PUHSD Board Meeting January 14, 2026

001Item 2.1. I will call the Paris Union High School District board meeting to order at 3:02 p.m. I'm going to ask for a roll call to deter to determine a quorum. >> Trusty Compos >> here. Trusty Hall. >> Trusty Stafford >> here. >> Trusty Annayia >> here. >> Trusty Garcia here. We've established a quorum. Item 3.1 invitation to address the board of trustees on close session items only. There no public comments. >> Thank you very much. Item four. Oops. >> I I don't need to take a motion because item 5.1 the regular >> No, I'm skipping. I'm sorry. Item 4.1. Do I have a motion to adjurnn the close session? So >> move second. Any discussion? >> No. >> See none, please vote. Item passes, four yes and one absent. We are going to close

002session at 3:30 p.m. The regular board meeting of the Paris Union High School District is reconvening at 5:39 p.m. Please stand for the pledge of allegiance. Place your right hand over your heart. Ready? Begin. 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. >> One moment, please. >> Uh so on the invocation, just as you can see, you know, the country is kind of in a in a difficult place and so we just take time. I know there's, you know, we're coming off the holiday season, but there's a lot of hurt and pain just always out there. So we just take a time to kind of ask for healing for our nation, just healing

003for family, anybody who's struggling or suffering with whatever. So if you don't mind if you're a person who prays and feel free to pray, but if not, just a few seconds. >> Item 7.1, the board president Do we need to The board president will recess the meeting to conduct the regular board meeting of the California Military Institute Charter School. We are recessing the meeting at 5:41 p.m. The regular board meeting of the Paris Union High School District is reconvening at 6:25 p.m. Item 8.1, revision, adoption, ordering of agenda January 14, 2026. Before approving the agenda, the following changes are being made. Item 14.5, personnel title. Memorandum of understanding between the Paris Union High School District and the Paris Secondary Educators Association regarding temporary addition of stipens to appendix A part that extra duty schedule is

004being removed from the agenda. A correction is being made to action item 14.7. The job title listed in both the item and title item title and the attached job description was incorrect. The correct job title is coordinator employee and student complaints and compliance. Additionally, under job functions bullet one, the language employee and student related complaint has been added. All other aspects of the job description remain unchanged. Do I have a motion to approve the agenda as amended? >> Was that you, Mr. Hall? >> Yes, sir. >> Thank you. >> Second, >> Mrs. and I have a second. Any discussion? Any discussion? Mr. Sher, >> the So 14, what does it say? >> 14.5. I'm all right. >> Okay. Thank you. One more time. Any more discussion? See none, please vote. Excuse me. >> Item 8.1

005passes 50. Oral reports 9.1 report out of close session. >> Okay. Thank you, President Garcia. In close session today, by a vote of 5 to zero, the board of trustees approved the resignation settlement agreement for employee number 273875 with the Peru Union High School District. Five votes, yes. Zero, no. Trusta, yes. Steve Campos, yes. Edo Garcia, yes. Charles Hall, yes. And Anthony Stafford, yes. Also in close session by a vote of 5 to zero, the board of trustees approved a settlement agreement for special education reference number 8-2526 with the Paris Union High School District Jam and yes trustee campus yes Edward Garcia yes sharps hall yes and trust yes thank you Mr. Superintendent items 9.1 district update by the superintendent. >> Thank you, President Garcia. At this time, I would like to invite the Heritage

006High School in Paris FFA chapters to share updates from their programs. Hello everyone. I'm Arabella Madison, the current chapter president at Medicare Heritage High School. I'm joined today with my officer team as well as Paris's. Hello, I'm Jelle Rodriguez and I'm president of the Paris FFA chapter and I'm here with um Menipe Heritage as she just said and we are here to update you guys on what has been going on in our chapter for the past couple of months. Hi. Hello. My name is Franciscoca Vargas and I am the president of the Bay Chapter vice president. And here I am. >> I am Winter Gil from the American. I'm the vice president. So if we take a really quick overview over August highlights for Paris, we had our opening closing ceremony contest, our dog toy

007drive, our greenham leadership conference, our farm and field market, our SoCal leadership conference for chapter officers, and Veterans Day letter event. Heritage has also been busy since we last saw you all. As you can see, we've had many events happen such as in September, we had our livestock bonanza where 68 students participated and we had many many exhibitors able to show off how they may prepare for the fair in the upcoming month. Sorry. As well as in October, we had two national FFA aggracience research fair finalists. They ended up playing fifth in the nation. supervised agricultural experiences are projects that we offer uh with in our FFA program. And one of our more well-known projects are the livestock projects that we end up taking to the fair. But I think it's important to uh recognize

008that we don't just learn how to take care of animals, but we learn valuable skills. Some of them being learning how to develop budgets. Um another being how to communicate with other students as well as learning the time commitment uh needed for a project of this size. Um, seeing as this project spans over six months, us working through the summer uh as we prepare for the fair in October. In addition to essays, the budget option is a key factor that helps our members keep track of their expenses such as medical, insurance, and fee. In addition to this, it also helps our members keep track of how much profit they have made off their cabinets. Not only is this important to our chapter, but it prepares them for the future as this is just like running

009a small business. While we are at fair, we are able to show off many animals such as cattle, sheep, goat, pigs, and even poultry. But we don't only show off animals at the fair. We also show off other things such as our a mechanics projects and horiculture projects, which are things made while in the classroom. At the SoCal Fair, our members showed their perseverance and determination while also in profit and process. That's not well that's not the most impressive thing. We actually met 72 different axons. One one of them being animal animal how to care for animals as as we're actively feeding the right portion for animals every day for our project. So what is showmanship? For those of you who do not know what showmanship is, it is where a judge is judging the

010person showing the animal, not just the animal itself. So with showmanship, we are learn the animal the judge is looking for the hard work, the commitment and all the connection that they have put into their animal. I know that as I have been showing animals for the c past couple of years, I have learned how to be fully committed into it. I've had learned how to fully dedicate myself and how to push myself and work harder than I should. And then I've also learned how to carry my presence into that show ring because my overall goal when I am showing my animal is to be the one that the judge will pick at the end. So if we look up at the board, we might be wondering what is market show. And so market show

011has a similar premise to showmanship, but instead of looking at the exhibitor, we are focusing on the animal and the condition of that animal. And so through through that, the judge will focus on selecting the best of the best for meat production. Just to go off top of that, the judges are looking for like how the dietary supplements the students may have put into that animal, the health routine, the training, and overall genetics of the animal that the student has picked. Okay. Now, for um for large animals, we had a total of 22 students show a large animal at the SoCal Fair, and we ended up winning some prizes like reserve grand champion for market beef and champion and reserve champion for market hogs. And it just goes to show that whenever Paris FFA enters

012a competition, we come back with excellent results. >> Love it. On the other hand, for small stock, we only show two species of animals, poultry and rabbits. These students are actively participating in Oh, I'm sorry. These students participate in both market and showers as well. These students are actively trained animal to be ready for the showing as well. Heritage had 36 high school students at the fair, two of which placed in the Novice Master Showman. They got second and fourth place. And in total, students at Heritage made over $26,000 in sales. And in terms of small animals, we are proud to say that for the first time we were able to provide first year members with turkey projects. Um, you know, that idea stemmed from us wanting to get our first year members excited and

013wanting to be more involved in agriculture. Uh, and we were lucky enough to bring eight students to the SoCal Fair. And despite this being their first time showing, uh, they like knocked it out of the park with four of our eight students placing in the top 10. Next up, we have the Paris still exhibits. We had five Paris FFA members create their own um welding projects and enter them in the Senate option showcasing the amazing work they've learned from their egg mechanics class that Mr. Van Winko um goes through. >> This year, Heritage submitted five of our own studentmade a mechanics projects into the fair as well. And we also submitted 13 horiculture projects into the fair also which all came back with blue ribbons or first place. >> Now you may be also wondering

014what we do in in just not just showing animals. This year we had two girls myself and Jazelle here make it to the top 10 in the farmer's daughter Scholarship program. Also at Heritage we had one of our own officers Elizabeth Alvarado receive the Scots family scholarship. We also wanted to reach out to our community this year or those who weren't able to make it to fair. So, we were fortunate enough to have an Instagram and Facebook live this year for those who couldn't make it. We also from the Paris High School side, we also had a farm and field standing at the SoCal Fair where we brought students from campus to help us at the fair and sell plants that we've also grown on campus. And then apart from that we also had our

015vice president Francisco Vargas via earning the SC family scholarship. Now just from my personal perspective being a fourth year member of FFA one of the best things ever about FFA is all the advanced travel opportunities. Get to get free food all that good stuff. Um, so upcoming we have our MF and ALA leadership conferences. MF stands for made for excellence. That is for our sophomores and ALA stands for advanced leadership academy which is for our juniors. Both of these conferences prepared our members to get more involved in FFA specifically the leadership perspective. We also have our CD and LD team season officially starting. CD is career development events and LD stands for leadership development events. What these four things have in common though, it amplifies our members to be more prepared for public speaking like

016how I'm doing with you amazing people tonight. Um, lastly, both Paris I mean, excuse me, Paris is having our monthly plant egg sales and AC mechanic project sales. So, for more information, please make sure to follow our cash Instagram, Paris Bay, for more information. And on the heritage side of things, we are also booked and busy with over with like 49 different events scheduled throughout the entire semester. But I just wanted to highlight some of our upcoming events. uh starting with our monthly plant sales starting up again in February on the 13th and 14th. our advisory committee meetings that is made up of our community that advocate for us as well as awards application season starting or near ending uh where lots of our students are applying for state degrees which only the top 3%

017of the state of California uh earn as well as proficiencies where they highlight their skills learned within their projects as well as our senior members such as myself applying for scholar ships and hopefully getting some of them. Uh, and we also wanted to extend an invite to you all for our FFA fall awards happening on January 21st, uh, happening at 6 p.m. in the theater. >> So, that's about wrap up our presentation for this night. Do you guys have any questions you like to ask any of us here? >> You know what? No questions. Just thank you. you guys are doing such a great job. I can see your leadership in your your four years. Keep keep doing the the great work. I think I spoke to your teaching back um at one of the

018staff developments, but hopefully there was an event I think going on in Fresno was one of the big old a fairs like a world expo or whatever, but hopefully that you know you guys can make it this year great. If not, that we can fund it to send you guys because we want we want to send you guys to the best. If that's the best in California, then then that's I think what you guys have worked for and deserve to get. So, thank you for uh what you guys do. And I actually I didn't realize you guys had the Instagram, so I typed it away and see you guys. So, thank you so much for your presentation, just everything you guys do. Great job. >> Thank you so much. Appreciate it. >> No, it's uh

019you know what, you guys are just amazing. Every time you guys come in here uh to stand there and give us your what you guys are doing, I get tongue tied just sitting here. So, good job to you guys. Uh teachers back there, you guys did a great job. Um, yeah, I go to quite a few of your events and it's always just topnotch. You guys are very professional. Great job. Keep doing it. >> Thank you. >> Trist, >> um, you guys are like on a different plane. when when your senior members talk the four years the seniors they are so professional and so ready for I guess college is going to be your all of your next step but it it's really great to see the development you know over the years um I

020I used to work at Heritage so I I worked with Mr. Period and uh we worked together for quite a few years. You guys have a great program at all the sites that that you have um the program at we were at um Paris High just the other day, but I'll let uh President Garcia tell you about that. I'm going to ask you a question. It's just for my personal knowledge. I used to grow huge gardens back east in Jersey. Big Jersey tomatoes and all that stuff. I can't find patty pan squash. Do you know what that is? >> I do not, but maybe one of our veggie kids does. >> Everybody People know what patty pan squash is, right? But you >> Okay, I I'll tell you. It's it's it's just one of the

021squash. It's like zucchini or yellow crook neck, but it's in a it's in a green form and sometime looks like flying saucer. Some are a little fatter. You know which one? >> My scalp squash. >> Yes. Yes. I cannot find it anywhere. Nowhere on in this area anyway. Um it's like they don't grow it anymore. Something happened. If I donated you guys some seeds, would would you grow would you grow a couple of plants? I'll donate the seeds and I'll come pull some weeds for you. Anyway, just an idea. Um, >> and thank you for being so professional in everything you do and coming to let us know what what what you're doing and keep giving us advice. >> Any offer to pull weeds any day. >> Any day. >> I grew up pulling weeds,

022so I know. That's always the uh unpleasant chore. Um, okay, Mr. May Trusty. >> Um, just you guys are amazing public speakers. I always enjoy hearing you guys. But I do want to tell you a quick story. I bought a turkey for you guys from from Paris and it was so juicy that I almost burned my house down. So, I had it cooking and I left somewhere. I called my son, hey, can you base a turkey? And he he's 18, so I'm thinking, you know, he's got it. And I guess when he pulled it out, it was so juicy it overflowed into the to the oven. And he's like he has me on FaceTime. He's like, "Mom, mom, mom, there's there's fire. The caught on fire." And I'm like, "Okay, okay." I was like, "Save

023the turkey and go get the fire extinguisher." He was able to save the turkey. Thank God. And we have fire extinguisher. So everything was fine. But I was impressed. I was like, "Wow, this thing's juicy." It was really good and it was very flavorful. >> Well, we're glad you enjoyed our turkey. >> Thank you, Trusty and I. Um, first thing I want to say, FFA as a whole, your level of excellence is top tier. And we don't question it at all. Every time you guys come up here, the standard of professional professionalism is raised. And I need you to absorb that for a minute because you have amazing leaders as teachers, but you guys are amazing leaders. And when you come up here, oh, excuse me, let me get closer. It motivates us. We get

024inspired. We're like, "Oh my gosh, do you remember that growing up?" Because in society, so much of this is not talked about. The processes that you guys are dealing with, especially in the world of uh what's the proper term? egg. Exactly. Yeah. Not everybody's exposed to that. And so you coming up here, we're putting this out there for the world to see. You're bringing it. This is what keeps the economy going. This is what keeps humanity going. And I don't think everybody understands that. But I also want to say the way you speak, the way you carry yourself with so much pride and integrity, you could do anything, anything in life that you put your mind to. And I can see it. You walk up here with comments. Look, I'm going to tell you, even

025as a public speaker, public servant, I get nervous. I can't see one ounce of nervousness on any of you. On any of you. So, when I say your level of excellence is top tier. I mean that. And then I also want to point something out to your teacher. I had a conversation with her the other day because we got the opportunity to tour your facilities. First of, yes, we're addressing what we talked about. I just want to throw that. But we got to tour your facilities and we're like, "Wow, what is all this? Is this a combination of metal works? You know, is this a wood shot with it? We didn't know it's your department. We didn't know this is all ad. We saw a huge lift. We're like, "Oh my god, that's commercial grade."

026Like, that's humongous. How many stories is that? It was humongous. Then we saw the um the lawnmower like, "Oh, maybe it's part of auto shop. Maybe it's part of mechanics." It's all coming together. Why don't we know this? Everything you do is real real things. So everything you touch, everything you put invest yourself in, it prospers. And it's this is the evidence right here. So thank you very much. Thank you. And you guys are amazing. Truly. So don't think that I'm I'm saying anything negative. I'm telling you, I'm actually looking up to you right now. That's how I feel because I'm so proud of you guys. >> Thank you. No, thank you. >> And that'll be all I have to say. So thank you all. >> You want to take a picture? >> Yeah. You

027guys want to take a picture? >> Sure. Let's take a picture. Can we have your teachers come up with >> Yeah. >> James, you place us where we need to be. >> You want to stand behind the teachers and students can be below. >> Yes, sir. >> Before we can we take a picture, can the kids give you a little token? >> Oh, we're getting eggs. I'm >> excited about that. Oh, I I come. I know. I hope to see you there. Yes, ma'am. >> And then when you guys are done, go ahead and have these like little ears >> and so the different colored ears shows what >> Thank you so much. Thank you. >> So, we got blue eggs, we got green eggs, we got the brown ones, >> and we got the

028pale ones. I never knew that. And then one more question. Where do we buy eggs from the store or anywhere? Should we refrigerate them? >> Some people. Oh, okay. I think you can't go back and let them figure out. >> Okay. I never knew business, >> but but as my mom always says, farm fresh exchange. >> Yeah. I've already knew so much so much >> like in our farmers everybody knows Don't turn around. >> All right. Three, two, one. Smile. One, two, three. Let's get a funny face in three, two, one. >> All right. >> Wait, wait, wait, wait. staff, we we're going to ask that can you guys please introduce yourselves at the microphone so that way everybody who hears the recording knows who you are and what your program is about and you

029shout out a shout out to your social media so they could look you guys up. >> We want to advertise you as much as possible >> and the board in your building. >> Thank you. You guys are >> I want to thank you. I want to appreciate I want Thank you. Thank you. I want to appreciate you guys for everything. Especially when the pressure on us is super real. This means everything. >> You guys are funny. Do you know we appreciate you? >> We're always We get credit for your hard work. This is all about you. This is a I ran and to be a public servant to be here to be supportive of you. Like you have no idea. This is about you. Don't throw away the credit that you deserve. All the hard

030work goes to you. Not me. I'm just a public I'm a face, okay? I'm here to support you. If you need something, you tell us. Don't be shy. Like we we encourage them all the time to come. The teacher came to you telling them about your green houses. We're working on that. So, you know about greenhouse? >> Yes, I've heard about it. Yes. >> She told me. And guess what? We're working on it. >> You need that, right? >> Yes. >> Why? Why do you need that? Why do you think that makes it different? >> Um, a lot of people don't really know what it comes to finding themselves. And so, a lot of people when it comes to like finding themselves, they need to get into things. And so, we don't have a lot

031of onhand um experiences. So when it comes to agriculture, there's like a variety of things and next thing you know, you just found your thing, >> right? And so think think about people when they're retired. He was talking about retiring, keeping yourself occupied. There's people who get into gardening. I don't have a green thumb. My grandparents have a great thumb. I'm like, "Hey, grandma, what happened to our April? I killed it. I killed it." I'm like, "Oh my god, I'm horrible." Do you have a green thumb? I bet you you can tell me how to take care of it. >> I hope so. See, you have knowledge. I don't have I have a little bit more knowledge. You probably already have. But the point is we matter to everybody. I know people like to say

032we coexist, but I think we empower each other. And you again, you guys are top tier. You're at level of excellence. >> Thank you. >> No, thank you. >> Your guys's words is very uplifting and inspiring. >> You almost had me crying. >> That's a good cry, right? >> Yeah, it's a good cry. It's a good cry. >> Thank you. Thank you so much. >> Appreciate you. >> Yeah, good seeing you. working on the greenhouse. I just told them >> most definitely most >> definitely mean it. >> Thank you again. >> Thank you for your time. Thank you for your confidence. >> I know. I love it. When I when I say you guys can be anything, I'm not exaggerating. confident. So I get to sit on interview panels all the time. >> You guys

033excel excel. The level of confidence from you guys is amazing. Like I get people like uh uh >> you guys didn't shy away one moment. Keep just remember that. >> We're having a job interview. >> All of you. All of you. >> With our monthly activities um for Paris. Typically we'll always have over 300 members in one like the student reading. So, it's massive, but it's pretty fun to see like all the >> grow to see you guys there. We love you guys. >> We plan on. Thank you. >> Thank you, sir. >> No, thank you. I love that, Chris. I love that. >> Thank you so much for your time. >> Thank you for your time. >> So, this is your last year, right? You were here last year. >> Thank you for your

034time. >> I remember seeing you. Maybe I wanted to. >> Okay. Well, thank you all. Thank you very much. Thank you. >> Thanks for having us. Yeah, I appreciate I'm a flat person. >> So, we all have >> Thank you for your time. I saw you in action at the SoCal >> at SoCal. You were there. >> That's wild. >> So, everybody does. >> Not all of them do. >> We were just there. What school is that? >> Oh, we're in Paris. >> We were just there two days ago. You guys are all >> sensitive. I'll bring them. I have some at home, but they're older. >> Okay. Yeah. >> Because something chewed up my suggestion, so I don't know. I'll shake your guys' hands again. Thank you. >> Thank you so much. >> I

035will I'll start. I am Charlene Mcnal. I am currently the department chair for Paris High School agriculture department and I think I am the longest standing teacher in addition. Thank you for your >> Don't forget your social media sites. We want to put that on blast. >> My name is Gabrielle Walker. This is my third year here with Parish High School District. Thank you so much for having us out tonight and hearing what our students have to say. >> Thank you. >> I'm Chris Dr. Christy Coulter. I'm your newest a teacher, but I'm not new to education. So, I'm grateful for this uh program and you guys protecting these CTE programs. It truly changes lives. So, thank you. >> No, thank you. >> My name is Mike Van Winkle. I've been with Parish. This is

036my third year. I'm from Arkansas, so you may accent come out of uh so I work with our kids in quite a few things with our animals and uh with our amec department. really grateful for the amazing building that we have and uh we have a lot of plans for things we're going to continue to be doing in the future with that and uh so again really grateful to be here and follow us at Paris FFA on Instagram. >> Thank you everyone. You all have a great night. >> Hi, I'm Maggie Moratz. Um I'm the horiculture adviser at Heritage. I don't do any of the animal stuff. Plants are my jam. So, plant sales are my thing. Um, sorry for you with all the emails that I blast out. Um, thank you so much for

037our for supporting our programs and for all you guys do for our programs. Um, follow us at Mephy Heritage FFA uh on Instagram. Um, and we're Mephy Heritage Meny-Heritage on Facebook as well. And I will turn it over to the next one. Uh, thank you very much for your time today. My name is Stephen Dy. I've been in this district for 11 years and I'm department head now. Yes, I am. But thank you guys very much and let's do some great work. >> Yes. >> So, now that Chris Molina is not with us anymore, I guess I'm the oldest one at Heritage and like Mr. Center have been here for I can't believe it 17 years now. And uh I just want to say thank you to the board and to PUSD because they have

038always been a huge partner when it comes to having not just an ACT program but some of the best in the state of California and in the nation. If you didn't know this between Paris and Heritage, we are the second largest district in a in the country. So we are very very large and we have two of the largest programs uh in the country as well. Um so we h we produce a lot of kids and the one thing I would ask that you take away from this as much as we celebrate animals is that um like uh Mr. Garcia mentioned, we're producing kids for our community at a high level. Whether they're in agriculture or not, they are preparing uh the skills and soft skills and the leadership development. They're going to produce amazing

039people in our community and that is something that I will always be proud of and I know that all of our adviserss work strongly towards. So, please always keep an open of mind when you think about agriculture. We're talking about producing amazing human beings that are going to do amazing things in our community. So, thank you for having us and I appreciate it very much. >> Thank you again. You guys have a good >> How are you? >> We're still on item 92. never done with you. >> Okay. After this wonderful presentation from our FFA students, I want to take this opportunity to present this plaque as a recognition to pre to trustee campus. Mr. On behalf of our district, this PL is for you as a recognition for your dedicated service as a board

040president. >> Thank you so much. Appreciate it, Dr. Thank you. >> Okay, let's continue with our recognitions. And now it's time to recognize our district employees of the year. Thank you, Dr. Rouse. Thank you, board. I'm honored to bring you our district employees of the year uh for 2526 and then so when I call your name, if you could please come up to the right to the left until I call all of them and then we will take pictures for the board. So, our first uh employee of the year is our classified employee of the year, Anna Ber. It is my honor to recognize Anna as a classified district employee of the year. As the receptionist at Paris High School, Anna is often the first face people see and the first voice they hear, and

041she embodies the warmth, professionalism, and positivity that define our school community. Her colleagues consistently praise her for maintaining a positive attitude even in the most challenging situations. No matter what comes her way, Anna approaches her work with grace, patience, and a genuine desire for help. Anna is known for her resourcefulness and dedication. If she doesn't know an answer, she always makes it a priority to find someone who does. Ensuring that students, staff, parents, and her oh and visitors feel supported and cared. Her commitment to excellence, service, and her ability to stay calm and welcoming under pressure makes her an invaluable member of the Paris High School's team. Anna's kindness, reliability, and uplifting spirits strengthen our school community every single day. For these reasons and more, we are proud to honor her as a classified district

042employee of the year. Her contributions make a lasting and meaningful difference throughout our district. So, our district class again is Ker. Our district teacher of the year, David Pasual. It is an honor to recognize Mr. Davis Pasqual. David Pasqual as our district teacher of the year. Nominated by his colleagues at Heritage High School, Mr. Pascal exemplifies dedication, professionalism, and quiet excellence. He is known for his extraordinary work ethic, managing four preps, staying late to prefer thoughtful lessons and to great student work, and consistently delivering high-quality instruction to every student he serves. Mr. Pasqual has been instrumental in the success of the biomedical pathway, a program he built from the ground up. Through his vision and commitment, the pathway has become a rigorous and meaningful four-year experience that prepares students academically and personally for their future

043careers. His classroom walls decorated with student creative gifts tell the story of a teacher who is deeply respected and generally appreciated by those he teach. Student students return year after year because they value his structure, high expectations and calm, steady, straightforward approach. They rise to the challenge of the program because he inspires them to do so. Despite facing significant personal and family medical challenge in recent years, Mr. Pasqual has remained unwaveringly professional, compassionate, and dedicated. His resilience and quiet strength have not gone unnoticed. Though he often flies under the radar, those who know his work understand that he is truly one of the finest educators on our campus. Over the years, he has built a remarkable legacy at Heritage High School. One defined by academic excellence, student empowerment, and a pathway program that will continue

044to benefit generations of students long after they leave his classroom. His influence extends far beyond instruction. It is woven into the culture, opportunities, and high expectations that shape the student experience at Heritage. For all you know, we are proud to honor Mr. Davis Pasqual as our teacher of the year. And then our second T district teacher of the year, Julianne Agapito. Julianne was proudly nominated by her peers at Paloma Valley High School, a testament to the deep respect and admiration she has earned from those who work alongside her every day. Julianne goes above and beyond for our students in every way. As an exceptional math educator, she has a remarkable gift for meeting students exactly where they are and helping them believe in their ability to succeed. Her classroom is always open, welcoming all students,

045not just those on her roster, and she consistently provides the support, patience, and encouragement that make a real difference in their lives. In addition to her outstanding work in the classroom, Julianne serves as a dedicated link crew coordinator, mentoring student leaders, and ensuring that every new Wildcat feels welcomed, connected, and valued. Whether she's helping students, supporting her colleagues, or showing up for school events, Julianne is a daily difference maker whose positive influence extends throughout our entire campus. Her unwavering dedication, creativity, and genuine care uplift our students and staff alike. For all these reasons and more, we are proud to honor Julianne Agatito as our district teacher of the year. Our district counselor of the year, Alejandra Guzman. It is my honor to recognize Miss Alejandra Guzman of Middle School as our district counselor of the

046year. This year, Miss Guusman stepped up as the lead counselor and has truly elevated the counseling services offered to our students. Her leadership has brought structure, balance, and increased collaboration between the counseling department, teachers, and students. She has implemented more intentional and efficient presentations and support systems that are making a meaningful impact across campus. Alejandra is known for her positivity, her creativity, and her unwavering commitment to student well-being. She is always there for students, offering a listening ear, a caring heart, and steady encouragement when they need it most. Her efforts have shaped a school culture where students feel supported, valued, and connected. Her creativity and dedication have also strengthened school spirited spirit and contributed to a more vibrant, welcoming campus environment. She works tirelessly to ensure students have fun, meaningful experience and that every student

047she serves feels seen and supported. Alejandra's leadership, compassion, and excellence as a counselor have left a lasting impact on Pinnacotti Middle School. For her outstanding work and the difference she makes every day, we are proud to recognial employee of the year, Salma. SA deala has been named our confidential employee of the year and we are thrilled to celebrate all that she brings to the district office. Sama consistently goes above and beyond her normal duties providing outstanding customer service that has greatly increased engagement and support for our staff and committee like no other. She approaches each day with a warm smile and a positive attitude, creating a welcoming environment where others feel valued and heard. Her professionalism, reliability, and genuine care for those around her make her not only an exceptional employee, but a true joy

048to work. For all those reasons, we name Salma Deal, our district confidential employee of the year. Our district, sorry, our district classified administrator of the year, Chris Gent. Mr. Genton has been an essential part of getting Paris High School up and running during construction and especially now that the renovation is completed. His knowledge about our facilities gives us the upper hand in keeping things running smoothly and getting taken care of issues before they become major problems. His dedication to our site is superb. He understands that a good-looking and working school has a very big impact on the students learning. Mr. Jenton takes his job very seriously and above everything else, he takes pride in what he does. Regardless of his title, Mr. Jenton does not hesitate to get his hands dirty. You can find him

049picking up trash from the quad after the first lunch so he so that the school can look clean for the second lunch any day of the week. He leads his team with actions and examples, not just words. I have seen the long hours he puts in during our football season on Fridays when there is a game. He gets to the site around 5:30 in the morning and does not leave until he makes sure everything is running smoothly well past 900 p.m. >> Wow. >> His decis dedication to our site, our students and our staff do not go unnoticed. Mr. Genton is the embodiment of perseverance in Panther Pride. A true honor having him work at Paris High School. Mr. Christian Jensen. >> And this your certificated administrator of the year, Mark Sinnate. >> Although Mr.

050Sinn serves as a coordinator of curriculum and instruction, his talents reach far beyond the scope of his title. Over the years, his role has naturally expanded as he has become a trusted adviser to countless individuals across our organization. His impact can be seen in major initiatives and in the quiet everyday support he provides to so many. One of Mark's most influential contributions has been his guidance in developing our district's credit recovery program, a program that has helped thousands of students graduate and more confidently toward their future goals. His ability to approach complex challenges with integrity, clarity, and vision ensures that the solutions he helps create are both meaningful and sustainable. Mark is known for his curiosity, his insightfulness and his thorowness. A recent example in his work on a new reading diagnostic tool, he pushed

051for a platform that was not only robust and instructionally sound, but also intuitive and userfriendly for our teachers. His balanced approach reflects his deep respect for both student need and classroom practicality. There are truly countless examples of the guidance, support, and wisdom Mark provides daily throughout the district. He is patient and subtle in his leadership, yet unwavering in his principles. His true north has helped shape the programs, support staff, and ultimately improve the educational experience for the students we serve. For these reasons and so many more, it is a sincere pleasure to honor Mr. mark it as a certificate administrator of the year. >> And with that, once again, I present to you all of our district employees of the year. Thank you. Please. All right, everybody. In three, two, one. Three, two, one, and

052then a silly face in three, one, six, seven. >> Congratulations. >> Thank you so much. Congratulations. >> Congratulations. Thank you so much. When I heard >> That's not after this amazing recognition of district employees of the year. Yes, I just want to share with you with the board that today we attended the monthly recognition of the student of the month. It is an outstanding event. It's wonderful to be able to recognize our students. Thank you to for joining us. It was it was great to see him. And the last uh update, just a friend reminder that February 6 is coming up and that is going to be the first Paris Union High School District State of the District update. Thank you everyone. for the eggs. >> All right, moving on to item 9.3, PFCA President

053Jason Miller. A quick congratulations to all the employees of the year and our a department is just the best. It just knocks it out of the park and so um we will always support this amazing act department throughout the district. It is a new year and a new us. As we begin a new semester, we hope that the district will be reflective and thoughtful as it implements changes in work conditions, even to the point of maybe saying ideas X, Y, or Z should not move forward sometimes. We hope leaders will change the focus of change for the sake of change to we are committed to building a well-run district, a well-ared for ship, if you will. There are far too many changes that administration administrative educators try to implement possibly so that administrators sometimes can

054say hey look what I did. However, teachers and other certificated staff are okay with boring these seems there seems to be a lot of glamour to administrators and showcasing new ideas and work conditions. Sometimes that seem like good ideas but sometimes are not always a good idea. It is sometimes difficult for employees to contend with these changes at the expense of the basics of running schools. There seems to be no glamour in having master schedules in place early, kids in the right classes or classroom resources into the classroom in a timely manner. These things are boring, but not to a teacher and other employees. I'm not saying these things are not getting done. I am saying that the basics should come first before extracurricular efforts. When administrators focus on what could amount to extracurricular efforts

055and not the basics of running running our schools, the staff gets tired and stressed picking up the slack. I hardly ever hear administrators bragging about the basics. I cannot remember a time when an administrator bragged about the basics that were done early and done well before a school year or new semester starts. I cannot recall a time when an administrator bragged that all teacher classroom orders were filled before school starts or that must schedules are completed in the spring or that rosters are entered into IC early. These things get done but you know other things get showcased but these basics are what employee uh employees feel leaders should be focused on and provide support for. I am encouraged that already this semester administrators have taken a step back to slow down and assess and be

056reflective on how the basics of running a school district are proceeding. You cannot hit a bullseye by aiming for the edge of the target. Thank you for this time to speak. >> Item 9.4 CSA President Cynthia Navaro. All right. Good evening, President Garcia, board member, Superintendent Dr. Carell, cabinet, and guests. Well, yes, congrats to our employees of the year, especially uh my classified member, Anna Vera, I can tell you every time I walk into Paris High, her smile, very welcoming. It's just like Anita, like you know, she gives that. So, very welld deserved. So, congrats to all. >> Well, happy new year. We are here in 2026 and officially in my second year serving in this role as chapter president. And I can tell you that just as a year ago, I am still excited

057to serve in this role to represent my dedicated and hardworking CSPA members. And as I have mentioned in the past, my leadership style is one of a servant leader. I lead with love and compassion and a commitment to foster that positive change. And with that, you know, I have a genuine passion to advocacy of my union brothers and sisters. And despite some first year challenges, I come even stronger. I come stronger than ever. And my goal continues to to be to work collaboratively with district leadership. And because I have seen the change that happens in the table at the table, I look forward to that. So, with that, we do have two negotiation sessions scheduled for this month, and I'm hopeful for the outcome. I truly appreciate the work each one of you is doing.

058I really do. Thank you for your support this past year. I look forward to what this year brings us and I truly truly wish you a a blessed 2026 full of good health, just love and and peace in your hearts. Thank you for your time. >> Thank you. Item 9.5, comments by the board of trustees. >> Mr. Compost. >> Yeah. You know what? Um well, thank you for that that inspirational uh Mr. Bar. I appreciate that. That was it's a good way to start off the year. And and uh Jason, I do want to kind of address something because as you were speaking, brought something to my attention. Um when we were at CSBA in December um at the ADC, the annual education conference for schoolboard members, I had a conversation with the superintendent and

059uh one of the things that kind of got me that was I I told him it's like his topic was simply profound. It was like they basically in and talking about like the they concentrate on PLC's that's it and they've been doing that for eight years and to me it was kind of one of those things where I was like wow like that's all you guys do because I know sometimes in the district I'm at it's like we're chasing something new a new trick a new this and we never get comfortable at getting really good at what we're doing. We don't concentrate on a specific thing and just say hey let's move and and get better. And so the superintendent was sharing with me how um that basically they they work on PLC's and they

060improve it every year. So everybody has buyin because everybody's a part of it. Um and because it's it's they know it's nothing new. They're just staying simple. They're staying the course. They try things, things work, things don't. They readjust. They retool. Um they keep their staff involved in the process throughout. And whenever they have um like a a movement, if a if a teacher leaves one site to go to the other, they're all doing the same thing. It's like they they understand the concept on how things are working and they move to that and they perfect what they're doing as a staff and uh sequentially it's it's uh led to higher test scores um familiarity because the teachers know what to expect. they know, hey, you know what? Now, I don't know if they, you

061know, I'm sure that master schedule, they do all that and all that's taken care of, but they end up just doing the same thing and getting better at it. And, you know, I I know for me, whenever I played sports, uh, and, and I've had very good coaches, they were simple, they were basic, and it was like, we just we do what we do, we repeat it, we do it, and we get better. And it's constant, you know, we're not reinventing the wheel. Um and so it it thank you for those comments because to me it's like sometimes we are chasing you know flash and you know fireworks and all this other stuff and the bottom line is a lot of teachers just want basic stuff like they just they don't want extra stress and

062having to learn a new platform or do this or do that and I know technology comes in with that but it was like wow that's all you guys do? He goes yeah we've been doing it for eight years and it's the consistency and then the consistency uh ends up creating like a group. So, if they, let's just say they lose an administrator and if an administrator leaves the district or goes to another site, they already know, okay, let's let's find this person and move them into that spot. So, that administrator plugs in the hole. They know exactly what's going on. The teachers know what's going on. The administrators know what's going on. And they've gotten great results. And so, you know, I say that just to say, you know what, sometimes, hey, let's let's concentrate

063on a few areas. let's, you know, for the staff, see what the staff wants. Um, and then let's try it and and let's stick to it and and that way and support them because if we support them, you can see what the the a staff and everybody. If we give them the support that they need, they're going to enjoy their work. You know, I mean, it's pretty simple. We're paying them, you know, whatever we're paying them and we trust what they're what they're doing and but we have to listen to them. if they say that they need this, then we get them that if we can afford it. Um, you know, if it's in in the budget and so, um, I just wanted to bring that up because it just as Jason said that it

064kind of popped into my head and I thought, well, you know what, sometimes that is a great thing. It's not to say that our PD I went to our PD day. Uh, it was great. I thought it was a lot of there was a lot of great topics and I thought the topics were very um, real for the different subjects. Believe it or not, I was surprised that they actually had some PE stuff and I stepped into PE one and that was great to see because a lot of times, you know, we go to these PDs or at least I do um where I've always worked and they never have anything for us, you know, I mean, I have to sit into something that doesn't really pertain to me in the classroom. Um, so I

065will say on that PD day that that was very well done because there it seemed like there was something for everybody that they could participate in and it kind of went smooth and well. Um, but at the same time, you I as I was sitting around in the crowd, I could see that there was like an anxiety with some of the teachers because they just want to get to their classroom. They just want to get to where they and to me it seems like that should always be a priority. Make sure master schedules are set. You know, their orders are ready to go. Get them into the classroom. Let them do what they got to do so they're not anxious starting because, you know, once students starts coming, it's like they're coming. You know what

066I mean? And it's good to feel like, hey, you know what? I have everything I need. I'm prepared. There's no stress. And then obviously, you know, maybe day two then we do the I know we have to take care of some things that are, you know, PD stuff, check some boxes, whatever that may be. But, you know, I do think we got to go back to basics and just kind of simplify things so that the staff can just say, "Hey, you know what? This is what we're going to concentrate on and we don't have to do too many other things and give it a shot. You mean see how it works. If it works out, great. And if there's tweaks that we need to do, then we tweak them." Um, but that basically was it,

067you know, I'm glad that we're kicking off a new good year. I was glad to hear the um about the biomed program because recently I think Dr. for us and and I believe some of the other cabinet members when we're at NSJC um they're starting to now create programs that are incorporating the things that we're teaching here in the CTE programs but with the biomed I think they're getting radiology and I don't know if it was um um oh gosh I don't know what the term is when they anyways um I know there was two of them but I forgot the other one um but it's good to see that we're kind of working in line and believe it or not that another cool thing that we found out there is that they are working

068to partner with um San Marcos Kelsey San Marcos and when I started to hear that they were doing it because you can go to your program and then go into a four-year program and the the part that was exciting about that was it's like we can have kids that are in the high school locally can go get classes like I know Dr. for Russ is getting us all the different um courses where they can you know take community like the Calgetti or different things where they're working and getting college credit that can transfer over to MSJC and then from there go to San Marcos. Now we're actually creating an opportunity and partnering with those two two different school districts or um higher ed MSJC and Cal State San Marcos. And the kids can actually go

069to school, get their get their uh graduation diploma here, go to a JC that's right into they're expanding their things and also go to San Marcos. And that all becomes a great benefit to the parent because then you don't really have to pay for the cost and usually housing cost is what kills you. you know, tuition is one thing, but the housing costs and so, you know, it's exciting to see that we're doing these things. These CTE programs are extremely important and it seems that we're in line with what the MSJC is doing as well as Cal State San Marcos and that can only benefit our student population. So, that was pretty much it. So, I hope everybody has had a great vacation and happy new year and we're back at it. So, that was

070it. >> Thank you, Trusty Compost. Trusty Hoff >> uh to to both you guys, you know, just um getting to know you guys and I just love the hard work that you guys put in for what you guys believe and people that you want to work for. Uh and I'm here digging the trenches with you guys. So, good job. >> Thank you, Trusty Hall. Trusty Stafford. >> Um just like to thank um well, welcome back everybody from the break. Like to thank I think it's Lindsay. Did you give us these? Thank you. >> Thank you. >> I I was trying to figure >> Okay. >> You know me well. >> Yes. Okay. Well, thank you for I'm glad to see the FFA um students doing really well. Um we got to visit a couple of

071sites at myself, President Garcia and myself. Uh we'll be doing some more. And I I just like everybody to know we're we're not doing a inspection. we're there to visit to see the site and if you have any concerns let us know. Um and you know we'll be coming back and and it's just um we don't want people to fear us and and and run to hide in some closet somewhere when we come on campus and we're we're not the enemy. I've been working for the district for many years. I know how it is on all sides. So down from whatever position you hold, I always enjoy working for this district and I I think one of the highest things of all the people that that work for this district and put in their time

072and thank you for having me as a trustee. Thank you. Thank you, Trusty Stafford. Trusty Annayia. Uh I do have um I just wanted to ask or I was going through the policies and everyone uh the principles and um when you guys get a chance if you guys could look up code 210 for goals for student learning. Um it was last revised on 1216 1987. So almost 40 years ago. When I was reading the goals all those goals have been fulfilled. And when I realized is this was written 40 years ago. So everything has been fulfilled to us it's a norm at this time. But when it was written it was it probably seems so far-fetched to them. And I was very um I almost got like I got really excited cuz like when you

073like biblical speaking, you know, it's almost like a a prophecy coming to pass. like this was written 40 years ago and everything on the goals for student learning we're seeing it now and I was like wow it's time for new goals so um if you guys can start storming up I mean we can only come up with so you guys are the ones in the trenches seeing what what can happen what can change I love the back you know the basics but we have to also remember like if we don't get on board we get left behind so we have to always keep looking forward and I saw this 40 years ago go. And I was like, well, whatever board members or whatever um employees, whatever whoever put this together was so far ahead because

074now I mean when I was in high school, the things they had weren't even happening yet. This was in I graduated ' 05. So this, you know, this was for I was just like, wow, this was written 40 years ago and it was not a norm of what was going on at that time because it wasn't a norm when I was in high school. So I could only imagine you know 20 years prior to that. So it was to me it was mind-blowing to see wow everything has come to pass what these goals were written 40 years ago. So I would love to see um new goals um unrealistic goals so that way when 40 years from now when the board is here they're like oh well that's happening now and we could keep moving

075it forward. So that's all I had to say. Thank you, Trusty. Well, to be honest with you, I think uh all the board of trustees have said everything that we've all been talking about for such a long time with the vision. Uh I agree with Mr. Compost, Mr. Hall, Mr. Stafford, and Mr. Naya. One, we definitely have to address the basics and with everybody I think everybody in this room that we're all leaders and we understand the basic fundamentals, but at the same time, we have to be innovative. And we talked about this when we hired the superintendent. What is the vision? What is the goal? Are we thinking now or are we thinking a minimum of 10 years from now? And you a lot of you have heard the speeches, you know, and and

076I call them speeches now because it's been so repetitive. But we're trying to ingrain that in everybody to think outside the box because what we've been doing hence 40 years ago seems in some places, not in all places, that it's stagnant and it put us in the position we were in. So, we had to change the way we were thinking to evolve. And seeing FFA up here proves that they think outside the box because like everybody was saying, we're the second largest in the in the was it just the state >> that's what I wanted to hear from you guys cuz I want you heard that, you heard what I heard. That is phenomenal. That means we're doing something other people are not doing. We're thinking outside the box. We're thinking bigger and greater. Um,

077a while back, uh, some of the board of trustees and I got to hear a gentleman. I don't want to say the name just in case, but, uh, he was telling we have to think like Disney. Disney's imagineers think a minimum of 10 years from now into the future. Why do you think everything seems new to us? Because we're not exposed to that. We're not thinking so grand. And we tried to ingrain that in our our cabinet members and our administrators so that way you could share the knowledge, share the information because I could assure you each and every one of you have an idea if not ideas. And those ideas are just sitting there. I'm going to call them seeds. They're waiting to sprout and flourish. And think about with all your ideas when

078they flourish, who does it really benefit? Not just us, but who? Our future, the kids. And that's what we're in business for. Families and the students and the community obviously. So, I want to thank you all. I want to welcome you back. And I want you to remember, set your minds free, be innovative, think outside the box, and apply your skills, your ideas, because together we're going to be successful. Not individually, but together. And that's all I have to say in regards to that. Moving on to item 10.1, invitation to address the board of trustees on non-aggendaized items. Are there any public comments on non-aggendaized items? >> Yes, we have one. >> Okay. I'll be reading uh a speech. It says, "Individual speakers shall be allowed three minutes to address the board on each agenda

079or non-aggenda agenda item. The board shall limit the total time for public input on each item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. In addition, the president may take a poll of speakers for or against a particular issue and may ask that the individual person speak only if they have something new to add. I also want to add which I wish it was included in the speech is that we we have a level of professionalism. You know, we asked we keep that standard with not only with our community but our staff as well. We don't want people speaking out of turn. We want to be respected and when you come up

080to the mic, we don't ask that you be degrading because and we're not going to answer because of the Brown Act. You know, we have rules that govern us. So, if we don't respond, don't be offended. We'll find a way to communicate. You know, whether it's email or through the district somehow, but we want to hear your concerns and don't think they're not being heard. We're listening. I promise. So, on that note, if the speaker could come up, please. >> Cecilia Aila, remember me? I do. >> Happy New Year to everybody. Happy New Year. >> It won't take very long. >> I just am so odd cuz I was here 40 years ago >> working for the school district. So, I sing so much and I like coming because I get excited what I hear

081and see with these kids. Okay. But I am here. I don't know why I'm here because the Lord tells me to come. So, I'm here representing the Lord, the people in community. I pay taxes. I live in this community. So, I am here to speak from my heart. And Miss Annayia, I am so glad they have a woman. I voted for you because, you know, like they used to say years ago, women are from Venus, men are from Mars. Okay. >> To have a woman on the board, I think is exciting. I'm glad that you did make it here. Anyways, I wanted to mention a little because you all within the last 10 minutes had said so much that was in my heart. You put it all it all came together, you know. Um, but

082I want to tell you about a little bit of history that kind of hit on what PSEA said. Sometimes the board has good ideas and sometimes, you know what, they don't work. But one year the board thought, hey, let's let's sell the land because everything started to develop around us. The property value went up. So, let's sell the land and let's build a new school. Well, when the community heard about it, it was such an uproar. And I can't remember if it was the late 1980s or early 1990s that this happened. The community was so upset. We had a board meeting at Paris High School in the library and we were an upward no do not sell and one of the board members I won't mention his name was accused of um conflict of interest

083because he was a real estate agent. He had his own real estate company. So they threw that out the window. They thought it was a good idea. But sometimes good ideas don't end up as good ideas because look at Paris High School today. I was here at Paris High 40 years ago. It's a beautiful school. I am proud of it. So today was an awesome meeting a 40 years ago was a little shaky. Look where it's at today. Beautiful. Beautiful. I live in the community. I'm proud of the community. But I do what the Lord tells me to do. So you might see me from time to time. Okay. Thank you. >> Thank you very much. Item 11.1, consent calendar, approval of consent calendar items. Do I have a motion? >> So move. >> Thank

084you, Mr. Stafford. Is there a second? >> Second. >> Thank you, Mrs. Annayia. Any discussion? See none. Please vote. Item 11.1 passes 50. Oral reports 12.1 general obligation refunding bonds presentation. Filman Rolap and Associates Incorporated DBA applied best practices will be give will give a presentation. >> Good evening U President Garcia and board members. We have Adam here who will be giving our presentation. I frontloaded you with a lot of information about the GO refunding. Uh and also our bond counsel is here and they'll introduce themselves. Thank you for being here. Great. Good evening and uh we're excited. Uh this is the refinancing that we had brought to you a few months ago and Carrian Bennett from Straddling is the bond counselor who I gave a brief description on the the last time we had

085talked about this. Um another point of good news is this I think I might have bumped it. Uh this slide is a little bit better than I showed you last time. So even though there's been a lot of noise and monopolitics out there, interest rates have trended um lower by a little bit. So that should boost the savings um a bit. What I talked about this last time we we were here is that chart to the far right is it shows the range of interest rates for bonds one years 1 through 30 going back to 2005. And what I'm hoping that you notice on that is that green line is approximately in the middle and that means interest rates are about average. Um so the other side of the far right is a little complicated.

086I walked through it last time but what you should notice there is the bar those green bars are below going down and that shows that interest rates thanks to the Fed have gone down a little bit too. So, all positive towards what we've been talking about. But more important and kind of what really hits home is your district's taxable value or your assessed value. This is a value that's much lower than market value because of Prop 13. But your assessed value is 32 billion 209 million. And that's pretty large. A lot of districts are in the six to eight range. So, you're a relatively large district. Another thing I'd point out to you at the at the bottom there is your statutory bonding capacity is a district um and every district has a statuto bonding

087capacity, but you need the board to put something on the on the ballot and then the voters to support it and that allows you to issue bonds. A lot of districts have to get waivers from the state, especially in affordable areas and especially non-unified districts. But you don't. You are you still have plenty of capacity left. So you've done a lot with what you've asked for your taxpayers. So just a high level on those things. Now I'll get into the financing. Uh that green that gray line there represents the financing that we're looking at here. That is under that geo bond section. And as a reminder, the only thing we can do with these savings is return them to taxpayers. So instead of paying investors interest, we get a lower interest rate and then we

088pass that on on the tax bills. those other items which I'll be back to you next month to talk about give some savings to um some debt but provide more money for the district. That's not what this one does. And so here we're showing you some of the savings that you can see and um we are at more than a mill a million dollar savings. I like to look at that net present value savings. That's a number that shows a factors in inflation. You can see on this chart that chart to the on the far right there it says savings. You're not getting all those savings year one. you're getting between 2026 2045. So, one of the things we like to do is take into consideration inflation and show that what today's dollars are savings

089and you're at you're at north of 1.1 with the net present value factor. So, as far as schedule goes, uh district staff has been um prepping and getting ready for a credit rating. This is what investors look at. A lot of these investors aren't from California. Um now, they might be investing on behalf of those from California. um but they're not from here. So they don't know Paris high like we know it. They don't know about March. They don't know about you know all the developments we had in here. But the credit rating um do and one of the things that investors look towards is how do I know whether this is something I'm interested in and they get assigned like we have a credit score they get you get assigned that for your bond

090transaction. So district staff has had a prep call and we're getting ready for the more formal call with them and everything's gone exactly the way it should. district's asking us what we needed and really working out for that. Then what that does um is it sets us up for a bond pricing and we're currently looking at on around February 4th. As a reminder, I always say on or around because we want to build a market time. We don't want to get in on a bad day. If the state of California dumps 2 billion on right in front of us, we're going to take a step back and go a week later, but right now we're planning on around February 4th. Then on February 25th is when it's final. And that's a day that I'm going

091to send the district staff a a sample press release that says, "Hey, here's how much savings we got for the taxpayers over this period of time." But tonight, the item before you is a resolution of issuance. That document is prepared by Carrick and Bennett and his firm. And what that document does is it um approves within certain parameters, us moving forward, and also the whole host of documents that are associated with it that I walked through last time. So, a little bit of abbreviated uh presentation from last time, but thought you didn't want to hear it all again. Um, but both Carrian and I are available for any questions. >> Yeah, I do have one. um knowing knowing where where California is going and I know that the term is short, you know, with the

092news um position as governor, but with kind of the deficits that we're at and I know that there's a cut back or a deficit. Um I know it's going to hit education eventually. Um, but will that have anything to do with anything that we're doing now or to like hold off to see if it it puts us in a better position or I mean that's the first question. So I don't know. >> So question number one is does the um maybe a negative budget situation or political situation in California going to impact our bond on bond pricing? I'm sure there's a certain segment of investors that say I don't want to touch California just because it's California. But we're not there's so many others that compensate for that. That's fine. But what that issue that

093you raised is an issue is around May revice. So what the what the analysts and investors don't want is to buy bonds and then because of some statewide thing where they don't give you your money the year they're supposed to causes districts to get downgraded and things like that and then the investor to put in a bad position. That's where you run into that. But in February, well before a May reise, that that issue is really alleviated. The other thing that's unique about California, and this is pretty unique to California, is geo bonds have a lock box. So even if you if you had a really bad budget, if you need to pay payroll, and you called the county treasur and said, "Give me those property taxes. I need to payroll." The treasur is going

094to tell you, "No, it's illegal for me to give you those funds." The only thing those funds can do is pay for debt service. And so investors know that. So no matter how bad it gets, even if there's a terrible May revise, which I just gave you an example, geo bonds typically perform better in that environment and are less impacted by it. >> It's a long answer, but hope >> no actually it's a good answer because it's not what you would expect or I would have expected to hear. Now the other question, too, and it kind of goes along the same line, but now on a larger scale. So, you know, knowing that the the Trump administration and the Federal Reserve are kind of at war and, you know, obviously Trump administration wants to oust

095the Federal the chairman um of the reserve and but but for the reason of reducing interest rates, right? And I think that's, you know, a fight that I'm okay with because if it if it could help us, you know, in the state of California to bring interest rates down, um, you know, puts us in a better position to well, would that affect this stuff? um or or how does it work? Like if if so, let's just say things work out and we go with it and then all of a sudden um there's a change in in the Federal Reserve chair and then now we start to see interest rates go down. Um within the process, could you refy or do you just kind of wait and like we missed it or is it better to

096kind of just kind of sit back and wait till the dust settles and then to see kind of the stability that'll come out of those decisions where the market's going? So, first of all, a refi is exactly what we're doing here, right? And then, but unlike a home mortgage, uh, investors say, "This is a lot of money. We're not going to let you refi for 10 years, but after 10 years, you can buy the bonds back from us at no cost and refi." But, there's a chart I skipped over. Maybe I should have because your question really gets the heart of it. So, there's a chart to the far right, and we put a lot on here. The green bars represent Fed rate increases or decreases. You can see that pivot line there where there's

097a bunch of bars going up and then later there's a bunch of bars going down. Then the yellow line represents the aggregate of all the green bar changes. So you can see whenever there's a green up bar, there's a tip of that yellow bar up. So So then the blue line is the 10ear US Treasury. And I told you that at the last meeting, if you want to know how things are trending since I last spoke with you, log on to internet and look up the US Treasury. And I told you what the US Treasury was that day. I think it was about 4.4 that day. It's a um it's about 4.25 last time I checked today. Um if I remember correctly, but um so that 10 year Treasury, what you're not what I hope

098you're noticing is it's not in lock step with Fed changes. And that is investor sentiment not necessarily matching exactly what the Fed actions are. And so I don't know a year from now if we get decreases whether the 10ear treasury is going to follow that or not. But what we had was a 10-year Treasury was going up even though rates were going down to end of 2024 that the the investors were not believing that inflation was in check. Then it started to come down and now it's really stabilized. It just trended down slightly. So I think what we could market time as as as much effort as we want to put in that but every six months that goes by we lose an opportunity. That's another debt service payment that's made. And so my perspective

099is we're about average on interest rates. We have other things to do where we can do more dollar cost averaging with other bonds. We have another stage coming up next month. I would encourage you to lock in savings knowing that we have a burden hand and and significant more than a million dollars in savings. So can't tell you exactly what's going to happen a year from now, but I think there's some uncertainty and investors are showing that they feel there's some uncertainty here. >> Thank you. >> Any other questions? >> Mine is for the taxpayer. What type of savings are we looking at? say for for the seniors I represent area two. So for the seniors I'll just throw in average kind of what I think is average. They're paying let's say $3,800 a year

100in taxes. The exact number of our bonds I I don't have permanent in my mind. >> It's not that. >> Yeah. So, what I have to do is represent the seniors and and ask how will this help them? >> So, I have some probably disappointing news for you. The seniors are likely going to save less than a lot of others because a lot of the seniors have lived in their home a long time. And Prop 13, by the way, they're saving less, but they're paying less. The seniors have locked in at a most unless they've changed homes and changed ownership, they've locked in and probably lived in that home for a number of years. So, Prop 13 limits increases in assessed value by 2% or CPR. All my neighbors on Zillow are showing me that

101my house is worth 20% more from a 2-year turnover, right? So those people who came in and bought at 20% more are paying a much high same tax rate but a much higher amount. Those individuals will save much more. But what this does for all parties is it treats them fair equally. Whatever percentage you're paying you're going to get that same percentage savings. I don't know. But this be specific. The seniors in your in your community probably are lower base assessed value and those seniors will probably have a less dollar savings than many other community members. >> Well, I'm a senior. So, >> what year did you buy your house? >> Eight um 200 say 2004. So your house is probably worth five times to six times as much as you paid for it. >>

102Yeah, it is. >> Okay. So you have a locked in assessed value if you look on your tax bill. >> Mhm. >> That's what we're basing that percentage off of. >> Okay. >> So unless you wanted to voluntarily sell your house to we can get you more savings. You can sell that and buy it back and then we can bring you up and then we can show a lot more savings. But Prop 13 really limits our ability to give the seed target to seeders unless they do something like that. >> Well, I'm just about at the end. I'm gonna pay for a house. Yeah. Okay. Um that that's kind of the question in general that I get from neighbors. I don't live in the senior area. I live above it, but it's still considered was

103it was Sun City. >> But here's what we can do for you is I don't want to do this before because it can change. So I describe a bond sale like an IPO. We go out and we need to find investors and see what the market is. I have a pretty good idea because I we do all the other districts around that sort of thing, right? But after that's done, we're going to prepare a 3/4 page memo >> and we're going to give it to district staff that it's going to say the tax rate we it's by the way, it's going be very small number because this is spread across so many homes. Yeah. >> But um we're going to say this a typical home is this within your within your district boundaries. >> You

104can encourage a senior school look at your tax bill. is probably less than the typical >> in a typical homeowner saving this. That's what we can provide to show that. >> Okay. Okay. That just >> I I'm still looking a way to save some money. >> We're saving money. We're s But there's no way to target seniors more than anyone else. Is it adalorum? The strength and the weakness of an abalorum is it's all percentage based. Well, surprising most seniors don't mind paying the extra because we have grandkids and we want the schools to be good. So, um it's just with this current environment, the financial environment, there are some people struggling and I'm amazed. I thought I was pretty good at financing, but some of the amounts they have to live on. I it

105just stops me in my track. So, um just always trying to think of that. This is a drop in the ocean to help in a little help a little bit for them. >> Okay, >> great. Thank you. >> You know what I'm just wanted to thank you for bringing up Prop 13. I think one of the big things I think with within the senior community um well all of us actually if we're homeowners in California, the protection of Prop 13 is extremely important because that's what keeps our tax rate down. And I know sometimes we're and trust me in in the political environment that we're in in order to fund schools, they're going to want to go after Prop 13, which you know, for people who've owned their home, seniors who've been living in here

106for 40 years, um, and they want to now tax them at the current rate, they'll tax them out of their homes. And that's one of those things that I'm I'm glad you brought it up because I don't think people understand what Prop 13 does and the protections that it has. Um, I think there's other ways that we can fund schools, um, bonds and doing all that other stuff without destroying Prop 13 because they're always going to come after, um, and I'll say CTA for, for example, because they always they're always saying we're underfunded, this, that, and the other. And the way that they want to fund it is always going through property taxes and then removing Prop 13. So that now and and when people understand it again, you remove Prop 13 and you're going

107to you're going to tax people out of their homes and those people who are in the senior community will will suffer from it probably the most because they're at a stagnant rate and then all of a sudden now you know the home that they bought for 50,000 now is worth, you know, 700,000 whatever. Now they're paying taxes on 700 grand. That's not good, you know, not not for what they're trying to get for the monies for the school because we can do that separately. So, uh, thank you for bringing that up because that's extremely important and I just know there's so many people who don't understand that and and why Prop Prop 13 is set there for our protections for our real estate and especially for those who've been in their homes longer. So, thank

108you for that. >> You know, I just want to say this. I have to totally agree with Steve. I came from New Jersey back home to California. If any you know anything about New Jersey, you pay about $12,000 a year on an average house for property taxes versus the $3,800 I pay now. That New Jersey used to be the most expensive state. And they said California, which I moved here, thought it was cheaper. It started going up, but I can manage this. >> So you went to the gu from the Garden State to the Golden State. So this this is probably going to make you laugh, but uh Prop 13 has been under threat since my career started. So more than 20 25 years here I've been talking about Prop 13 at risk. When Arnold

109Schwarzenegger got elected as governor, he brought in some of the great minds. Brought in Warren Buffett out to help help solve California issues, right? Warren Buffett said two things. I have less school districts and get rid of Prop 13. He never came back to California again. that that was the worst political advice he could have ever given all share. So, it's always a threat, I guess, is my point to you. But I think California's this is one thing that Republicans and Democrats can agree on and independents that Prop 13 is important to protect. So, I mean, we all need to keep being diligent about supporting it, but um all your points are well taken. >> Thank you. >> All right. Thank you. >> Item 12.2425 to 202425 audit presentation. Joe Tarantino representing CWDL will give

110a presentation. >> Hello, good evening. Um, my name is Alonso. I'm one of the senior auditors with CWDL. We had the pleasure with working uh with you guys Paris Union High School District this year for the fiscal year 2425 ended June 30th 2025. So again, we had the pleasure of working closely specifically with Mimi, Courtney, uh Dr. Williams at the district office and u multiple campuses throughout the year for our audit. So again, thank you for all of the hard work to everybody. Um there's a lot of on top of the normal job duties, there's a lot that entails, you know, audit work with emails, phone calls, meetings, zoom calls. So again, thank you to all. On today's agenda, we're going to be going over the services and deliverables, components of the audit, financial statements,

111summary of auditor results, summary of bond financial and performance audits. Uh diving right into the services and deliverables. So within the audit report uh you guys will find four uh deliverable reports that us auditors are responsible for. So the first is the opinion of the district financial statements referred to as the independent auditors report noted in pages 1 through three. The next three are considered um other auditor reports but those will be located towards the end on page 83. So the second deliverable uh specifically is the assessment of the district's internal controls over financial reporting and compliances on pages 83 and 84. The third deliverable is an opinion over all federal programs and compliance required by uniform guidances on pages 85 through 87. And finally the opinion of the district's compliance of state programs described

112in the guide for annual audits K through 12. and that would be found on pages 88 through 91. Um, as you all know, we did as well complete the financial performance audit on measure T bond program for the year ended June 30th, 2025. So just like the audit um the district audit the financial statements referred to in measure T um do fairly uh present fairly in all material aspects and financial position of the building fund measure T to district on June 30th 2025. Uh components of the financial um the audited financial statements. So uh the components and layout of these financial statements as previously noted on page one is the independent auditor's report. So here we do express an unmodified opinion which is the highest opinion that us auditors can have and present to the

113district. So we noted that the district's financial position and their respective financial statements are fairly representative and all materially correct. Continuing on the components of the audited financial statements, uh while management is responsible for the presentation and fair representation of these financial statements in according with accounting principles, um as us auditors, we will find that financial statements are materially correct. On pages four through 14, uh you guys will find the management discussion and analysis, also known as the NDNA. And this provides the district an opportunity to kind of discuss um items at a excuse me, information at a high level uh in the financial highlights and delivers comparative uh information from prior year to help explain any financial changes that may have occurred in 2000 figure 2425. Next are the basic financial statements and those

114will be found on pages 15 through 22. These include these include governmentwide statements of net position serving as the balance sheet as well as a statement of activities, governmental funds balance sheet and the reconciliation of governmental fund balance sheets and the statement of net positions. On pages 13 to through 21 you will find uh continuing to find the basic financial statements. So again those are uh statements such as revenues, exponentials, changes in any fund balances and here we will also find the reconciliation between governmentwide and fund level financial statements of revenue and changes in fund balances to statement of activities. Then the um last portion would be the financial statement such as statement of net position statement and changes in the net position within the fiduciary funds. Lastly, we do have a remaining financial statement.

115So, kind of listed here on this on this little slide, we have notes to the financial statements which are found on pages 23 through 63 of the report. Uh so these these uh financial statements kind of go into what we like to call like a a greater detail of the district's accounting policies. Any sort of account balances or any sort of activities incurred within 2425 in the required supplementary information on pages 64 through 70 and additional supplementary information on pages 171 through um 81. Uh this section provides detail about funding included in the general uh the general fund budgetary comparison. Any sort of obligations for retirement benefits such as that 10-year history of schedules related to um other postemployment benefits commonly referred to as OPED and the net position liability. Additionally, this also this information

116also does kind of highlight and report the district's history structure any sort of schedule, financial trends, reconciliation between unodudited actuals and combining statements for any of these major funds. And um next we have our um summary of independent auditors report. So as you guys can see right here we have a little snippet. Again, this is exactly what's in the report. This does show a modified um auditor's result which indicates a mod unmodified opinion related to financial statements uh federal awards and state awards. So uh again we did want to notate that we as auditors notated no non-comp uh deficiencies and any sort of internal control over financial statements resulting in no findings or question costs for the fiscal year 2425 ended at June 30th 2025. as well as our summary for bonds. So um again

117we presented an unmodified opinion for for measure T. So we did conduct so I did want to you know kind of elaborate on that. So we did conduct um test to determine the district's controls you know over the planning over bidding contracting all that expedential material that goes into this bond for measure T. So um we did select a sample of expedentures for periods July 1st 2024 through June 30th 2025 and uh you know we we asked for um supporting documentation to kind of you know see what went into that spending. So we were um able to notate that everything was properly expended on specific projects projects listed in the voter approved ballot. um highlighted here we see that measure T did have about 19.7 million in expedentures and 1.9 million in revenue. So our

118samples that we selected um those transactions totaled about 11.2 million which represented rep fairly represented uh 56.8% of those expendentures. So again we verified that all funds coming from these uh building uh measure t uh building fund were used appropriately. Um again, thank you to all. I know um the report's rather lengthy and stuff. It has all the language and definitions and yeah, all of our reports, but again, that took a lot of hard work from everybody at the district. So again, we did want to express our our thank you to that. And um again, we look forward, this is our first year here at Paris, so it was a great year. So we do look forward to that second year and kind of working together and understanding one another. So again, looking forward to

119another clean audit. If there were any questions at this time, I'd be happy to answer. >> Any questions? >> Thank you. >> Perfect. If anything does come up um for whatever reason, please you can pass those down to Dr. Williams. And Dr. Williams would be >> I lied. The superintendent little >> Yes. >> Did you graduate from or did you did you graduate from Did you attend Harris? >> I I went to Heritage High School. >> You went to heritage? >> I grew up in Many. went to Hara Jackson is my teacher. It was fun. It was really It was like a little circle to see her. Thank you. I know you taught me English, your book, all that fun stuff. So, it's kind of a It was exciting for me full circle to come

120back here and, you know, Paris be one of our clients. So, I just felt, you know, like, wow, I feel so grown, right? So, yes, thank you so much. But again, any further questions, please pass those down to Dr. Williams and she would pass those down uh to myself or the the other partners at the firm. >> Thank you. Perfect. Thank you so much. Have a good night. >> Thank you. >> Item 12.3, monthly budget update, uh for Q&A for by Dr. Williams. >> Good evening again, President Garcia and board members and our staff and community that's still here. Uh I did front loing of this topic. So are there any questions? I have one question. So if I'm reading this right on page 15, I see in parentheses 116 million and that means a

121negative. >> If it's parenthesis is negative. >> Yes. >> So what um negative as in that that's what we're currently in negative or >> do you mind sharing which slide? >> Um page 15. >> Oh, are you okay? I'll come back. Never mind. I'll ask you separately. Sorry. >> Or is she? But you know what? You can whatever question you had, feel free to call >> like you can call CDW and they'll they'll give you the explanation of whatever that you want. >> And I'm happy email out as well. >> Yeah, I'll just email you the question. Thank you. >> So there's no questions pertaining to the budget update? >> No. >> Thank you, Dr. Oh, you did? >> Oh, okay. Thank you. We can clap. Item 12.4, career technical education update. Miss Chavez, >>

122good evening. >> I am going to time myself so I um don't go off in on tangents, but good evening, President Garcia, our board of trustees, superintendent, and our cabinet. Uh my name is Lindseay Chavez, director of learning support services and I oversee career technical education within our district alongside my colleagues Mr. Charles Tippy and our CTE team. Uh we are honored to be here this evening to provide an update on the important work that is underway to strengthen strengthen and enhance our CTE pathways across our district. Um, as uh, Trusty Stafford mentioned earlier, you have these padfolios that are at your stations, at your desks, and it includes the presentation that um, you see on the monitors tonight, as well as some of the market marketing materials that we've developed to promote our CTE

123pathways to our community. There's also a little candy bar that our team, our colleague Alejandra, created that has um a QR code to scan that will lead you to the website that we're developing to continue to promote our CTE pathways. Uh this milestone, this presentation marks a significant milestone for us in our district because this is the first time that we've established a dedicated CTE team whose sole focus is supporting, developing, and enhancing the high quality CTE pathways for our students. Um, this intentional investment reflects the priority that you, the board, our superintendent and and our cabinet has on providing these career technical education opportunities for our students here in our district. Um, all right. I am pleased to introduce our CTE team. You don't need to know about us, but this amazing team that

124has been working so hard all year. Uh, Miss Jennifer Ferris is our CTE program. She provides direct instructional and programmatic support to our school sites. And then we have Miss Alejandra Garcia. And she is our work-based learning specialist. She is focused on building strong partnerships within our community, our industry partners and um employers uh to expand internships and pre-apprenticeships for our students. Our first priority as a team this school year has been to ensure that our CTE courses and our pathways are current and aligned to the California Department of Education standards. Um, this is intentionally designed so that students can complete a full and complete course pathway and earn that completer pathway designation. This foundational work is crucial and it ensures quality and consistency and access across our schools. You may have noticed that in

125the past few board meetings, including tonight, there is a extensive list of courses that you've been um we have asked for you to approve. And this is because we have done a complete audit of the CTE courses throughout our district and we've noticed that there are some courses that are out ofd and that needed to be aligned to the 12 essential elements of CTE. Uh this is important for grant compliance. Um the the funding sources that support our CTE programs. These are requirements uh for those funding sources that our programs are current and up to-date and aligned with the uh CDE standards. But let's take a step back and let's talk about what is CTE. Uh CTE is an instructional program. It intentionally connects academic learning with realworld career skills. This provides our students with

126sequenced course work course coursework aligned to industry sectors, hands-on learning experiences, and opportunities to explore careers while still in high school. This is especially important for our district because it supports access, engagement, and relevance for a wide range of our learners. When students see that clear connection between what they're learning in the classroom and their future, their goals and career um desires, we see an increased motivation. We see stronger attendance and higher rates of persistence towards graduation. There is a little video here. I'm not going to play it tonight, but we can save that for for another time. So, I'm going to skip that. All right. Now, from an accountability perspective, CTE plays a critical role in how our district is measured on the California school dashboard, specifically within the college and career indicator. Now,

127students who complete a full CTE pathway can earn CCI credit as prepared for our district. Strengthening CTE pathways is not just about compliance or the performance matrix. It's about ensuring that our graduates are are finishing and earning that diploma with purpose, with options, and a plan for success after graduating from our district. By offering these high quality and aligned CTE programs, we are creating these meaningful opportunities for our students to explore careers, earn industry, align skills, and graduate truly prepared for life after high school. as you saw tonight with our amazing agriculture programs at Paris High and at uh Heritage High School. Now, there is a variety of funding sources that support CTE and we braid these funding sources to um support our programs across the district. It's a combination of federal, state, and competitive

128grants that we apply for. At the federal level, we receive Perkins 5 funding. It supports program quality, instructional materials, professional development for our teachers and student supports. At the state level, our our primary source of funding for CTE is the CTE incentive grant or we call that CTIG. We also have applied for additional competitive um grants such as the Golden State Pathway program, the agriculture incentive grant that is awarded to Heritage High School and Paris High School and then we also supplement that with our LCAP. There is a requirement for some of these funding sources such as the CIG that there is a 2 to1 match meaning that the amount of money that we are funded from CIG uh we are to match that um uh twice. So for every dollar we match it with

129$2. And the way that we match those are with some of these other funding sources and okay. Uh, finally, we continue to pursue new opportunities to grow and sustain our programs. We're actually currently in the application process for the K12 Strong Workforce Program. And if this is awarded, we could get up to a million dollars to support our CTE programs. And this is in partnership with our California community colleges. Together, these funding sources allow us to build facilities, maintain facilities, and expand these highquality CTE programs across our district. Okay. All right. I think I skipped this slide. Let me go back. Here we go. All right. Statewide, California has identified 15 industry sectors and 58 pathways. Here in our district, we offer 11 industry sectors and 21 pathways, ensuring strong alignment with our state priorities

130and our workforce needs. These pathways span a broad range of high demand fields, specifically here in Southern California, including health sciences, construction, engineering, information technology, public services, and the arts. Access for all of our students is a key focus. We're evaluating recruitment and retention practices to ensure that all of our students have access to the pathways regardless of their background and regardless of their ability. We intentionally focus on um including our students who are f who are foster youth, homeless youth, as well as our students with special needs and our students who are e making sure that they have um access to these opportunities. We're also using current and projected labor market data to guide the pathway development. So pro programs are remaining relevant and lead to viable post-secary options in the Inland Empire specifically

131because we've noticed that our students really like to remain and serve their community after graduation. So finally, by offering these pathways across our sites, Paris Union continues to operate as a school of choice district. So that expands the student opportunities while maintaining consistency and quality across our schools. So our district is intentional in how we develop these CTE pathways and how we implement them. First, we start by reviewing our student and family interests. Uh we analyze our labor market needs and we also align to our district programs along with our facilities staffing and the funding feasibility. Then we gather stakeholder input and that includes our site leadership, our families, our community, our counselors and our industry partners. Uh pathways are designed and vetted to ensure the proper core sequencing that they're aligned with the standards

132as I mentioned before. Uh that we are in compliance uh with all of the funding sources and we follow that with credential verification and of course board approval. And once approved, we move into pathway implementation. We include the scheduling for the students, the materials and the instructional launch. And then we continue to monitor throughout the years uh for our completion rates for our students and the college and career indicator outcomes to guide continuous improvement and to ensure that our pathways are remaining effective and are relevant which really has been much of the time that we've been focusing on during first semester. So I've been talking about these CTE pathways but what does that really entail? Well, it is a two consecutive course sequence is the base requirement for that. The minimum requirement is that there

133is a concentrator course followed by a capstone course. We do also offer introductory courses which are optional for the pathway completion, but it's often used to help students introduce them to this pathway before they fully commit to the two years or the three years. Um many of our current uh pathways also include a third course which is called an applied concentrator. In that third course, this is where students participate in the advanced hands-on learning such as internships within our community and pre-apprenticeships that earn them certifications. Now, for a student to be counted as a pathway completer, they must pass both semesters of the concentrator and the capstone with a C or better. and that meets the state expectations as well as the requirements for these funding sources. So, I'm going to provide you with a

134specific example. Uh we are excited to develop the CTE pathway at Heritage High School for the residential construction path and I spoke about it briefly uh at last month's board meeting. Now, part of the work on developing this pathway was to analyze the labor market trends. So, you can see that in this slide. It presents a labor market data uh that is from the California community colleges center of excellence for labor market research. The construction and skilled trades remain a strong employment sector in the Inland Empire and specifically for our community of Paris and Meny with consistent growth projected through 2028. These occupations support multiple entry points for our students from immediate employment upon graduation to apprenticeships to long-term careers in inspection, construction management, in carpentry and welding. This data supports continued investment in the

135building and construction trade CTE pathways that prepare our students for both workforce entry and career advancement. Um, President Garcia, you're always encouraging us to be innovative and to think outside the box and it is quite a bit of an undertaking to introduce a new pathway and sometimes we're limited in our funding. And so, President Garcia says, "We have to be creative. What can we do?" So, we actually reached out to our union labor partners, Carpenters Union, and asked them, "How can you support us? How can you help us?" and that's resulting in partnerships where they're willing to help pro uh provide um the equipment and some tools uh for this construction pathway. So, that's really exciting and I thank you for that encouragement. >> Well, I don't want to take credit. I think it's everybody

136on this board. >> So, this one-page document is going to show you the different career pathways that we offer throughout our school district. This also includes the new pathways that we're introducing for next school year. We have pathways aligned to high demand industries including health, agriculture, engineering, construction, public safety, and digital media. At Paris High School, we're going to start with Paris High School. They offer one of our most comprehensive CTE portfolios with a strong depth in agriculture, as you saw tonight, alongside pathways in transportation, hospitality, and digital media. These programs leverage our long-standing facilities and our community partnerships, particularly in agriculture and animal science, to provide students with clearly articulate articulated career ready pathways. Heritage High School's pathways reflect the traditional strengths and strategic expansion. So, agriculture remains a cornerstone while newer pathways in

137education and construction trades respond directly to the workforce shortages in our area and also the interest of our students. This site highlights how we are growing our programs intentionally while maintaining quality in our alignments. Paloma Valley High School. We are focused on engineering, transportation, hospitality, and digital media with a strong emphasis on technical skill development. Liberty High School offers one of the district's most diverse pathway selections, including health sciences, IT, public safety, entrepreneurship, and media arts. The medical assisting pathway is a standout example, providing students with a clear progression into clinical, post-secary, and workforce opportunities. Liberty also stands out within our county as a model CTE pathway school where every student enrolled at Liberty High School is part of a CTE program. At CMI, we are highlighting the new pathway development for 2627 school year.

138We are expanding access to health science and digital pathways. They are most interested at CMI in doing patient care because that does translate to the medical fields within our armed forces and then also um cyber security and games and simulations. These additions align with CMI's mission while opening doors to high growth and high skill career fields. At Paris Lake High School, we also have CTE pathways in our alt ed setting. They are designed around the school's non-traditional structure emphasizing media arts, but we continue to explore different CTE expansions into business industry sectors to widen options for students in this all setting. And then Pinnacotti Middle School. Here at Pinnacotti, they are excuse me. All right. This serves as a key on-ramp to high school CTE. So, this is through career exploration and uh career readiness

139coursework. They're introduced to multiple industry sectors early, helping them make informed pathway choices before entering high school. But we are working on developing pre um programs that will lead directly into Paris high CTE programs. And so, that's something that we're um uh researching and developing at the moment. Okay, another key component of our CTE program is our work-based learning. We implemented the workbased learning specialist position this school year. That's Miss Alejandra Garcia to support this goal of offering these hands-on experiences, these internships and pre-apprenticeships. This is a critical component of CTE. Uh, our applied concentrator courses are designed to serve as that bridge between classroom instruction and real world experience by providing opportunities to make this work possible. These strong partnerships are essential. We are expanding our hands-on learning beyond the classroom, but that requires

140intentional collaboration within our district, but also our local businesses and our local community. So, as I said before, this work is led by Alejandra and she focuses on building and sustaining these partnerships. An example is that we are currently partnered with both the Paris Valley Chamber of Commerce as well as the Meny Valley Chamber of Commerce to create networking and partnership opportunities for our CTE programs. Now, through these partnerships, we've supported events in our district such as the annual recognition gala. We've facilitated guest speakers throughout our districts, provided the internships and other work-based learning opportunities for our students. We're also expanding this to include the Mytode Demar Chamber of Commerce. So, we're tapping into a different school district's chamber to provide these opportunities for our kids. Uh we attend chamber business mixers. There was one

141last night that Alejandra went to. We have securedus for our medical assisting pathways with Hernandez Healthcare and the Wellone Health Clinic in the city of Paris. Alejandra also serves as the ambassador for the Paris Valley Chamber of Commerce and she supports chamber events and strengthening these connections that build our CTE programs. Uh as I said before, we attend these these chamber events to promote our district initiatives, including our upcoming state of the district uh to engage our local businesses in supporting our student opportunities. Looking ahead, we do have several collaborations that will f further expand the student access to work-based learning, including the job shadow event that is uh hosted by the city of Paris. Our students will be participating in that and different opportunities during our national CTE month which is next month in

142February to highlight the partnerships we have with local industry. Ultimately work-based learning is where education meets the opportunity and these partnerships are truly what makes it possible. So what is coming up for us? As I mentioned before, we're so excited to introduce the new pathways at Heritage High School and at CMI. But as we look ahead, our focus is on strengthening and building upon the CTE pathways that we already offer while continuing to expand the opportunities for students across the district. And this includes, as I mentioned earlier, revising and updating the courses to ensure alignment and then also developing these highquality internship and pre-apprenticeship opportunities. This spring, we are so excited to host our first annual districtwide CTE showcase. This will be on April 23rd, so please save the date. This will be held at

143Paris High School so that we can showcase the extraordinary um a mechanics facility that we have there. This event will provide our families, our students, community members to explore our CTE pathways and see student work and and engage directly with our industry partners. So, we'll have members of our agriculture um teams as you saw today, but also from all of our other CTE programs such as our video and media production, our business um pathways, um uh culinary, uh auto uh all of them. A key go back. A key part of our continued work also includes that intentional outreach to our families and the broader community. And so we are we are diligently working on increasing the visibility and the understanding of our CTE programs. We're uh producing promotional videos for each of our uh pathways.

144We started working on the marketing materials. There are some examples in your padfolios there. And we are working on presentations as well to our feeder school districts so that our incoming students are aware of the amazing things that we offer here in our district. In addition, Trusty Hall, we are in the exploration phase for a potential aviation and drone technology pathway. This work includes curriculum development, visiting um existing aviation programs. Uh there's a stand-up program at Croa High School and we're going to be visiting them shortly. Um, we're also identifying industry partnerships and assessing facilities and equipment needs. We are going to be meeting with a president of the Urban Aviation Group, which is an organization that provides aviation focused education. Uh, that meeting is on Friday to talk about curriculum planning and development for

145that. Uh we're also exploring partnerships with neighboring airports including the French Valley Airport to support this pathways development and see how they can provide input on on what would be most beneficial in our community. So together this work ensures our CTE programs remain relevant, forwardlooking, and aligned to both student interests and workforce needs. Um I I I really tried to rush there. I'm so sorry, but thank you for your time and attention and I'm happy to answer questions and points of clarification. >> You know what? In looking at the programs, I I was I apologize if I was paying attention, but I was also looking at all this stuff and one of the cool things that I saw that you added with the digital media arts again. Um I think it's MSJC is opening up

146uh I think it's called Studio 215. Yeah. >> And it's basically, you know, something that that they're partnering, I want to say, I forgot what studio or what um I don't know if that was Disney or someone out of Burbank, but basically they're getting the equipment that is like state-of-the-art and that's going to be right in our backyard. And the fact that we're kind of offering these to things and it's good to see it at Paris Lake, they're already getting that because, you know, sometimes um students, they take a delayed path on kind of where they're going to go and so it sparks an interest. They go from there and they're like, "Hey, you know what? I I wouldn't miss this at Paris Lake, but now they're going off and, you know, they see the

147studio at MSGC and they're like, "Hey, wait a minute. Like, maybe schooling is not that bad." You know what I mean? Because then they're doing something. They're creating a skill. And not only that's a skill that can generate probably a good income for them, knowing that they can use that and expand it in in the media arts. It's it's kind of like the aviation thing. You can do multiple things with that. Um, so thank you guys for your diligent uh your diligency in doing all that. And I did notice on this one, I have a buddy and I know you put on next year. So, will they also do the construction team because I'm going to contact my buddy at KD Homes and I know he's been wanting to partner with us and since we're

148going to start getting in that that construction pathway and I think building these partnerships, you know, will only benefit um the students and and the parents of the community, which for us, it's like a great partnership because they're always looking for people to, you know, or or kids who don't may not want to go to college, but they want to make some money. they can start learning trades and and relative making a good income and and and learning along the way. Um and what was the last oh so in middle school and and I don't know if we're doing this and it's just kind of a thought. So I know that um when I was doing some research on I think we have like 20% of our students are are college ready right to go.

149So, and we spent a lot of money and resources and programs, you know, and they're the motivated kids and they deserve everything that they get going that path and obviously, you know, investing in that and their future is great. But then, you know, when I think about, okay, that's 20%. And they're the motivated, but there's the other 80%. Who I don't want to say that they're not motivated, but maybe they're just not they don't know yet. You know what I mean? They just don't know where they're going. Um, and you know, we need to spend and I think this is the answer and the solution to that because this could lead to higher education down the road because it sparks an interest in what they're doing. Uh, one of the FFA guys I was talking

150to, um, I asked her, you know, where she was going to go and she said, uh, Fullerton. I was like, oh, Fullerton. You know, I'm like, do they have an act program? So, we had a conversation and she says, no, she sings she sings choir. And I was like, oh, whoa. And then I was like, well, do you guys have show choir? and I know we've talked about uh the show choir and she didn't even know what it was and it was just like well it's basically choir but now you guys are performing kind of like what you're doing at FFA. So I think we have all these different opportunities for our students. Um that's great because I would have never I would have thought that all the a students were like hey we're going

151you know full steam a but it's like no they have these other talents and and and it's just like man they have now another set of skills that are kind of compiled on top of that and so again that's the motivated group but how do we capture it like like if we have a middle school kid who struggled right in in middle school and and we know hey you know what our guess is they're probably not thinking of a four university. How do we get that student to say, "Hey, you know what?" Because that it's not to say that that is is cancelelling them out for that. But it's kind of like, hey, let's get you involved in a program that's going to spark your interest that can then lead to, hey, you know what,

152maybe learning and reading isn't that bad when you're learning and reading about things that you want to learn and read about. Um because, you know, obviously reading is the pathway to so much understanding and learning. Um, but how is there a way that we can kind of like capture those students and not just push them because it seems like, you know, in most districts you get these kids and you're pushing them, you know, towards I got to have algebra 2, you know, by the time they're in, you know, this grade or got to finish algebra by 8. It's like not every kid's built like that, you know, and in my lifetime I rarely use, you know, I went there algebra 2. I did that for college. But the reality is is that's not the the

153percentage. So, how can we like capture those kids to kind of just say, "Hey, you know what? You're struggling now, but let's let's find something for you, you know, and that way hopefully that'll kind of create a spark and go from there." Do we have we even look at those kids and just say, "Hey, you know what? Let's really concentrate on on these kids and putting them in some kind of pathway." And I know that we have so that's kind of gearing them towards um Paris, but if they see something that they like, let's just say they want to go to business and they want to go to Liberty, um they can find that path, right? And obviously there's transportation that they have to figure out. Anyways, I probably said it, but that's kind of

154like the the wheels that spin in my mind on kind of like how do we >> how do we just keep kind of like Mr. Garcia said, how do we keep getting better and just kind of providing these opportunities for them knowing that they're already struggling? I'm so glad that you brought that up because it's been a topic of discussion and how can we get that interest from our our middle schools. As you know, one of the challenges we have in our district is that we have four different feeder middle school districts. Um certainly we're we're exploring the possibility of doing um summer bridge programs, partnerships with Pinnacotti, but one of the grants that we're actually applying for the K12 strong partner uh strong workforce program. We're actually co-authoring one of the grants with Menipi

155um school district so that we can have that direct connection. Um, you know, right now we're working directly with Katherine Newport Middle School and we're going to write that grant together so that we can have that direct connection from the rising uh high school students that they're that they're sending over to us so that they're aware of of uh the CTE programs that we have and that they can develop their pathways in the middle school. It's like a win-win for all, right? They're developing their programs and then it leads directly into our school district. And so, you know, that's one of the ways that we're thinking outside the box. Who can we partner with, right? Yes, we have our industry partners, but hey, don't forget all these different feeder middle schools and how can we

156support um our neighboring school district because ultimately it benefits us. >> Now, quick question because you mentioned Newport. Where do those where are those kids selling for? >> They go to Paloma Valley High School. >> Okay. And the reason why I say that is because I think what you just mentioned is very important. I mean, those those kids attending those schools, they have Lakeer right down the road, right? >> And so, we don't have the competitive programs and we do. It seems like absolutely and that's I think that's great because that that's >> sending them down that pathway to go into our school district as opposed to just kind of turning your left and going you know council. So that's great to hear that we're doing this partnership. Thank you. >> Can I comment real

157quick? I I just told Dr. Ralph just how you're both talking about reaching out to the neighboring districts. We can also recover ADA because we're enticing them to come. >> Just don't know like we didn't know it. >> Any other um >> questions or comments? >> This is exciting. This is why I got here. Um those those kids that when Steve and I, Mr. Compost and I talked about it, uh you know, there's the ones that are going to college and there's the ones that are not. I was one of those that didn't. Uh, so this right here, you and your team are in the right spot and doing you guys are in the right job positions and I appreciate it and I applaud you guys. Um, I just want to I'm a numbers chaser.

158So, if I'm in fourth place, I'm looking to get to third. So, do you guys look at Okay, we got pathways. How do we get to be the best in Riverside County? How do we get be the best in um California? and then you know just keep chasing those numbers. Um, we want to help you get there, you know, whatever pathway it is. Let's just just be the best of what we can. Um, so you guys look at programs. Okay, they got a great program. We're here. How do we get there? >> You know, that kind of thing. Um, and are we looking at Apple, Amazon, Verizon, Google, all those big guys to partnership to get that free stuff from whatever it is, computers or whatever they offer. Um and then uh just promoting this

159you know miss and I had talked about it last week uh or last week last month seemed like last week you know how you know you're doing this uh at Paris High but how do we get it really out there so everybody knows about it and that's that's a big focus that we need to make sure we talk about promoting >> and I'm in sales and and and service and our customers are our students. That's my main customer. How do we get them to be highly satisfied, successful in education? That's that's what we need to do. >> For a number of years, I felt that our CTE programs are this the the best kept secret that we have in our district and we're excited to really open the doors so our community can come in

160and really experience it and see what we have to offer. >> Well, you know what, and I think what what he mentioned, I think the product today that we saw is how you market it. Yes. >> I mean, you know, getting those kids out, you know, to the chambers or any any kind of parent group, you know, whether they're in Metife, Paris, any of our feeder schools because to me at the end of the day, like that's the product. Like that's what we're producing and that's an excellent product, you know what I mean? And so it almost like they can sell the program, I think, better than some of us adults, you know, can because they're the ones that are actually doing it. They're the ones that are getting up there, showing the presence that

161I know that Mr. Garcia had mentioned of of the way that they publicly speak and and so I mean I I think that's basically it and seeing those programs and having them here I think it's the highlight of our at least for me of the board meetings um and I just think we need to get them out there you know and and network them and you know that sounds bad but market because they are really they're going to be able to communicate with the parents and with the youth you know what I mean because the kids are going to see you know hey those kids are just a little bit older than me they got the cool jackets on. They got little, you know, that's I think the best product that we can sell. So,

162if we can do whatever we can to get them out there, that would be great. >> Absolutely. >> I would love to set up a meeting and and come in and just listen to you guys and >> Sure. Thank you. >> At Trusty Hall, we have a marketing, sales, and service industry pathway, so you should come and speak. >> All right. I I have a question. >> Yes. It's going to be a little off and I don't want to catch you off guard. So, I kind of don't want to ask it. >> I'm used to you. >> Good. >> Okay. A while back, I think maybe before you took your your position, we hired some job specialists >> that were to go out and find jobs for our CTE students. >> I never hear I

163don't even know who these people are. So, I think you're talking about our job development specialists and they work uh with our transition partnership program that specifically works with our special education students at our PALS and that um is the the life experience hands-on learning. Am I saying that correctly, Alejandra Kelly? >> Yes. So, one of the So, one of the >> Yes. So, one of the job development specialists works under our workability grant, which is to support career uh work readiness for students that have an IEP. And then we got the weekend work grant, which was going to do a transition resource specialist and an additional job development specialist, both supporting students that have an IEP or a 504 for these job readiness. So, those um three positions were not specific to CT, only

164my position, which is a workbased learning specialist. >> Oh, okay. So, who would be their direct supervisors? >> Okay, we'll get to the bottom of this. >> Yes. >> So, okay. Where are these people and what are they doing? >> Oh, they're doing amazing things. >> I mean, I'm sure they're doing something. I don't know the numbers. >> Yes. So um over the la course of the last year working in conjunction with our partners in ed services we realized that it really made more sense to uh transfer those individuals to special education because they do support students with disabilities specifically. So they are state grants workability we could work. So they're housed at powels now in the area affectionately known as the bullpen. Um so there are three it's Maria Crew Smith Amy Everwine and

165Monica Casares and so they do similarly like Alejandra goes out and forms partnerships with businesses. So, we have students with disabilities who are working in Best Buy. Um, one's exciting because even though it's supported employment, they found out that just last week that the students doing such amazing work that Best Buy wants to hire them like act, you know, hire not supported employment um because they love technology. So they go out, they forge um new partnerships with all sorts of businesses um and just yeah they're out there meeting with school sites. They go to the comprehensive sites because we do have students with disabilities that are in workability and we can work. Um they also support our PAL students and their community- based learning and their supported employment. >> Okay. >> I mean don't take

166this in any wrong way. I'm learning because this has been a while ago. and we hired them and we never heard anything about it. >> Yeah. So, evidently the weekend work grant first came to Paris Union in January of last year, but it took some time to hire and to onboard them. So, they started um two of them started July 1, 2025 and then our third team member started in middle of August 2025. So they are even though the grant was introduced last year, it just took a little bit of time to in the transition to get so >> this this grant was a three-year, wasn't it? >> Uh the we the workability has been ongoing for a lot of years. We can work as a three-year grant. Yes. And um it originally provided up

167to 120 hours uh I'm sorry, 300 hours of paid employment per student in the program. It has now been reduced just as kind of a preemptive to ensure that there's enough funding to last throughout the course of the grant. The state is now it's 110 hours per student of paid work employment for the weekend work grant. It's much bigger than our workability. Correct. >> Okay. So, so just to be clear, that's great what you're doing. >> The CTE programs are not getting the support of these job specialists to go out and find them jobs. >> They kind of can work. So, >> so although they are different and the funding is different, for example, if I have a student at Liberty who is in patient care, so they're going to do medical assisting, but they

168have an IEP or a 504, instead of getting an unpaid internship, then I can collaborate with the job develop that gets paid through the do program. So, although they're not really interlin or anything, we can intertwine them. so that our students that are in CT programs that fall under an IEP 504 can get a paid work experience internship. >> That's good. I just remember this is nothing negative although it may sound okay. >> Okay. So this was sold as something different. This was sold as the support for our CTE programs to go out and get them jobs. That's what I understood it to be. I didn't know it was all going to PAL. I mean, maybe I missed it. I I'm sure. But >> it just clarify. It's not all going to PAL. They just

169are housed out of PAL because they are working under special education. But it really is opportunities that are open to all students with disabilities throughout Paris Junior High School District. >> So that's the change. It went from >> one thing to the other. Nothing wrong you did. You've done nothing wrong there. Uh that's great what you've done with it, >> but it's not what they sold to us. So just following up on where you are mentioning trusty staffer and probably you can expand a little bit on this last year we were talking about hiring one staff member to support the pathways at Liberty High School right and I know that you you're doing that and that was specifically for the students in all the pathways across the district across our high schools but specifically Liberty

170because that is a pathway pathway high school right and we promised our students that they were going to receive those opportunities but we didn't have the staff to find them right so we are doing that currently so I was going to ask you a big favor just to address and I think what is bringing is really important >> well in the interest of time I I can talk later with Lindsay about this I mean I that's why I didn't want to blind because it's it's more to it than we can do right now. But continue. >> Yeah. I just want to ask me a favor if we can ask uh our staff that they're working with the students and they can report back to you how many students from Liberty High School on this pathway

171they can be placed >> right and we can have the names of the companies right of the businesses. That way we are going to have a a data. This is what we invested on and this is these are the results. I know you mentioned a few minutes ago about Hernandez medical services and I was I think I was there too when we were we went to a mixer and I met with Dr. Hernandez to give the opportunity for our students to to practice there. So if we can present that that data district wide and then by schools how many students they are working at bay and how many are working in so we have the data for both our students from and the other students students with and students who do not have I don't

172know if I'm explaining >> um we can definitely do that um just for Liberty High School we're going to start placing the students second semester >> second semester Yes. So, for example, for medical assisting, we'll be placing 30 students um that are in the applied concentrator course to be able to complete an internship, but we can give you that data as we start placing them. >> Yes, absolutely. Yes, it's not something that we want right now, but as soon as you are placing the students just giving us, we can give a Google form and you can just update it, right? >> Thank you everybody. >> Thank you. All right, moving on to written reports. 13.1 General functions William Settlement quarterly uniform complaint report summary for October December 2025. 13.2 discipline December 2025 monthly suspension report.

173Action items 14.1 general functions 2026 board meeting close session time change. Do I have a motion? >> So move. >> Thank you. Trusty Annayia. Is there a second? I got to catch up. >> I'll second. >> Any discussion? >> What do you want? >> 14.1 general board uh the 2026 board meeting close session time change. >> Okay. >> Yeah. Why are we moving it? >> To accommodate everybody and because we talk a lot so that way we could address things. That's why we're 30 minutes late because we were talking too much. >> Wasn't 3 our original? >> No, >> I want to say 3:30. >> 3:30. >> 42 43. But we had it at four. Then if we need to follow up, we go back into the close session. >> Mhm. >> What we draw

174with that plan? >> I just explained it. We all talked a lot. So I'm giving us ample time to talk. >> Well, that's why we went back into >> You still have that opportunity if need be, but because we had we had an agenda in post session. It makes it tough for myself cuz I'm coming in from Ontario to work and I'm not accommodating me but it helps I think everybody you know >> that's why it's an agenda I decide. >> Okay. >> Any more discussion? >> All right. Please look. 14.1 passes 32 14.2 general functions monthly compensation increase for board of trustees members. Do I have a motion? >> Thank you. Trusty Hall. Is there a second? >> Second. Thank you, Trusty Nay. Any discussion? See none, please vote. Item 142 passes 32. Item

17514.3, personnel certificated personnel action items. Do I have a motion? >> So move. Thank you. Is there a second? >> Second. >> Thank you, Trusty Annayia. Any discussion? >> See none, please vote. Item 14.3 passes 50 14.4 personnel classified personnel action items. Do you have a motion? >> So move. Thank you, Trusty United. Is there a second? I'll second it. Any discussion? Seeing none, please vote. that master popped up. Just popped up. Item 14.4 passes 5. Moving on to item 14.5, personnel approval of California School Employees Association salary schedule effective July 1st, 2025. Do you have a motion? >> I'll make the motion. >> Is there a second? >> Second. >> Hang on. I just got to 145. So, you're going a little too fast there. >> Oh, yeah. Yeah. Same thing. >> Any discussion?

176That was a little >> delayed. See none, please vote. >> No, there was a question. >> There was Okay. Unless I lost my note >> on 14.5. >> I had a note somebody had handed me >> it's about their pay retro pay >> and they quoted speak it to Mike. >> Thank you. It's about the calculation of um of um the salary for overtime and I don't know that you do any calculation for count time. I don't know if any exist. So um but are we have we calculated people are losing confidence in our payroll department. I'll just say they are checks are coming out. We don't know what they are. They come out at all different kind of times. um we just don't know. So the people they don't even I think I had

177put this on the agenda where people you would talk to the employees and and and at least give them some insight on how to make sure that their payroll is correct. A lot of people don't know how to calculate their payroll. They have no answer of their own. They depend on us. So someone came to me and and left a note. This is according to uh what was it? Not ed code into something else. And it it just kind of raised a question. Well, did we do all that? Are we are okay with that? I I don't know. Is this quoting under California labor code 226A parenthesis 9? It said under California union contract law law employees are not explicitly required to include longevity in overtime when making a raise retroactive. However, the ninth court

178has clarified that the after the fact that after the fact overtime adjustments made to compensate for nondiscretionary bonus payments are not an hourly rate in effect during the pay period under Cal labor. I don't quite understand what that means. Um, so we just ask the basic question. It's who's overseeing it. This I guess this would be how are we doing with our in regards to informing our employees that they are being paid correctly. >> And before that, Tony, can you clarify? So you said uh they're coming to us. Who's >> someone gave me? I know. >> Okay. So but so you're saying to the board? They're asking me in particular, just constituents. >> Okay. No, I when you were saying us, you're talking about staff or you're talking about us as board. Just clarify. >>

179Well, I get I look around some people that ask questions and employees too >> and I could not answer questions, so I don't know. Um but if they'd asked me and I said, "Well, I'll look into it." So, if we could just look into it, um that's fine with me. I don't know the answer. that it's probably you can take this note and look at it and see if it applies but I did not want to blow them off and just not say anything because that's not right either. So anyway, so that's what we're thank you Dr. stuff or if it's okay to to bring in that concern and definitely we're going to be looking into that note and I can make a recommendation if I may if we have any staff members coming to

180you with some concerns. If they can send you an email with a specific concern that they have and you forward it to me, I I promise you, >> Jose, they're not going to do that >> because a lot of it is um they might feel intimidated by not knowing how to do this themselves. >> Well, what what about if their name is not there? They send it to you and you copy and paste the text so we know specifically and we can start looking into that and addressing it and we get back to you and you get back to them. >> So an well you know what we don't like that anonymous stuff you know >> to them but up to you. >> Yeah. No they will send it to you and you will know

181who will send it to you. >> But you just copy that and paste it into an image to me and Dr. Williams and I promise you that we are going to be looking into into that and getting back to you. Yeah. >> And through you the staff members want to get an answer from us. >> Establish if there is a >> there may be nothing but if someone asks me I look into it. >> Yeah. Just like we put stuff. >> Exactly. And I want to really fulfill your promise to look into that but in a great way exactly what is what they are saying and then we can look into that and get back to you >> because I don't quite understand this. >> Okay. >> Yeah. I think I did my due diligence.

182>> Any more discussion related to 14.5? >> See none, please vote. >> 14.5 passes. 50 14.6 personnel new job description coordinator employee and student complaints and compliance fiscal impact. Do I have a motion? So moved. >> Thank you, Trusty Annayia. Is there a second? >> Second. >> Trusty Hall. Thank you. Any discussion? See none. Please vote. 14.6 fails. Three nos, two yeses. Oops. Item 14.7, board authorization and teaching a single subject area education code 44258.7B. Do I have a motion? So move. >> Thank you, Trusty Hall. Is there a second? >> Second. >> Thank you, Trusty Annayia. Any discussion? You know, the only question I have is is I see um are these just for like six bit positions or are we kind of making some schedule changes and to accommodate specific needs or >>

183on >> who's that question related to? >> Well, the the personnel that we're >> Does anyone want to answer that from? >> Yeah. >> Thank you. Uh these are authorizations to for some of those assignments that we've had. So we've had to correct some of the things that um like course code and things like that. These are just authorizations for certain classes so they can teach. >> Right. But so technically some of them might not have a PE credential but we're so we're using that to authorize for specific situations that we've seen in the past. Okay. >> Alfredo question. These are all at Paloma. This will give >> One liberty. Um, so this kind of gives a waiver to the teachers to I mean to the the PE teachers to is it sub and other

184subject areas? >> No, this is specifically just for what they're doing right now. >> Okay. Any more discussion? See none, please vote. Item 14.7 passes 50. 14.8, business approval of the 2024 25 audio reports. Do I have a motion? I'll make the motion. >> Second. >> Thank you, Trusty Stafford. Any discussion? See none, please vote. Item 14.8 passes 504.9 business resolution 1925 26 resolution authorizing the issuance and sale of the district's 2026 general obligation refunding bonds. Do I have a motion? >> Second. >> Thank you, Trusty Compost. And thank you, trustee staff. Any discussion? See none, please vote. >> Stop. >> I know he wants to go. We want you to have stay on there. >> Oh, >> sorry. Come up. >> You stand up and stuff happen. They call it count your chickens before

185they hatch. I think you may be contesting and restarting the computer. Just keeping you here longer. >> Look at me. When I hit yes, it doesn't mine. >> Yeah, I've already >> slowly going to jeans. >> I just show See your faces right there. >> Are you logging back in? >> Waiting for me. Item 14.9 passes 50 1410 business resolution number 202526 resolution of the board of trustees of the Paris Union High School District self-certifying increase federal micro purchases purchase threshold no fiscal impact do the motion >> okay so move >> second >> thank you trusty naya and trusty hall any discussion 1410. >> I think we're on >> We're on 1410. >> Oh, no. >> I'm on 149. >> 1410. >> Wait, >> I'm on. >> Me, too. >> So, 14.10 is showing on

186top. >> 14.9 is showing on the bottom. >> Looking at our pictures. >> We'll wait till the software catches up with us human beings. We're almost done. >> Oh, jump to 1411. >> Are we supposed to be on 14? >> 1410. >> Okay. said can't make it do what it don't want to do. >> There. There. >> I'm going. >> Oh, there you go. >> Yeah, we have to vote on 14. >> I I got to figure out the first and second cuz he went ahead. >> No, it's on 1411. >> 1411. Is that where they are? >> Well, that's where I'm at. >> Okay, it should go back. >> 1410. >> Oh, there you go. Which one are you in? >> 10. >> 14. >> All right. Please vote. >> I'm 1411. >> Well,

187I don't have a thing yet to vote with. >> Oh, I'm looking at the wrong place. >> Because we dropped Didn't we take something off? >> Yeah, we did. So it just kind of messed with it. >> Sounds like strange. >> I'm starting to think our servers can't handle this software. >> Item 1410 passes. Four yes and four no or one no. 1411. business authorization for purchase of capital equipment above $10,000 January 2026. Do I have a motion? >> So move. >> Thank you, Trusty Annayia. >> Do we have a second? >> Second. >> Thank you, Trusty Hall. >> Any discussion? >> No. >> Please vote. Item 1411 passes 50. 1412, business authorization for purchase orders above $50,000 January 20th to 26. Do we have a motion? >> So move. >> Thank you, Trusty Hall.

188Is there a second? >> Second. >> Thank you, Trusty Annayia. Any discussion? See none, please vote. 1412 passes 5 0 Information item 15.1 curriculum revised career technical education course under the PA the patient care pathway RCE intermediate structure and function of humans. 152 curriculum revised career technical education course under the system diagnostic service repair pathway RCOE applied auto service technician formerly known as CTE auto service tech 3 153 curriculum new career technical education course under the education pathway course advanced education 154 uh curriculum new career technical education course under the education pathway course intermediate education 155 curriculum new career technical education course under the educ Education Pathway Course, Intro to Education. Curriculum, New English Language Arts Course, ERWC11 with designated ELD. 157 Curriculum Mathematics. Wait, I'm getting ahead of myself. Mathematics Computer Science Course AP

189Cyber Security 158 Curriculum New Social Science Course AP Business with Personal Personnel Finance. 59 business revolving cash report December 2025 1510 board policy student series 5000 1511 board policies instruction series 6000 1512 board policies board bylaw series 9,000 161 close session if necessary >> thank you Dr. Item 17 point well not we don't need that. So moving on 18.1 discipline board review of discipline matters. Do I have a motion? >> So move. >> Thank you Trusty Stafford. Is there a second? >> Second. >> Thank you. Trusty Annayia. >> Any discussion? See none. Please vote. >> Okay. We're voting on 181. >> Yes. >> 181 passes 5-0. 182 discipline reinstatement of student discipline matters. Do I have a motion? >> I'm sorry. Who was that? >> That was me. >> Okay. Trusty Hall. Thank you. >>

190Is there a second? >> Second. >> Trusty Anna. Thank you. Any discussion? >> All right. Please vote. 182 passes 5-0. Item uh 19.1. Other items by the superintendent? Nothing at this time, Mr. >> Thank you, Dr. Ras. 20.1. Other items by the board of trustees. Trust. >> Thank you, sir. Trusty Hall. >> Thank you, sir. Trusty Stacker. >> Um, just to um thank you for the gift, Lindsay. >> Sorry for bringing up the awkward question. >> I feel bad. >> Thank you, sir. Trusty Annette, >> let the other side. >> Thank you. And myself, no other items by the TR board of trustee or for myself, but I do want to thank you all for all your hard work and dedication and thinking outside the box, being innovative, but thank you everybody. Dr. Tamasian, thank

191you. I you've been on my mind for a while and I've been hearing about you, but I haven't been able to recognize you. Thank you. All right. 21.1 future board topics. Uh are there any future board topic requests >> for uh the regular board meeting? >> Yes. So I well I was informed um and I guess at this staff meeting yesterday that we they've gone through AV5 and there was I don't know if it was prison training that was was given out there but the last time I thought we had discussed it that um so I know that staff went over it but we I thought we were going to be given a heads up as to kind how that was going to be rolled out and I guess it was rolled out differently at

192different sites. >> Did you say 85? >> Yes. >> Okay. Um, so kind of just get an update as to where we're at on that. Um, because I I thought there was my understanding is it's not uh been approved for full implementation. And so I know we had um discussed kind of making sure that we understood what it was because we don't have to take the state if it was the prison training that was rolled out or not. That's that's what I don't know because we do have the option to create our own and other districts are doing their own. Um because so for me my concern is if uh the way I I understood that it was presented is some of the things can question some people's religious convictions and so in order to

193pass the training you're forced to comply or to uh agree and acknowledge um something that might go against your religious convictions as as staff members. And so I just, you know, I I was hoping that before this came out or was going to be presented staff, we were going to have a discussion to to give staff an option to opt out or to create something different, but I'm not 100% sure. Um I wasn't clear as to what the training was. Uh I do know that it wasn't it was a training that I wasn't informed that we were doing. I thought we were going to have a conversation before it was being rolled out. And so just kind of an update as to what happened and and also documentation that was sent out because I believe

194at some sites um uh the staff was given the time to work on it on on the computer and then at another site they read it to them and so the staff didn't have to do that and so there was just kind of some inconsistency and I don't know what was in the presentation. Um >> so if if we can get an update on that and then the other thing too can I ask a question? Sure. The update, do you want that in open session or email? Because it sounds like there's a lot of information. >> Um, I >> however they present it, it doesn't have to be an open discussion. I mean, we can discuss it, but if you go back, Mr. Campus and CC, we can give a brief very brief update on

195clarifying something. Oh, >> future topics. So, I I I want them to have opportunity to gather all the information, answer every question from him. >> I don't know. The the other thing too I I was recently talking to a board member. Um is there any way to I know like a lot of the information a lot of the staff we we read it technically we don't have to read it because it's there and obviously it's there for us to read. review the agendas, but is there a way that we can figure out and obviously go through legal, uh, if we can put as much in the consent calendar, uh, even if they're action items, because it's kind of like today there was action items on the consent calendar, but basically instead of us having to

196vote for every individual thing, we can just frontload as much as we can on the consent calendar to speed the whole process up and then if there's anything that we want to pull, then we pull and we have for discussion. Um, I'm I'm just saying for the sake of time, but again, you might want to look into legal and see what they say about it because I know, you know, reading all theformational items, it's like it's we're reading them, but the public can access it by simply clicking the link and read what's there. We have access to the information because when we review the agenda, we see what the topics are and we go from there. I'm just trying to save us time to see if if that's something that we can kind of condense

197things and put more on the consent calendar. That way when we kind of vote all that through. It's like boom, one clean sweep if there's anything particular that we need to do uh specifically separately, we can also pull them and have that discussion. >> Can I don't know if I'm out of order here, but can we capitalize on that? So because it's on the consent counter, can we have just like when you put all the information on the link, can we have the link attached to that? So we have that information, not just >> the surface. >> Yeah. Does that make sense? >> Yeah. I mean, yeah. And usually you can click a link and it's going to provide all the information. >> Did you did you get that? >> Okay. Can you repeat how

198you what you want on there? Because I don't think she got that. From my part, >> we got we got what Mr. says. Oh, so you know how you put on action item, you click, we click a link and all the information there. >> Can we put that on the consent calendar as well? >> When we access it, we'll be able to have that on the consent as well. >> So, anything else for board topics? No, that's it. >> Trusty. Oh, thank you, Trusty Compost. Trusty Hoff. Not at this time. >> Thank you, Trusty. >> And not at this time myself, either. Okay. At this point, do I have a motion to support the agenda items or excuse me, the items that trustee Compost would like to be placed on future topics? >> Yes. >>

199Trusty help. >> Okay. Whatever. >> Yeah. >> Second. Trusty M. >> Any more discussion? What are we voting on? >> The items that Trusty Compost is asking to be placed on the agenda. He wants an update for AB5 and then he wants more items placed on the consent calendar with the ability to access all the information so we can expedite the process rather than voting for every item individually more in a bulk. >> Okay. >> And and if we want to pull it because he's made that crystal clear, if we want to pull it, we could pull it or vice >> versa. Yeah, I understand it. But the reason we went away from that is things were being hidden in the consent count. >> Yes. >> And if you didn't pay close attention, it just

200went by you and you didn't know you had even voted on. >> Right. >> And that's why the consent calendar is for reoccurring contracts and items that recur over and over and over, not for new business that we never did before. um because it was being abused. So I I don't know how that maybe your system is going to be better for us. I I don't know. >> Yeah. No. Well, I mean I understand that and we kind of got caught with that I think a couple years ago. Um you know, but now I know for me I'm a little bit more diligent in reviewing what it is that's on the consent calendar so that there's really no surprises. Um, but I I can see where early on if you're new and maybe you haven't

201structured your time on how you're going to review the agenda and do all that. Um, I'm just trying to say for for time sake. Um, but at the same time, you know, again, if it could be legally done, uh, great kind and one part of it's like theformational item like that kind of stuff, >> right? Because informationational we even have sometimes right here where they have me reading light by line. I support it. I know other districts do what you're asking. So hopefully we're within legal perimeters. I like that a lot. But okay, any more discussion? I apologize. >> No. >> See, please clarification on that. >> I'm okay with that. What he wants to do 21.1 passes 50. Item 21.2 adjournment regular board meeting of the board of trustees for January 14th, 2026. Do

202you have a motion? >> I never got to vote on that. >> 14 million. >> Nothing ever came up. >> Oh, maybe I did need that for the eggs. >> Is there a second for 212? >> Second. >> Thank you, Trusty Annayia. Any discussion on the journ? >> See none, please vote. 21.2 2 passes 50. This meeting is adjourned at 9:20.