve. Trusty makes a motion to approve. I'll second the motion. Second. I'll second. Thank you. Trusty. Preferential. I. All those in favor? I. I. Any opposed? Okay. Can you do something about the mosquito? Yeah. They are awful in here right now. Sorry if I'm like trying.

115They love me. So, um, now moving on to S3 consideration and possible approval of resolution 225-15 to dedicate May 5th through the 9th, 2025 as employee appreciation week. So, any questions or do I have a motion? Move to approve resolution 225-15 to dedicate May 5th through the 9th, 2025 as employee appreciation week. Great. Do I have a second? I'll second. Okay. Thank you. Trusty Z. I do have Is it the ninth or the 10th? May 5th through the 9th. Oh, maybe the cover sheet. The resolution is correct. Is that right? Yes, Kathleen. No, it's Yes, it says May 5th. On here it says the 10th. It says 10th on the on one the upper part, but in the body of it it's it says the ninth. Okay. Oh yeah. In the resolution it does say

116Oh, it says through the 10th. The 10th. Let's look at the calendar because it says May 5th through the 9th and then it says May 10th on the bottom. Yeah. It should be May 5th through the 9th. Okay. Says 2024. Yeah, it does. What is it? So, as with the correction of May 5th through the 9th, 2025, correct? Okay. So, that lines up with this calendar. Approve the resolution 225-15. So, we have a motion by Trusty Garrison with those changes made 5th through the 9th, 2025. I have a second by trustee Zwitz. Preferential I. Um, all those in favor? I I any opposed? Okay. Now on to consideration and possible acceptance of 2023 to 2024 measure H bond building fund audit report. So with our bond funds, we need to just like our um our

117funds that we have, we need to have a um an audit and so they have to issue a report basically. And so did you want to chill over a little bit? Um I just wanted to say that there were no audit exceptions for 2324 for measure H bond funds which was very good and as submitted. Nice. Any questions from the board? Everybody's or preferential. Okay. Do I have a motion to approve? I know I'm lecturing the last one. I'll make a motion to approve. Okay. Trustee Zewitz makes a motion to approve. Do I have a second? Second. Okay. Second made by trustee Oamian Preferential. I. All those in favor? I. Any opposed? Okay. Now on to future agenda items. We have none. Would anyone like to add a future agenda item? Oh, we are going

118to add the PE, right? The physical education. We're just moving the table. Okay, perfect. So, any others that anyone else would like to add? Next, next month we are going to have in uh we're going to have JH uh talk do a presentation much like Riley did tonight. Great. Perfect. Okay. So, future board meeting dates, we have May 14th, uh, June 17th, June 18th, and July 9th, all starting at 6 PM. Do I have a motion to adjurnn? Move to adjourn. Okay. At 7:45. Okay. So, I have a motion to adjurnn. 7:45 by Trusty Garrison. Do I have a second? I have a second. I know. Okay. Trusty Zitz, preferential. I All those in favor? [Applause]