Board of Education Meeting — September 9, 2029

001I'm calling the September 9th, 2025 regular meeting of the board of education to order per government code section 54950 executor and education code section 35140 executor at the district educational center 1301 East Orange Avenue in Placentia at 5:05 p.m. Um comments at this time are limited to items in the close session agenda only. Um and then we will adjourn to close session for the purpose of discussing the following matters. 3.1 public employee discipline dismissal suspension release assignment non-reelection non reappointment resignation reinstatement pursuant to government code 54957 3.2 2. Personnel matters, public employee appointments, employment pursuant to government code 54957, superintendent and interim assistant superintendent of educational services. 3.3 Conference with labor negotiator unrepresented employee local agency negotiator is Debbie French from the Kuska Group. 3.4 Four, conference with labor negotiator. I'm representative employee local agency

002negotiator Dr. Alan Mouserino interim superintendent 3.5 conference with labor negotiations labor negotiators uh Dr. Alan Muserino, acting superintendent. Joan Velasco, interim assistant superintendent administrative services. Yolanda Mendoza, acting assistant superintendent human resources regarding Cse, CEA, excuse me, ALE and PLUM 3.6 Six, conference with legal counsel, anticipated litigation, significant exposure to litigation pursuant to paragraph two or three of subdivision D of section 54956.9 one uh case general liability claim and 3.7 claim general liability claim 659929. And we have one person wishing to speak and speakers will have three minutes. Yes, Mrs. Bdowski, please approach the podium. What a pleasure. I get to speak slowly this time because I planned for two minutes. So, I may repeat it just in case you missed something. Um, okay. I want to read a letter written by Pilusd Todd Robbins regarding

003Isaiah Gates. It states, "The allegation against Dr. Gates that he terminated Beth Scott in retaliation for raising concerns with how CTE grants were spent was not sustained. I repeat, the allegations against Dr. Gates were not sustained." In other words, Dr. Gates was cleared according to Todd Robbins. And yet the same letter and probably the investigators, right, Todd? And yet the same letter also says there's no interest from the board majority in bringing him back. So I ask, why not? Why is the man cleared of the allegations still being sidelined? Let's talk about what that means for taxpayers. Dr. Gates is being paid $255,000 a year to sit on leave. On top of that, the district is also paying an intern to do the very job he was hired and contracted to do. That means public

004dollars are funding two people for one position. That is waste. That is fiscal mismanagement. And let's not forget the human cost. Unfortunately, Dr. Gates has endured prostate cancer through all of this while also enduring the cloud of a false allegation. To deny him the chance of to return despite being cleared is just wrong. It opens the district to the very real risk of a racial discrimination lawsuit. The facts are clear. The investigation cleared him. The district is wasting taxpayer money. And the longer this continues, the greater the legal and moral failure becomes. The solution is equally clear. Reinstate Dr. Gates to his rightful position. Stop paying two people for one job. And show this community that PLUSD values fairness, fiscal responsibility, and integrity. Todd, Leandra, thank you for your eye contact and listening. and Carrie,

005thanks for glancing up. Bring back Dr. Gates. >> Thank you, Miss Bdowski. That completes our speakers, Madam President. >> Thank you. Okay, we will 510. Good evening everyone. Thanks for your patience. We're going to reconvene out of close session at 6:29 p.m. And we do have a report out of close session. The board took action to approve resolution number 258 to issue notice to release and reassign certificated employees from their administrative position pursuant to education code section 44951 effective at the end of the 2526 school year and direct the superintendent or designate to send out appropriate legal notices. The motion was made by Miss Quantero, second by Mrs. back and the vote was 50. >> So, um, Miss Quintter, can you lead us in the pledge of allegiance? I aliance to the flag of the

006United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Let the record show that all board members are here, including our student board member. And we need um a motion to approve the agenda polling 18.2 as amended. >> So move. >> Second. >> Carrie's already throwing things. Okay. Motion was made by Mrs. Buck, second by Mr. Frasier. All in favor? >> I >> Perfect. We have a 5 with a stipulated vote from our student board member. Okay. We are now going to take blue cards for comments. Um, for item number 10.1, if you'd like to speak regarding the appointment of the superintendent, we'll give you a couple of minutes to complete a blue card. At this time, we have one card. Are

007there anybody else wanting to speak? Okay, this is just for item 10.1. Yeah. Okay. Our first speaker tonight on item 10.1, Linda Conn, please approach the podium. Uh for those of you who do not know me, my name is Linda Conn. And for about 78 years, I've been associated with public education uh in one way or another as a student, as a teacher coach, and as a retired researcher. I've attended PIL board meetings for about the last 13 years. In fact, I've been in the room longer than most people. Um, I'm respectfully requesting that our new superintendent address a current situation that is extremely concerning to me as a great grandparent and also as a taxpaying member of this community. This situation involves a clash between two very fundamental uh rights. When a parent's right

008to protect the innocence of a child conflicts with the right of a transgender teacher to teach that child whose rights should prevail. Apparently, our leadership at the district has decided that transgender rights trump parent rights. I'm questioning that decision and I'm hoping that the new superintendent will consider some of the court cases that are very germanine to this issue. Obviously, Mammud versus Taylor that was just passed by our national Supreme Court uh bears looking at and there have been a lot of legal experts, some of whom I've talked to personally that have suggested this decision may be very very broad and offer very broad protection to parent rights. We also have most significantly a California decision, a California Supreme Court decision, and it's Hardwick versus the School Board of Trustees of the Fruit Ridge School

009District. This 1921 decision wisely recognized a family's right to opt out of instruction to which they conscientiously opposed. There was no mention of a religious belief issue. All it hinged on was a consciously opposition to what was uh being instructed. I think the same broad brush is being suggested for Mahmood as well. But I think in many ways most relevant to the current issue is a very recent May 2025 California decision. And I'm talking about SE versus Gray, which states the following. That a child may not be compelled to say something he does not believe in and would not otherwise say. This raises the following question. Can minor children, and specifically in this case, children ages 5 to 8, be compelled to address a biological male? Thank you or miss. Thank you, Mrs. >> Thank

010you for your time. [Applause] Okay. At this time, I would like to make the motion to approve the appointment of Dr. Kim Leblanc Esparza as the superintendent of schools effective October 6, 2025. Second >> motion made by Mrs. Anderson, second by Mrs. Blades. >> Um, any comment? Are you guys ready to vote? >> Really excited. >> I would just like to say welcome. Um, we appreciate you. >> Am I on? No. >> I'd like to say welcome. We appreciate you your interviews. Um we got to know her a lot and uh the innovation she wants to bring to the district um and just uh her her views on education and continuing um you know like what we've been doing with OCSCs USI like if you want innovation like what we started it's going to continue.

011So that's what I'm really excited. Um she has so much experience and she's just going to bring I I think it's just going to it's going to be amazing. So, thank you. Thank you for being here tonight and I look forward to what is going to happen in our district. >> Just want to say welcome to PUSD. We're happy to have you and very excited to um see all the things that uh you will do with our team and look forward to the many things that have we have to come. Thank you. Vision is the word I think that I came away with from all the interviews is um this woman has a vision and I look forward to seeing what that what that becomes in this district. Um there's a lot of work to

012do and I think she is absolutely the person for the job. Thanks for coming. >> Hi, it's nice to see you again. I stood up to to say the pledge and was so pleasantly surprised to see you standing there. So, thank you for being here tonight. I am also incredibly thrilled um the the depth of knowledge that um that was shared that we know is is coming to our district. An incredible instructional leader that understands curriculum and HR and business and and all of the experience that comes with that to help move us in in a forward direction. Um bringing in the innovation, um the excellence, all of our core values. So, I'm really looking forward to what it's going to be over the next few years. >> And I too am just over the

013moon excited um about you coming and leading our school and and the leadership experience that you've had and the examples that you presented to us and just your ideas and and how you've done things in your process. I I am I'm so excited to have you here. So, um, welcome and I think we need to vote. >> Yes. I >> I would also like to point out to all of you that are here, each and every one of us are very excited about this. >> Yeah, >> this is not a split decision. This was not difficult. I don't think there were there were lots of good candidates, but all of us looked at each other uh through this process and we're like, it's her. >> Yeah, >> she's the one. So take that for what

014you will. I just wanted to make sure that it's very clear that this is a united group that stands behind this lady. So thank you. >> True. Okay. >> All in favor? >> I. >> And there's no one opposed. So motion carries. >> Our student board member said >> 5. And she >> she said I and I I know the two of them are going to get along great. So at this time um I am pleased to welcome um to the placenta Yorbalinda Unified School District our next superintendendant Dr. Kim Leblanc Esparza. Dr. Kim brings over three decades of experience in education having served as a teacher, principal, director and superintendent. Most recently recently she was deputy superintendent of Jeffco public schools cal for Colorado's second largest district where she oversaw 74,000 students across more

015than 145 schools 14,000 employees and a $1.2 billion budget. She is um credited with advancing districtwide strategic planning, school redesign initiatives, and equity focused programs to improve outcome for all students. She has also led school districts in Colorado and Oregon, advanced equity focused initiatives, expanded mental health services, and supported college and career readiness programs across the region. Dr. Um, Alan Muserino will continue to serve as superintendent, ensuring a smooth transition before Dr. Kim officially begins on October 6, 2025. And on behalf of the board and our district, students, families, employees, and community members, we wish to extend our appreciation to Dr. Kim for choosing to be an integral part of Pilusd. Let's welcome Dr. Kim. I just want to say thank you. I am honored to be here. I am really excited about the work

016we're all going to do together. Um, community is at the very heart of who I am and I'm really excited to be a leader right alongside all of you and our community. So, thank you for trusting me and I look forward to the work we're going to do together. Thank you. [Applause] Okay, now we have our public comment announcement. Public comment cards are available in the foyer. Cards must be completed and turned in prior to the designated time for public comment. Provided a maximum of three minutes per person. If translation is needed, an additional three minutes will be given. Please let us know. If we know ahead of time, we can ensure we are prepared. Civility policy education code 220 prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, race or

017ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crime set forth in section 422.55 of the penal code, including immigration status. Additionally, if there are any disruptions or interference of the board's ability to conduct its meeting, the disruptive party will be given one warning. If the disruption continues, you'll be informed that the board president has found you disruptive in violation of penal code section 403, education section 32210, and the board president will order you removed from the meeting under Government Code 54957.957.95. If removing one or several disruptive parties does not restore order, the board president will exercise their authority to clear the room in accordance with government code 54957.9. So now we're going to move to approving of the minutes. >> Yeah, I think we can. I' I'd

018like to approve uh minutes 12.1, 12.2, 12.3, 12.4 all at the same time. >> And I'll second. >> Okay, we have a motion to approve the regular meeting August 5th, the special meeting August 26, the special meeting on September 2nd, and the special meeting on September 3rd by Mr. Fraser and seconded by Mrs. Blades. Is there any questions? I um this is the part that's going to be hard because our student board member could only vote on the one. That's probably >> Oh, on 12.1. >> Yeah. I think we should do two separate votes. So, you'll have to amend your >> I'll amend my I'll amend my motion to approve uh 12.1 approve the minutes of the regular meeting August 5th, 2025. >> Second. >> Well, you you did the first time. Let's just stick

019with that. Okay. Motion by Mr. Frasier, second by Mrs. Blades as amended. Um all in favor? I >> I >> and um a stipulated I by our student board member. >> I'll make a motion to approve the remaining minutes. >> Second. >> Okay, we have a motion by Mr. Frasier and a second by Mrs. Buck. >> All in favor? >> I. >> Motion carries 5. Okay. So, at this time, we're going to have a public hearing. um held relative to the certification of assur as assurance for the fiscal year of 202526 regarding the availability of student textbooks and instructional material. Do we have blue cards for that or these are just the regular PA? >> These are >> okay. So we're going to open up the the hearing at 6:45. Anybody that wishes to speak

020on student textbooks and instructional materials being available is welcome to come forward. Okay, seeing none, we're going to close the public hearing at 6:45. Okay, at this time we're going to turn the time over to Ariana Mahia to give out her report. Good evening, President Anderson, trustees, and interimm superintendent Dr. Muserino. I'm excited to be here to share recent updates from our comprehensive high schools and alternative campuses. Both Buenav Vista and Parkview's dedicated staff welcome students and families through orientations and one-on-one meetings designed to ensure success in independent study. Workshops, newsletters, and individualized support have been launched to help families establish strong routines at home. The schools also hosted a back- to-school picnic on September 5, providing an opportunity to connect and build community. El Camino is thrilled to have welcomed 120 new and returning

021students to campus this year. Welcome week activities included personalized cards for each student, student expectation presentations, getting to know you activities in class, popsicles for all students, and an opportunity to send cards to educators who have positively impacted their lives. The school also launched a student store where students can redeem raptor books earned for de demonstrating positive behavior for snacks. El Camino gear, phone chargers, and other popular items. El Dorado affectionately welcomed a total of 294 hawk golden hawks. This year, within the first week of school, they had freshman orientation, the huge aloha assembly, a tropical nest at girls volleyball, and a wild safari at the first home football game. Just one week later, the school hosted a dance with over 60% of the entire student body attending, all within the first seven days of

022school. Espironza kicked off the year with their first dance filled with music, laughter, and unforgettable moments as students celebrated together. The school is now preparing for the highly anticipated Battle of the Boulevard, its rivalry football game against your Belinda taking place next Friday. In addition, Espiransa is excited to showcase its AP Capstone program at the upcoming information night on Wednesday, October 22nd. George Key School and Venture Academy will hold their annual Patriot Day assembly on September 11 at 10:00 a.m. in the George Key Courtyard featuring student speakers and a performance by the Venture Choir. Venture Academy proudly recognizes students Danella Sana and Brian Vialva as the first two participants this year to receive paid job training through work ability. Valencia has successfully implemented a block schedule, receiving positive feedback from both staff and students. The

023campus is eagerly preparing for this Friday's bell game, assembly, and football matchup against Elorado. The school also gives special recognition to its nutrition services team and Tiger student workers who serve over 2,000 students daily across eight service lines during just a 10-minute break and a 30 minute lunch. The Mustang football team was honored to open their season at Sophie Stadium where they defeated Mayfair High School with a score of 410. The Mustang band and guard also had the extra extraordinary opportunity to perform alongside the USC band at band day in the LA Coliseum, entertaining a soldout crowd. Additionally, the theater department continued its award-winning tradition, earning the Macy Spirit Award for the best show in Orange County for a second consecutive year along with top honors for best dramatic actress, best dramatic actor, best comedian,

024and best supporting actor. That concludes my report this evening. Thank you so much for sharing all that. It's been a busy start to the year. >> Yes. >> I have a question for you. How has El Camino Rial High School and the Placentia Yorvalinda Unified School District prepared you for your life beyond high school? >> Both El Camino Rial High School and the Placenti Belinda Unified School District have not only given me the opportunity to grow as an individual, but they have also helped develop the confidence to believe in myself. El Camino has gifted me a second chance to value myself and continues to guide and support me in the pathway I want to pursue as a nurse. >> Thank you. Thank you for sharing. Okay, at this time I'm going to turn it over

025to Dr. Mussino for his superintendent report. >> Yeah. Thank you, Madame President, members uh of the board, colleagues, our uh family members and students, and uh Superintendent LeBlanc Esparza. Welcome. It's my last report. So, I'm going to do it with some extra gusto here. Um start of school. We're thrilled to welcome back uh our students. We did so on the 26th and kicked off the 2526 school year. On the first day, district leaders visited all 34 schools and I know many of our board members did as well and saw smiling faces, hardworking employees, eager families and campuses that were clean and welcoming places for our community. I'm grateful to all of our employees for their preparation leading up to the start and for welcoming each and every student with care and kindness. Patriot Day. It's

026hard to believe that it's been 24 years since the attacks our nation endured on September 11th, 2001. Each year, our school district joins the nation in remembering the thousands of Americans who lost their lives as a result of these attacks, including the brave first responders. Every year on September 11th, known as Patriot Day, PLUSD facilities flys at half staff and all schools hold special activities in remembrance. This year um be no different as schools encourage uh students to wear red, white, and blue, decorate campuses with patriotic colors, hold moments of silence and flag ceremonies, and share about the day's historical significance through mourning and video announcements and and so much more. PY A PUSD will never forget. PBIS recognitions. Um, for those who might not recognize that's behav uh positive behavior intervention and support. It's

027a schoolwide uh management system uh behavior management system. 10 of our campuses have been recognized by California PBIS for implementing the program. Uh it is an approach that promotes students emotional and behavioral learning which results in increased engagement and decrease problematic behaviors over time. California PBIS oversees a statewide recognition system to honor schools that implement PBIS with fidelity to the national framework. Schools may earn recognitions at the platinum, gold, silver, or bronze levels dependent upon their degree of implementation. Congratulations to Tuffrey Middle School, Tines, and Woodsboro elementary schools for earning gold recognition. So, that's a round of applause for those three schools. Congratulations. Uh, and and the thing about PBS is it it's schoolwide. It's everyone. It's not just a small faction of the school. It's the entire community that gets behind it. Uh Valadez

028Middle School Academy, Brook Haven, Golden Morse, Sierra Vista, and Van Bujorn Elementary Schools earned the silver recognition. Congratulations to those schools. Uh and finally, congratulations to Topaz who proudly earned the bronze recognition this year as well. Congratulations to those schools and communities. We're incredibly proud of all of our schools for their dedication and commitment to BBIS. And that concludes my final superintendence report. >> Thank you very much. Okay, we're moving to public comment and We have 12 people wishing to speak. >> Oh, >> 15 total. Okay. So, each speaker will be given um two minutes. Okay. If the first four speakers would please take a seat in the front row. Uh Samuel Penrod, Stephanie Wade, Gloria Johnson, and Jenny Bamer. And uh Mr. Penrod, you are up first. Members of the board, Justice Stomayor warned

029in her descent in Mahmud v. Taylor that even in its narrowly defined ruling, the court would invite chaos in public schools and inflict longl lasting harm on students. Remember my v. Taylor was a narrow case, not a free pass for every religious belief opt out. Adopting broad rules here will bring costly lawsuits. Costs that Christian nationalists want district taxpayers to waste. Let's be clear. When this policy says religious belief, it does not mean the mix of faiths in our community. It means one thing, the Christian nationalist agenda built on fear, racism, and division. This is not about fairness or protecting kids. It's about protecting public education and diverting taxpayer funds to schools run by Christian nationalists. So, vote no. [Applause] >> Thank you, Mr. Penrod. Stephanie Wade. Good evening. Um, in preparation for this meeting,

030I listened to um or I I spent a little bit of time looking at what people at PL for Choice were saying. And what they were doing is they were saying that Mahmud V. Taylor gives them the opportunity to push queer teachers out of the classroom. That's the essence of it. And they were naming these people by name, literally doxing them, suggesting threats, talking about which school sites they worked at. And one of the board members here, Miss Blades, is an admin, I believe, of that site. Moreover, I then watched um the video she recorded with Andy Falco, a video that began with a picture of somebody firing an assault rifle with the title ready, aim, fire. So, I thought to myself, especially as I heard Miss uh Miss Blades in that video recording say

031that she thought transgender people were dangerous. I thought to myself, I'm not a dangerous violent person. And I thought, who's the real danger here? the people creating a witch hunt, including one of them who's actually, you know, fired a weapon and killed a man and we're creating a climate of fear and intolerance. And it not only harms these teachers and certificated uh uh educators, it creates a climate of fear for every queer kid, every queer family. and as Sam just said, creates hate and discontent in the community in a way that would cost the district money. I urge the majority on this board that h has sense and reason to put the kids first and put education first. Thank you. >> Thank you. >> Our next speaker, Gloria Johnson. Please approach the podium. >> Hello

032and welcome back. Uh, I'm Gloria Johnson, the very new and very proud president of the Association of Placentia Linda Educators. Uh, I've been here a long time. It's my 33rd year in education in PIL. Um, I'm excited and I'm humbled to have been elected to be the voice of our teachers who embody the district's theme of every student every day. Even though this theme carries over from last year, it has been. It is and it will continue to be our why. Because every child matters. Historically, despite countless examples of upheaval, the teachers have always worked to create classroom climates that were the calm in the storm. We couldn't fix the chaos outside, but we could shape the world within our four walls. And in this third week of the new school year, that's what our

033teachers strive for. Our student success is at the heart of everything we all do. Regardless of your job description, whether you're sitting there or there or you're sitting at home, we want to give them the education they all deserve. So when we speak about class size, when we speak about special ed, when we speak about safety and schedules and curriculum or a million other things that will pop up, we do so for our students because everyone knows that better working conditions mean better learning conditions for them. I look forward to working with all of you. Hi, for every student every day, for every educator every step of the way. Thank you. >> Thank you. to our next speaker, Jenny Bremer. >> Good evening. I'm Jenny Bremer from El Dorado. Um, first I want to give

034a heartfelt thank you to Dr. Mouserino and Dr. Gray for their support during our school opening without a principal. Um, we appreciate all your help and support in making the first days of school a positive experience for all of our students. Back in December, a clear commitment was made in a meeting between Alex Turnis, Renee Gray, Michelle De Haven, and myself. Narcan training for all staff and distribution of Narcan to teachers during pre-ervice for the 202526 school year. Pre-ervice came and went, yet that commitment remains unfilled. And I do realize there's been a lot of wander under the bridge since December. Um right now though, Narcan is sitting in offices and libraries, not in classrooms where students are. In an overdose emergency, every second counts. Thanks to Mrs. Buck, we have the doses. We had

035the plan. What we don't have is follow through. Until Narcan is in every classroom, our students are at risk and the district carries serious liability. If a tragedy occurs because life-saving medication wasn't accessible. I urge you tonight, don't wait. You know, it's important to provide a clear timeline and immediate action to put Narcan in the classrooms where it belongs, close to students. We are here to protect. Please, let's stop the nonsense. Let's focus on the most important things, which are those kids in our class. Let's keep them safe. We have what we need. We just need you guys to follow through with it. Thank you so much for listening. >> Thank you. Uh our next four speakers, please uh approach the first row. Teresa uh Duez, Kanan Dorham, Abigail J, and Jennifer J. Uh Teresa

036Duez, please approach the podium. Thank you. >> Thank you. I am Dr. Teresa Duez. I'm a university professor and I have been a mental health therapist and an educator for about 25 years. I'm very concerned about students in the Placentia Yurbalinda school district being forced to forcing students to the LGBTQ plus curriculum by allowing teachers to practice these behaviors and beliefs in a public classroom. It is an infring I believe it is an infringement on their rights and a violation of the child's right not to be the parent child right not to be able to opt out of the classroom being forced to endure these practices especially from last year when these students had a teacher who came to school as one gender and then they come back to school this year as another gender

037and those kids are not allowed to opt out. That's very concerning. That can be very traumatizing to um the student. So that is my concern and that's what I'm presenting to you all today. Thank you. >> Thank you. Kane and Doran, please approach the podium. Uh so I have spent the last week uh hearing a lot of things out of some of the uh one of the Instagram accounts that Trusty Weisenberger um has affiliations with. And I also spent an hour and a half last night listening to Trusty Weisenberger talking to uh Christian nationalist Andy Falco and referencing a couple of uh court cases that are not necessarily applicable to this case. But um as you heard some of the uh folks here today listen to that and brought that ahead ahead of you. Um

038so for anybody who's not aware uh Trusty Weisenberger I'm referring to Leander Blades. So, I grew up in a church that taught that divorce was immoral and that once you got married, that was it. The law does not allow me the it doesn't say that, oh, I can because she's, you know, she's gotten divorced and now this is her, this is the name that she's going by. Now, I don't necessarily have some like legal protected right to be like, no, it's my liberty. I'm gonna call her Trustee uh Weisenberger, right? There's not there's not a like a court case around this because obviously it's incredibly offensive for me to not refer to her by her name. And for Trustee Blades to be going on social media, going on podcasts and suggesting to parents that there's

039some sort of trauma to students for having to learn a new name like the people in her life had to learn is just absurd. And it's incredibly offensive to the teachers that you are supposed to be. supporting as a trustee. Thank you. >> Thank you. Uh Abigail J to Leandra Blades. Not only is it illegal but against board policy to discriminate against the teacher in the manner that you have. Mammud versus Taylor clearly states that provided the teacher does not, and I quote, convey a particular viewpoint about same-sex marriage and gender, it does not, and I quote, substantially interfere with the religious development. This also violates board policy 5145.3 which states the board prohibits at any district school or school activity unlawful discrimination including discriminatory harassment, intimidation and or bullying targeted based on their sex,

040sexual orientation, gender, gender identity or expression. Outing and ordering parents to opt out of having this teacher is clearly meant to intimidate the teacher and is a violation of this policy. Administrative policy 5145.3 states that the board must, and I quote, annually notify all students and parents and guardians of the district's non-discrimination policy, including its responsibility to provide a safe, non-discriminatory school environment for all people, including transgender and gender non-conforming people. Outing this teacher and encouraging discrimination clearly does not provide a safe environment for this teacher. I ask you, what is next? If being in the same room as a trans teacher violates a student's religious freedom, would the same not apply to students? Are you going to start advocating to dox every single LGBTQ student to the entire district? I hope not. I strongly

041urged the board to oppose any future actions or rhetoric that unnecessarily targets the LGBTQ community, including the doxing and targeting of one of the district's teachers. Thank you. >> Thank you, Jennifer. Super superintendent Mrino. >> Dr. Mrino, can I um just interject one time? Um I I watched an orange board meeting one day and there was people coming up to the podium and the attorney actually said that if there is slanderous and if there's accusations, lies being told that you're able to from the dis say state what the actual truth is. And so the truth is I have nothing to do with pil for choice. So doxing people, talking about teachers, doing any of this stuff is all fabricated. It's all lies. I don't have anything to do with the website. I'm not an admin.

042And so I have not stated who this teacher is, what their name is on social media. So just to make that clear. >> Jennifer J. Once again, our LGBTQ population is under attack. Let's get something straight. Magmood versus Taylor allows parents to opt out of curriculum, not people. Every teacher that gets hired has to meet certain qualifications in order to receive their teaching license and get a teaching position. Nowhere in the job description does it mention that teachers have to be of a certain sexual orientation or gender identity. In fact, this information should not be disclosed at all and opens up staff members to harassment and discrimination. Being gay or being trans has absolutely no bearing on how effective of a teacher someone will be. If parents start accusing teachers of being gay or being

043trans, it puts those teachers in a dangerous position. We do need gay and trans teachers in our school system because they serve as a lifeline for our LGBTQ and uh students. When students see themselves represented successfully in life, it helps them to become more hopeful and motivated for their own futures and their classrooms serve as a safe space for this highly vulnerable population. Allowing parents to pull their children out of classrooms taught by LGBTQ teachers opens up a Pandora's box. What's next? We don't agree with with Muslims. Should we pull our children out of all Muslim teachers classrooms? We don't want our children taught by black people. Let's just pull them out of those classrooms, too. Our kids need to be taught by people with varying life experiences and different perspectives and we need to

044let people live their lives the way they want. Thank you. >> Thank you. The next four speakers, Kristen Muster, Crystal Noble, Ben Stubs, and Chris Cork. And Kristen, you may approach your podium. Thank you. >> Thank you. I've been a Yorb Belinda resident for 45 years now. I am a proud mother of two Aztecs and one Hawk in special education. Um I was floored when I saw this agenda. Um and I I I speak in support and pride of our LGBTQ plus teachers. not only our teachers but our parents, our PTA board members, um our volunteers and our students. Um I'm a licensed clinical social worker and I think any policy that discriminates against our teachers and creates facism of looking at a person and deciding like me um what am I? Are you going

045to label me in some way? Um, I don't think that we have any room for that within our classrooms. And I point back to education code 220, which um, President Anderson, you so wonderfully shared with us and reminded us we need to stand by this. We cannot allow this policy to go through. Thank you for your time. >> Thank you, Crystal Noble. Hello. Um, hello board. I want to speak about um Dr. Gates situation. Um, and I also want to read directly from the email from Todd Robbins. Um, the allegation against Dr. Gates that he terminated Bescott in retaliation for raising concerns with how CTE grants were spent was not sustained. Again, not sustained, meaning he was cleared. And yet in that same letter, it also states that the word majority has no interest in

046bringing him back. And think about that. A man proven innocent still being punished. Why? It's not about justice. It's not about students. It's about power, politics, and vindictiveness. This isn't just cruel. It's costly. Taxpayers are paying Dr. Gates's salary, which isund two or excuse me, $255,000 a year to sit at home. and they plan to keep him on leave until June of 2026. So that's approximately 18 months since he's been on leave since December. And um they're also they also are paying an interim to do the very job that he was hired to do. So that's two salaries for one position. That's waste. That's mismanagement. And that is our money being thrown away. But the deepest cruelty is while he was on while he was forced on leave, Dr. Gates was also fighting prostate cancer.

047He wasn't just battling for his career. He was battling for his life. And this board majority chose to leave him in exile under the cloud of a false allegation even as he fought for his health. This is inhumane and unconscionable. And it opens this district to a devastating risk racial discrimination lawsuit that will cost taxpayers far more than simply doing the right thing. The facts are undeniable. He was cleared. Taxpayers are being tax dollars are being wasted and the moral and legal failures of this board majority grow every single day. Please bring Dr. Gates back. Thank you. >> Thank you. Ben Stubs, please approach the podium. >> Hello. Good evening members of the board and um and community and uh welcome um Dr. Kim to as a superintendent and also to um thanks um Miss

048Mahia for um sharing your your pathway with the nursing. That's pretty encouraging for all the uh the high school students uh coming in. But uh real quick um on behalf of um parents that are um putting in a request for the Mimmude um thing. Uh when they when they put in that request, they're getting uh back a response from the district. And what I read it as is that the district basically is saying that um explicitly that material that they're addressing is not specifically in the curriculum but in the interest of basically what I read as DEI that the district will and can and is interested in uh including any of that in a supplemental material if the teacher so deems it. But in that in that regard that you know that's problematic. The other

049problematic thing is that the form that uh parents have to fill out basically puts their religion on trial. I see. And the reason I say that is because they have to itemize their sincerely held religious beliefs, whatever those are, and it's up to the board um or the district rather to approve or deny it. So, I just find that um unfair. Thank you. Thank you, Chris Cork. >> Good evening, everyone. Uh, so tonight I'm here as a parent of four kids, uh, three of which are girls at Golden Elementary, and I've got some concerns about a transgender being placed in the elementary classroom. Now, let me state uh my issue is not with the individual personally, but with the impact this could have on young, impressionable kids. Okay? So, elementary school should be should be

050a place where you learn about math and science. The kids are already facing enough challenges as it is. They don't need adult identity issues added to the classroom. Okay. Um, and this is evident by some of the talks that I've heard from kids outside at school pickups already. Um, when uh my kids come home, I want them to ask me about their homework, right? Ask me to help them with their homework. asked me to do stuff with I'm not coming asking questions about certain things that are going on in the classroom when it pertains to the teacher that they have. Last year it was a man, now this year a woman. Right? As a parent, I feel that while schools are pushing inclusivity for some lifestyles, families like mine who hold traditional lifestyles um just

051getting pushed aside, right? and basically telling me I'm the bad guy if I don't embrace someone else's, right? Which is not okay. So my question is simple. Uh knowing that not all parents would be on board with this, I would like to know what alternatives exist. Simply stated, that's it. Thanks. Thank you. And our last three speakers, John Quackenbush, Denise May, and Miss Bdowski. And John, you may approach the podium. Well, uh, good evening, superintendent and, uh, board trustees. Uh it's been a while, but welcome back. And um I did read the recognition of religious beliefs policy. Uh I understand the policy and I think what you've guys written so far is good. Vote yes. And um like several parents up here, I think there needs to be clarity on the Mammud, what they can

052and can't opt out of and all that so that we have these, you know, just so parents understand that stuff. Um, you know, uh, I'm going to be kind of all over the place here, but, uh, anyways, um, I did want to say, uh, Dr. Mserion, though, >> Mouserino, thank you very much for filling in and doing a wonderful job here with the board and everything. Um, and, uh, good luck with you and stuff. And welcome, Dr. Kim. Um, one of the things I'm gonna get, like I said, bounce around. I'm going to bring up here. Uh I know we probably have some I think we still have some district issues with funds and things. Brought this up briefly one time. I'd really like it if the board could have the staff and stuff really

053look into solar panels and the cost benefit it might have to pitting over our parking structures, give cars shade, maybe even in some of the fields. Uh, I have not done a lot of research, but I've done a little bit of review and from what I can tell, it seems like school districts are getting tenfold back from the investment. So, this might be a way to help us with some of our funds that we need to do. Um, the other thing is I hope I haven't heard much about USI and I know the charter schools going seems like it's going forward and everything. So, it' be nice to have some updates on how USI is going, what's happening with that, if it's thriving. You know, we do want it to thrive, but we just don't

054want it to burden us and the school district itself with financial issues. Thank you very much. >> Thank you, Denise May. >> Hello. I just wanted to say welcome to our wonderful school district. I'm glad to see we have a new superintendent. Thank you, Dr. Mouserino, for your time spent here. We appreciate it. I'm excited to see what you can bring to our district. Um, you have some amazing teachers in this district. We are in our third week of school and our teachers are at schools early and staying late to ensure all of our students needs are met every day. We have amazing staff in this district, secretaries, bus drivers, special ed aids, custodial, librarians, um, nutrition services, and computer instructional specialists who collaborate with teachers and help our students shine. We have principles that

055give their all to the students, parents, and staff to create a safe and caring learning environment. I've had four children go through this school district. They've all turned into successful adults. Thank you. And much of that is to the guidance of their teachers and the school staff that they experienced here. And I appreciate every single one of them. Some are still in the audience here. So, I wanted to welcome you. I'm excited to see what you have to offer. I love working here. And I love our district. So, thank you. >> Thank you. And Miss Bowski. >> Good evening. First, I want to warmly welcome you Dr. Leblanc Sparza as our new superintendent. We are happy to have a um permanent face here. That'll be great. We're hopeful for your leadership and the positive direction

056you can bring to this district. I'd like to can share to share a concern that will likely require your immediate attention as obviously are other things going on as well, but um I'd like you to first take a look at stop spending um double money on our HR leadership. The situation was spoken of earlier in a letter from Pilusd Todd Robbins. It states that the allegation against Dr. Isaiah Gates that he terminated Beth Scott in retaliation for raising concerns with how CTA grants were spent was not sustained. In other words, Dr. Gates was cleared. Dr. Gates was cleared. And yet, the same letter also says there's no interest from the board majority on bringing him back. Meanwhile, taxpayers are paying Dr. creates $255,000 a year to sit on administrative leave while also paying an interimm

057to do his job. That is two people for one position. This is wasteful, fiscally irresponsible and harmful to the trust between the district and our community. To keep him sidi sidelined despite being cleared is unjust and exposes this district to the real risk of racial discrimination, a racial discrimination lawsuit. Dr. Leblanc Sparza, we welcome you tonight because we need strong leadership. This is an opportunity for you to clean up the situation, restore fairness, stop the waste of public funds, and reinstate Dr. Gates to the role he was hired to do. Thank you. >> Thank you. And that concludes our comments tonight. >> Thank you all. Okay, we're going to move to our general functions. We need a motion to adopt several policies on charter schools. >> I'll make a motion to adopt board policy 0420.4,

058charter school authorization board policy 0420.41, charter school oversight board policy 0420.43, charter school revocation board policy 0420.42, 42 charter school renewal and board policy 7160 charter school facilities second reading >> who had that okay a motion by uh Mr. Frasier and a second by Mrs. Blades and I'm going to turn it over to Dr. Berino. >> Thank you, Madam President. Um the the first reading when we had those at the last uh board meeting, there were a number of uh recommendations that the board of education made and uh our attorney uh has taken all of that and has come back now with what's before you today. So with that, I'll hand it over to Suki. >> Good evening, everyone. Um so you are going to be considering five board policies tonight. Um, I've also brought

059um some of the administrative exhibits that go with these policies um just for reference and discussion. Um after listening to the feedback that was provided by the board to me last time about some of the concerns and how you wanted to um address those in the board policies, you should have copies of the redline policies as well as the clean. Um I'll just go quickly through some of them or if your preference is to go to a specific one, I'm happy to do it that way as well. Okay. So, for example, um the charter school authorization at the very beginning of this policy, there were concerns um that were expressed about how do we make sure that the board gets copies of what is being submitted. So, it clearly and explicitly states and this same

060recitation of the obligation of the district staff is not noted in the administrative regulation as well. So, the district staff will provide the board copies of all new or renewal petitions and supporting materials within three business days. And more importantly, due to the proliferation of the petitions that are going to the county board, all of those petitions will be submitted to the board as well within that three-day time frame so that the board has the opportunity to consider whether it wishes to make any kind of presentation at the county level. Moving on, >> not to be nitpicky, is three days enough? Should it be five or does it matter? >> Most of the time these petitions are submitted electronically. Um, so >> it could be instantaneous. >> Yeah. Yeah. >> Thank you for including that.

061Those um we missed some in the past because this wasn't included. So, I appreciate that and hopefully we'll be more transparent. >> Yeah, absolutely. Moving on um on page five, the timelines for board action. As the board is aware, when a charter petition or a material revision is submitted, there is a 60-day 90day time frame which can be extended upon mutual agreement by both parties. Um there was concern about the scheduling of some of these and so there really isn't um so the first timeline so to speak is the 60 days to hold the public hearing. Second timeline is 90 days. So there's nothing that says that you have to hold the public hearing on day 59 and there's nothing that says you have to hold the hearing on day two. Right? The only specific

062requirement that's there is that at least 15 days before the board takes action, the staff recommendations and findings have to be posted. So we want to kind of like work backwards from that. So what I've done is to say here that the board recognizes the serious and complexity of the requirements that are dictated by the education code in looking at a charter petition reviewing it the number of people that are involved and also the seriousness of purpose in having this charter petition approved. So therefore the board's expectation is that the district staff is going to take the full complement of time to consider the petition and to so the full complement of time meaning the the 90 days and absent extenduating circumstances um and there could be some there you know absent extenduating circumstances the

063board's expectation is that the full complement of time will be taken to review make the recommendation and then have the board take action. Thank you again for adding that. We fasttracked before and that cost us. So, this will hopefully slow us down a little. Yeah. >> The next one under approval. Um, we oftentimes, you know, when we see a charter petition, as we've talked about before, you know, it's the document that's the controlling document between the district and the charter. But sometimes it's not possible to have everything finalized in time for the board meeting. Sometimes things come up during the charter term itself. So this gives the board the opportunity to um enter into various with a charter um whether it be for special ed, whether it be for facility, whether it be for operational

064issues, it gives you that authority. You always have that authority of course but this is just codified um to say that those kind ofus should the board desire it can be um agreed upon and then changed if necessary. Okay. So that was the the main one on the charter school authorization with charter school oversight which is word policy 41. Um so in order to address some of the significant issues that were um brought up by the board regarding material revisions of charters, there's um a significant amount of discussion. And the one primary thing that I tried to do to address the board's concern of how do we bring it back is to have language in there that says an individual board member or the superintendent or designate may place an item on an upcoming board

065agenda to request consensus from the board whether to bring a future board meeting a request for material revision to a charter authorized um district authorized charter petition in accordance with the requirements of ED code 47607. the board president and superintendent will agendaize such items in accordance with the district's usual agenda setting practices. So this gives um you know obviously the superintendent has the authority to say to the board this is something that I think should be revised the board itself but if there's an individual board member that wants it then this allows that individual board member to bring it back to the the board and see if there's consensus for moving forward. >> Thank you also for adding that. >> Yes. Thank you. so we don't have any more of the issues that we had

066um this year. That should clear things up. >> And I also like that you added, you know, what a material revision should include. >> Yeah. >> And the definition. So I think it's >> Yeah. I think we're going to solve a lot of our issues. >> That's what I'm here for. So that you don't you can see less and less of me. Okay. So um under renewal um this was something that a charter is usually granted for five years unless it's a high performing school. So you know the expectation is once every five years we're going to be seeing them coming up for renewal. There have been instances when charters have tried to submit a renewal early and so the language to this is to try to address that. We can't control when a charter

067is going to submit it, but what we want is as much information as possible about the charter to for the board to make an informed decision. So basically what this says under renewal is that a charter school may submit its request for renewal on or after July 1 of the final year of the term. And it also should submit it only after receiving and being authorized to share with the district documentation of the statewide testing results from the pendul penta year of the charter's current term. the i.e. the last year of the preceding submitt of it. So basically July one or after preferably September October because that's when all of the um the educational data is available and it's no longer embargoed. So there's that. Um revocation we didn't have any changes charter school facilities

068um again to address the concerns of the board and that same change is also reflected in the administrative regulation is that within um the same period of time the district staff will provide copies of all requests submitted in accordance with ED code 47614. So it's the same three days. Again it's real easy. They're all submitted electronically. they're all submitted. You know, usually October 31st at midnight because it's a November one deadline, but um that also then tells you this is what we're looking at. Um this year I think that we'll probably get um one from California Republic Leadership Academy because the facility that they were in, somebody else is using it and you know there's a little bit of change. So we'll probably get something from them. Um I was recently at an Orange County

069board meeting. there's another charter that the board is likely to approve. Um, so we may be getting something from them as well, but you'll know within three days of us knowing. >> I have a question. Am I allowed to ask about an existing charter and um just a question for the board if there was a certain amount that was promised and perhaps they only have like they said they needed space for 120ome students and now maybe there's only five in the facility. >> Who could that be? Um what what do we what can can you explain what we do because that's a question from the community when you don't see that there's a lot of space that's being used. It's not very full. Um so can you explain how this works if they were promising

070a certain number and we're only we're way under the expectation. >> Sure. Um and I it's public information that the district board approved a facilities use agreement with Magnolia. Um and that Magnolia h is limited to having 120 students this year and 120 students next year. Um, in terms of the facilities use agreement, it essentially was a settlement agreement because they had originally asked for so in order to submit a request for a facility to a district, whether you're authorized by the district or by the county, in some cases by the state, you have to have at least 80 in district students. Okay? So, they could have students from outside the district as well, but the district's obligation for space is only for district students. Magnolia had argued that they were I think it was

071like well over 200 that they were arguing um and the manner in which the um challenge to their projections was conducted. Um you know there was disagreement between the district and the charter school about that. Um they also filed a lawsuit and in order to resolve that lawsuit and in order to resolve it for a longer period of time so that it's less disruptive to the district, we have a two-year agreement. What that two-year agreement says is that they get space for 120. So they they don't get space for 121, but they get space for 120. And they um are that they can do what they can enroll five kids, they can enroll whatever. So if there's um there's an overallocation penalty that's in there. So if they don't get the number of kids that

072they thought that they were going to be getting, so that that's when the overallocation penalty kicks in. But that doesn't kick in until all the way in April. um the if they truly are having only x number of kids that the community is thinking that they're having um then when their prop 39 request comes up for the 2728 school year that will obviously play into the role of the offer that the district makes at that time. >> Anything else? I'm just trying to figure out how to word it. Um, is there any way to put something in one of these board policies that um prohibit independent charters from like advertising on our school premises or >> When you say independent, are you talking about the ones that we've offered a facility agreement with? because they

073have the if you have a facility use agreement >> and they can advertise on what their facility portion but they can't like say go to a high a carnival or a football game and pass out flyers. >> They can. So anything that's a public place they have public place. >> Yeah. Anything that's a public place they have the abs they're another business that we're competing with essentially. So, they have the right to go to those public spaces, take out ads, go on Instagram. I mean, um I this is that tells you like, you know, who's following me because Magnolia is popping up on my Instagram feed. So, they have the right to to do that. What they don't have the right to do is like, for example, tonight they could have come and you know,

074it's a public forum. They can't um like for example impede traffic or something at one of our schools um by standing and trying to give out flyers, but if they're on public property, they have the right to do that. >> Okay. >> Thank you for clarifying that. >> Yeah, that questions come up several times. >> Yeah. >> Okay. Is there any other questions? >> I I just want to confirm. So, we have we're in the the position we are with Magnolia because it we did things that we could have done better. Um, adding these deadlines and timelines in here, will that help us prevent this from happening again or being able to follow um the the right steps to make sure that it's we're adequately giving time or giving space for 80 or more, but

075if they don't have 80, so we want to protect our space. >> Right. Right. Um, I think the more eyes that you have on a document, there's more input that can be provided. Um, there's more, you know, feedback that can be provided. And so, I think it's I think it's great that the board is involved. And I would never want the board to be making a decision about something that they weren't aware of right from the get-go. >> Thank you so much for making all those changes. I know that's a lot of work and I'm grateful now that we have clear policies that we can follow and refer back to. So, it's very black and white when everything should be taking place. So, thank you so much. >> Absolutely. >> Okay, all of that, let's

076take a vote. Um, all in favor? >> I. >> Any opposed? Okay, motion carries five to zero with an I from our student board member. Okay, we're now we're moving to the next 17.2. >> I'll make a motion to revise board policy 6141.2, recognition of religious beliefs and customs. Second reading. >> Second. >> It was Mrs. Blaze. Okay. Thank you. Um motion by Mr. Frasier, second by Mrs. Blades, and I'm going to turn it over to Dr. Mouserino. >> Thank you, Madam President. Much like the last uh set of policies, this was originally read for the first time at our last board meeting and uh we asked our council uh to or the board of education provided recommendations uh for some changes and our council Todd is here to discuss those tonight. >> All right.

077Good evening. Um you can see in the middle of the page in the paragraph that starts staff shall not coersse. uh that is where the strikeouts approve. We were asked to modify the proposal or I'm sorry the language rather uh to take out the word encouraging and some of the language around that particular sentence. So we modified uh this a little sorry I don't have the color copy of it but we also wanted to clarify the discussion of official duty official duties versus personal time. So we tried to put some clarifying language in there as well. So in the first sentence, staff shall not coers students in prayer or other religious activities as part of their official duties. And then this is the clarifying language including all time staff are providing services to the district

078andor responsible for the supervision of district pupils. And we make a reference to the California Title 5 regulations. The next sentence, when acting in their private capacity, and then again more clarification, and not on duty and/or responsible for the supervision of district pupils, staff are not prohibited from communicating with students regarding prayer or other religious activity. And this addresses the discussion we had concerning communications outside of school where the staff member and the student may attend the same place of worship. Um, additionally, staff shall not prohibit or discourage any student from praying or otherwise expressing the students religious beliefs so long as this does not disrupt the classroom or other district sponsored activity. Uh, we just changed the word school to district. Uh, in that sentence and that's the extent of the changes to the

079policy. Last time we talked about this, you said that there was still uh I believe CSBA was still finalizing their response, but you said you had already >> Yeah, they they came out and this is consistent with that. >> This is consistent. There's no other changes that they made. Okay. >> So, um my question is I thought the last time we were talking about putting Mimmude in here and having like an explanation because this whole thing came about because of the Mimmude case and I still don't see that it's recognized. There's a reference in the uh legal citations. >> I understand it's reference in legal citations, but if you're going to have the parents, are they going to be able know you know we know to look at the references, but do the parents know

080to look at the references? And so I'm my whole thing is is are we making this easy for the parents to read it if they're going to pull up the policy and understand it? Because if I'm a parent and I look and I see all this religious stuff, then I don't know um where the what they're talking about and what my like if I don't understand what Mimmude is. I mean, I'm still getting even after the last board meeting, even after an email, which the email didn't really talk about Mimmood very much or explain what these what the parents could off their kids out of the classroom. Like I just feel like we're kind of like missing the point. And I also kind of feel like too that we have other things like Hardwick and

081we even have the latest Incenus case, the um the one that they were talking about where no child is compelled to state something that he does not believe in in the classroom. And so I feel like that stuff should be in here also. So the parents have this rush from point because right now we're just talking about this stuff but we're not giving them really a road mapap to understand like I'm getting calls daily like what is going on here and like what are my rights? What is this? What's what's happening here? Especially with you know the incidents that we've been having lately. You know they're asking for um you know they're asking for guidance and then if I direct them to the policy the policy really doesn't tell them anything. So I don't understand

082how come we're not making this more broad and putting in Mimmude why we're not putting in Hardwick why we're not putting in it's not it's it's from Incinia school district it's not the case it's SC versus Ward but we have all these things so the parents are aware of what their religious rights and what their their choices are because like with Mimmude um I understand that it's coming back that it's just curriculum based but you know is Mimmude broader and people are saying it is broader but it might have to go through lawsuits and then you know you have hardwick which is non-religious exemptions you can opt out of things on moral beliefs and then we have in senus which I was going to say it again no child can be compelled to state something

083that he does not agree with it violates his first amendment and so I don't understand why we're not putting this stuff in here like into the policy and not just like at at the reference at the bottom like why we're not explaining these things so the parents have a right to know when they read this, they say, "Okay, well, what are my options?" Um, and we just need we need to I I just feel like it's still it's still like murky to the parents. It's still like, you know, and then they call us and we're trying to explain everything and then the district sends out an email, but it's saying exactly basically what this policy is. Why are we not putting Mimmude out? Why are we not putting Hardwick out? Why are we not putting

084out the Instin case? So the parents know my child can't be compelled to say anything in the classroom that he does not believe is true. Like why are we not doing that? Why are we not talking about Mimmude and talking about what the case actually is? Why are we not talking about hardwood? Like why aren't we putting this out there and actually telling the parents all of the information? And that's why there's such a lack of trust within this district is because they feel like everything is being hidden. Like I've had parents say, "I watched your board meeting the last the last meeting." And it was said with Marilyn, Todd, and you that you guys needed to explain Mimmude and what was in the AR and what was this the things that were being talked

085about. And then the email came out and it was not what we talked about. It was it was just kind of the same of this. And they say, "Well, what are my rel?" So, I would like to see another email go out and explain these cases or explain something. So, you know, and explain too like I mean these parent parents need to know. We've had over 30 opt outs um you know um for for some classroom stuff and all we're saying to these parents is no. But then we're telling them we have these cases that have just been done May 2025. The boy was just on TV the other day and they said, "You are not compelled to say something that you do not believe is true, but yet we're not allowing an opt out

086in the classroom, and we're not and we're forcing a child to say something that he doesn't believe in." So, I feel like we are setting ourselves up for a lawsuit with this. And so, I feel like we need to have the conversation. We need to study what this stuff is. And you guys and and it needs to be explained to the parents why they can't opt out of a classroom. It needs to be explained to the parents about mimmude. How broad is it or how or you're not willing to go that that broad like I feel like they need the knowledge because right now what we're giving them is not it's not informing them. Like they you send emails home to busy parents who are working, you know, working all these jobs and and they

087see this and they go, "Well, what the heck is this?" But then also too what I was and and maybe somebody can give me a little bit of um guidance. It would appear that if we have anything in our curriculum that would fall under Mimmood and controversial issues all of these things that we would either take it out or we would notify the parents so they would know. But in the email or in the opt outs when people are opting out they're saying well this is only for sexed which Mimmude is not just about sexed and so are you covering the books in the library and then also too are we are we are we going to put it on parents because the emails that are returning home to these parents are this is the

088this is a section that you can opt out of but if you see something or if something comes home or or your child, you know, you see something in your child's curriculum that violated your religious beliefs, come to me or come to us, tell us, and then you can opt out. Well, most parents are going to be ticked at that point because the damage is already done in their mind. And so, why are we as a district not going through everything, looking at everything, and not saying, "Well, this is what we're going to say that, you know, there could be problems in here, so yes, you can opt out." But then, um, if you see something, you let us know. Like if in my mind if I was opting out like because Mimmude dealt with

089books um if I was opting out I would want to know for that librarian to know that my kid is part of the opt out in the library. So if there's some controversial book that they try to check out I don't know is there a little flashing red light that says there's an opt out here. I don't know what the answer is but I just feel like we're not doing our due diligence to make the parents comfortable to send our kids anymore to our schools. We've had a a parent pull out. They've absolutely left our district because they're so frustrated. We've had parents ask to sit in, you know, on the classroom or go into the library. And the parents are being told no. So then they're sitting here. So they're saying, "Well, you can't

090opt out. You know, you can opt out your kid, but then if you guys see something, they're, well, how are we supposed to see something if we don't have access to the schools?" And so that's the question that was asked today. If I can't go in the library because I'm not a volunteer. If I can't go into the classroom where I believe something that hap is against my religious beliefs and is violating the instant like something like the incinius case, if I can't go in there and observe, how do I know what's happening and why do I have to wait for it to be too late? And so I guess that's the question here is we need some clear parents need to be clear. We don't want this m like we don't want m this

091to be murky like we need to be clear-cut because that's when we lose students. We're already 400 students down. Like we talk about all these finances. We've lost 400 students since last December. That's $6 million for our district. And so if we aren't open and we're not transparent with our community about all of this stuff and about all of everything that they can do, we're just going to keep losing more because we're going to keep losing trust. I mean, I had a girl today that, you know, she they're at Espironza. There's a boy in the girl's bathroom and they sit here. What do I do? You know, they're calling. What do I do? I'm I'm afraid. I'm afraid. You know, like, and the parents call, what do we do? Does this fall under any of

092this stuff? Is there clear direction from our district telling parents what they can do? Who is our Title N coordinator? Do we have a Title N? Okay, there. Okay, so we have a title N coordinator. So, is there clear instructions for what these parents can do when they get put in these situations? Is there like I feel like there needs to be clear definitions because anymore it's just you I mean for us to be taking so many phone calls. I don't mind it. It's what I'm elected to do. But for us to have to take all these phone calls and to feel like we get nowhere like you email and then you don't get anything back or well I don't know. No, you can't opt out. You can't do this. She can't do that. Well,

093why? And is there a reason why we can't opt out? Is there a reason why children can't opt out of a classroom for a 30 minute class once a week? Is there a reason that we can't do this if they're going to use the Incinus case? So, they need to know like legally why they can't opt out because right now they're blaming the district. The district won't let us opt out. The district won't let us opt out. And I mean as if we if we think about like I don't know if the incinus case is so fresh it's only from May does that trump ed code like you know from the ed code that's been established from before. So, when we go through this policy, that's what I'm that's what I'm asking about because El

094Dorado, we have teachers still asking for pronouns and there's flags in there. And so, they're calling and they're saying, "Why was my child compelled to give his pronouns when he does not believe in that?" So, right there we have another case that's being violated. Like why are we not empowering the students and empowering the parents that if a teacher is asking for certain things that this could violate certain rights? Like we need to be it just needs to be out there. It looks like we're hiding stuff. If you want to answer what your pronouns are, I don't know why teachers are asking children what their pronouns are and their gender identity. I don't know why they would be asking teenagers that. It's against the law to ask adults that. But we need to we need

095to be transparent. What are your rights as a student? What are your rights as a parent? And then also too, what are employee rights? And so I feel like this is such a huge issue. We have to do better than just this policy that basically just says, you know, religious beliefs. So that's kind of, you know, where I am with this. And I'm I am frustr I am frustrated and I'm frustrated that um we don't feel like our parents feel like like we're hiding things. I'm frustrated that you know the board doesn't like I mean I didn't know any of this was going on. And so it's it's frustrating not to know and it's frustrating not to be able to help the parents and it's frustrating not to have um other plans but I think

096we can do better and I think we can devise plans to work with parents. And so in all of this policy that we're doing together, why can't we do better and spell it all out and inform the parents so they know? Because if we're not going to have a flag policy, you know, we're not going to have certain things that just keeps this politics and the noise out, then we have to have something that tells of rights and tells what, you know, what you can do. So that's where I am with this. Um, I'm really sorry to everyone that um that that for everyone that's this whole thing. It just sucks. It really sucks. And so I'm sorry that people have felt that the board's not being transparent, that people don't feel they're being supported.

097I'm just I apologize, but this is as I've said before on you know, as I've said before, I went live because I um you know, and I never called said anything that some of these people are saying, which is just absolutely ludicrous. But I was very careful what I said. I just repeated these three cases and said this is the only thing I think we have right now to go on where you can talk to the district about this. But if the district won't talk to the parents and won't give them the policies, then they have to come to us and they have to come to other people. They have to go seek outside help so they can advocate for their kids. We as a district should be helping the parents be able to advocate

098for their kids. No matter what side of the aisle, no matter what religion you are, we should be doing that. So this whole thing should be crystal clear. And that's all I have to say. for right now. For right now, >> so I >> I I think it would be good at this time to have uh Mr. Robbins or Mr. >> Well, let's let's hear from Todd. >> So, I would have to say I I understand the board policy maybe being more vague. I I guess it's okay. Um because the real thing the real thing that's important is to make sure that it's clear what parents can do and how they do it in the uh this is this is the directive I believe from the district that says oh this is the parent handbook

099that gives a paragraph titled religious exemptions for instruction EC section 51240 whenever religious beliefs conflict with any part of health, family, life, or sex education classes. Students can be excused from that part of the instruction upon written parent request. Students taking courses I'll close this. Uh, students taking courses for University of California credit may not be excused from major sections of the curriculum. Makes sense. The next paragraph, in light of the United States Supreme Court's decision in Machmood versus Taylor 24-297205, parents guardians have the right to request that their child be excused from specific instruction, including the use of materials or story books that address topics of gender and sexuality where such instruction is determined by the parent to be in direct conflict with their sincerely held religious beliefs concerning the religious upbringing. of their

100child. To exercise this right, parents, guardians must provide written notification to the school administration spec specifying the instruction. We need two spaces there, whoever wrote this, of materials to which they object on religious grounds. Consent with AR6141-.2. The school provide adv uh advanced notice of instruction involving these topics to facilitate such request where an opt out is granted for instruction and assignments uh that are linked to specific learning standards. Students may be provided with alternative assignments. That's very clear and I don't understand why that wasn't the email. It's in the student the parent handbook. So it's obvious that this is what it means that needs to be communicated. Now, I understand this is about curriculum specific, and I know Mahmood is specifically about curriculum specific, but now we're talking about a situation where parents object

101to the teacher in the classroom because of the lifestyle that they are clearly promoting. That goes against their strongly held religious beliefs, which is just a fact. You can say that it's mean or it's unkind. It's just true. And in that case there I am assuming that there is going to be precedent set sometime pretty soon where we're gonna have to make decisions about that. I know that this is about instruction. I think parents rights are extremely important and to deny parents the right to protect their children in the way that they feel they need to be protected is going to be a problem. And I I've said it before I don't want to be a an example district. So I think we need to do something to clarify how we handle that specific situation

102going forward. So the question we have is is is if incinas just came down and you can't compel a child to call or to say something that he does not believe in. Why is there no opt out? >> Okay. Um, couple of things. Um, Ensenus is a district court case, so it's not binding on this part of California, but it doesn't create a bucket of rights that's any different than what Mahammud created. So, it's it's a district court case, so it's only binding on Incinus right now. If it gets appealed to the Ninth Circuit, it may have and gets upheld. uh it may would have more binding authority on this district. Um Hardwick is a case from 1921 dealing with a parents religious objection to their child dancing the fox trot. Um and not being

103able to have an alternative PE assignment. Um the kid was actually expelled. Um and so on rid of mandate the parents took the school district to to court saying they shouldn't have been expelled. They should have been provided an alternative assignment. The court agreed. So again no different bucket of rights than what is created by Mammud. So I think it's important that we kind of understand that as the legal landscape. Mammud is what we need to look to with respect to compelling students to say something they don't believe in. I don't believe that that's happening. um to the extent that people object to a person's lifestyle or whatever, we I'm aware that the district has provided responses saying if the child does not want to use an individual's preferred pronouns, they may refer to that

104person as teacher or by their last name or some other uh term. And that accommodation has been recognized in the sixth circuit in a case out of Indiana uh where initially it was a teacher who was refusing to use the preferred pronouns of students. The teacher was terminated. The teacher alleged this was a violation of his religious rights. The case was upheld on appeal because the the idea was that the accommodation of using the students last names only was creating a divisive environment in the school that was creating a hostile educational environment for kids. So even the sixth circuit out of Indiana which is a much more conservative circuit than California um upheld that termination. It revisited the case after the gra versus dejoy supreme court decision last year that raised the burden employers must

105show for denying religious accommodations. So before gra versus the joy the standard was a dimminimous impact that's all that they had to show in order to deny a religious accommodation request after gra versus dejoy which was a n0 decision. So it wasn't really an issue in dispute. The standard is now it has to be a substantial burden on the finances of the district or the finances rather of the employer. Um some tangible uh economic impact is is really what the court suggested we need to start looking for. So the burden on denying religious accommodations is higher. That idea translated into Mahmud whereas before the lower standard of denying religious accommodations was what governed even in the school district setting. But now we understand it is much higher. But that doesn't excuse the district from its

106requirement to undertake what Justice Alo said they have to do a fact-specific or factintensive inquiry for each and every one of these situations come up. That's why these are going these opt- out notices are kind of going out on a casebyase or as arises basis. So if an issue comes up in the curriculum, whether it's in the pacing guide and it's a topic that's going to come up in a couple of weeks or if it's an impromptu lesson that the teacher wants to do, it's my understanding that the teachers of this district have been told that they must provide notice and an opportunity to opt out prior to that instruction occurring. So that's related to your point, Mr. Frasier, about instruction. You're 100% right. This is a case about instruction. It's not a case about

107opting out of being around people with whom we may disagree. There are cases that are out there. There's a Boy Scouts case that's relatively recent that recognize the Boy Scouts, which is a private organization, had the ability to not associate. There's a freedom of association uh right within the first amendment to not associate its organization with an individual who was a very prominent member of the LGBTQ community. This person was going on TV, was was writing papers, was speaking at conferences, very public. And the court recognized that because of the public nature of this person's um expression by hiring this person into a very high up spot within the Boy Scout organizations. It may be perceived that the Boy Scouts are adopting or embracing that person's message because he's such a prominent person. I don't

108think the analysis would have been the same if it was just a regular individual trying to join the organization without much of a public profile. But the court did say in that case, let me just pull up my note here. Um the court said the freedom of expression association, the freedom to express yourself and associate like many freedoms is not absolute. The right may be overridden for a compelling state interest unrelated to the suppression of ideas that cannot be achieved through means significantly less restrictive of associational freedoms. In this particular case, Placenti or Belinda Unified the compelling state interest is protecting employees from discrimination. So to the extent that there is an employee and I don't know because I don't ask if there's an employee who has a gender identity different than that assigned at

109birth that is their right and the supreme court in Boston v Clayton County made it very clear that title 7 of the civil rights act protects transgender individuals from employment discrimination and that was that was a supreme court decision written by justice Gorsuch. This wasn't Justice Ginsburgg or you know any of the >> you can't discriminate based on employment. >> So my point being the district can't make decisions about an employee in any way >> based upon their sex or gender. >> So the perception of >> basically marginalizing somebody by moving kids out of their class that could create an action a cause of action against the school district. So we don't want to do that. And so we also can't move somebody because they're transgender because that would be taking action against the individual

110based on their sex, >> right? Cannot move the teacher. Totally get that. That's so and and >> so this what my what I was going to close with it's a balance. We have to balance these two compelling state interests and >> these are both recent Supreme Court decisions that we are trying to balance. >> Yeah. So the unique situation here was the previous year the teacher was the opposite and then they come to school. No, I'm just saying that. No, what did you say? >> I said maybe I don't have those facts. You don't have >> I'm sharing that with you and >> I'd be I'd caution you on that. >> All right. Okay. So in that scenario, let's just let's play the game of let's say it happened if you don't want hypotheticals, right?

111>> Um and one year they were uh a man and the next year they were a woman. So it clearly was different. And the parents obviously saw that the children very clearly could see that >> in that case I side with the parent deciding how they want to parent their child. I understand legally the district may not be able to do something from a legal standpoint. this becomes now a moral issue that unfortunately what I think I'm hearing is the only option the parents have who truly want to uh protect their children in scenarios like this is they would need to leave the district to stay out of this situation. >> I don't think the current state of the law supports opting somebody out because of disagreement with how somebody presents themselves. I think it

112>> from a from a practical standpoint, I think it creates an extremely slippery slope, >> but there is not a legal basis currently in the law to opt somebody out just because of disagreement with how somebody presents themselves. >> Got it. So, the legal response is the district cannot do anything. So if the parents want to continue to raise their children the way they want to raise them, they have to leave is basically what I'm hearing. >> That's like I said, there's currently nothing in the law that would require an opt out >> and that's very sad. >> So another hypothetical is this is does the teacher does a teacher have to teach under what their credential? So if I have a if my if my credential is under Leandra Blades and then I decide

113next week that I don't want to be called Leander Blades anymore. So student are going to call me this. Can I do that if my can I ask to be called a completely different name? >> I'm women get regular ma married regularly and change their name. >> But if I don't get married if I don't get married I don't do any name change. I don't do anything. California has a a relatively straightforward and simple process for changing your name in court. So, uh I I'm not aware of that being any sort of roadblock to somebody performing duties in the classroom. So, if the district said to the hypothetically if a district was to say to a teacher, hey, are you cool with an opt out? If if if parents want to go put their kids

114in the library or go put their kids somewhere else and the teacher says that's fine and it's not affecting his employment or her employment because they're still teaching in the classroom, but you have parents who believe that this is violating their religious beliefs, we can't accommodate them and move them somewhere else for 30 minutes to do a study hall. we can't create another type of of things so these kids can opt out and they can go to study hall and we don't lose a ton of kids. >> I think it's fraught with peril to ask somebody if you're cool about something based on a characteristic that's protected. >> Okay. So the district doesn't go to him and say, "Hey, are you cool?" Just because I mean obviously there's an uproar here. So, it's it's widely

115known something's going on, but the district can't just say, "We're offering also study hall." >> What would be the reason that they're offering study hall? >> More more choices. Kids just don't need to take computer labs. >> Why do we need more choices? >> Well, obviously, we know more choices. I again I I would not it's not an approach I would recommend simply because the employment discrimination issue being so fresh from the Supreme Court is a right that we have to balance against other rights. So, so it stands right now that you can't opt your kid out of the class, but what they've been told is that they parents can go and pick up their child every single day during this time, remove them from the classroom, and then return them after. So, that's the

116only thing parents have to are are able to do is to pull their kids out. >> I don't know. I don't make policy for the district. If so, that's >> Well, is is is that doing anything different if that's what the district has been telling the parents that that's their option? >> Pull your kid out and then put them back in. >> It's the option that the district is giving them. I have no further comment on that because it's what the district's doing. It's not my decision to decide. >> So, if the district said, "Yes, parents, you can opt out. We're going to have a study hall." You have you don't have an opinion on that either because it's what the district's decision. Again, if the district has elected to take the position that there's

117no alternative available here because this is not a Mammud opt-out situation, that's the decision of the district >> and then any ramifications from that decision would be on the district. Correct. >> Correct. >> And then just another question too. Um, so basically the hypotheticals we're discussing is more of something that's above us and more of a Supreme Court issue to narrow down the definition and the applications of MC versus Taylor. And it's not up to us. It's just us. We follow what they give us as they give us. And it may change. It may, you know, adapt. But as of the moment, just like everything else, we are to follow what we're being told from the Supreme Court. >> Yes. like we talked about at the beginning of August, the the the guidance in this

118case is not optimal. Um, and so what we have is what Mr. Frasier articulated from the handbook, which is the clearest kind of statement that we could recommend in terms of being consistent with what Mahammud stands for. Um and unfortunately, you know, the descent noted that that this is a situation where it doesn't provide any guidance to school districts. It doesn't help answer difficult questions. And so the only way that these issues are going to be sorted out, unfortunately, is if they're litigated and ultimately reach the Supreme Court. >> But it's nothing we do on our level. It's more of people would take it the litigation. >> You examine each situation as they come. I wouldn't ever say that you do nothing >> right >> assess the risk you assess the request within the confines

119of the Mahammud decision >> and >> but within the confines we cannot go like make our own >> I wouldn't it depends on the situation >> definition of it it's going to depend on the situation but we have to look at it >> in the confines of Mahammud and going beyond Mahammud you would only be recommended if it was some sort of tangential or less than that. It need to be more direct. Some sort of direct relationship with Mammud and perhaps something Justice Alo said in the majority decision. >> And my assumption is that they left it pretty open and vague because there's not just one religion. There's thousands of religions. So to be able to specifically say X, Y, and Z to religion may be different for somebody may be different for somebody in

120another country, another city, another religion, another church, whatever it may be. So I'm assuming that's why they left it so broad to for people like you said to be able to >> come up like if something I may not think it's I I something may not be against my religion, but it may be against something somebody else's. So that's where the if you come up with as a parent something that you don't agree with, then you need to bring it to our attention because obviously none of us are educated or schooled enough to know every single religion and what they believe. So that's where the parent part comes in of like if you in your specific religion find something in the curriculum, in a book, whatever it may be that's against yours, now you may

121fill out the opt out form and state your case. Correct. But this also says that we have the obligation to provide uh information prior to that information coming into the classroom. Right. Correct. >> If we know about it. Obviously if it's well known well known religion. >> No. No. Because it calls >> talking about topics content. >> The content of it. But it is specifically calls out gender and sexuality where such instruction is determined by the parent. So it we do have the obligation as to say those kind of things. I would just like to say in if we're closing I don't know um I am going to encourage parents to advocate for their children however you feel necessary to advocate for your children. >> Uh Mr. Robbins, thank you for the clarification. Um the

122sentences that were were adjusted or modified brought me more clarity and that was what I was requesting. So, I appreciate that and I think it's more clear. Thank you. >> You're welcome. >> Okay. Um, I believe last week or last month we talked about in the AR that teachers will give a twoe notice. Is that correct? Okay. So, I just want to be clear that all parents should be notified two weeks ahead of time to opt out. So, I appreciate that. Marilyn, can you also confirm too because in the thing it's saying that there's going to be an opt out, but if the parents find it, see, this is the thing. If the parents find anything, if stuff comes home that is against your religion and oh, you know, the curriculum's already being taught, like

123how would that happen? >> How does that happen if it's specific things in the AR to address that? >> We So, I want to go back to Miss Quantero's point about There are a multitude of religious beliefs. I think one of the one of the challenges with the first amendment is that when it was written, I think religion was probably a much more communal experience. You know, we didn't have the Church of England. We left England to get out of the Church of England, but we still had the Catholic Church. We still had the churches in New England that gathered regularly and it was a smaller community and it was more of a communal understanding of religion in the early founding era. We have grown as a nation. We have expanded our religions. It's become

124a much more personal religious experience that as I was going through Christian school K through 12 um you know that was one of the things that was always emphasized. Make it your own personal experience. So people are going to have different interpretations. They're going to have different perceptions of what is for and what is not consistent with their religious beliefs. I don't think the school district is in a position. I don't think any entity is in a position to try to guess of the 25,000 kids that walk through your door each day what is going to be acceptable to this person or this person. It's just too big of a task. And so the best solution that we have is what I understand that we've done already is review the existing board approved curriculum to

125find areas where Mahammud may be applicable and gear up to issue notices there. The second step is to provide teachers with training that these types of issues are issues where you need to provide notice. We have to trust that that training was re received and we have to hope that it gets implemented otherwise there may be consequences for those teachers. They have to understand that >> the accountability piece is the part that I think is important to to make sure that if they don't follow the policies and I'm going to say it right here from the dis. I don't recommend teachers be asking kids their pronouns. I understand we have an obligation to provide inclusive classrooms, but in terms of recommendations from a legal standpoint, I don't believe that's a good practice to do it

126before offering notice and an opportunity to opt out. If a teacher wants to do that activity, provide notice first. Give parents an opportunity to opt out of that situation. they can be excused and find an alternative opportunity for maybe the five minutes that that conversation takes and then come back in the classroom. But based on Mammud, I would not recommend having that conversation without noticing an opportunity to opt out. So, um, and I guess that was my that's just my question is is if there's the proper training because that is not part of our curriculum is for pronouns. And so, that's what I'm saying is this stuff creeps in and it's not a part of our curriculum. It's not a part of our pacing guides. And so that's where >> but it's consistent with state

127law that we do create inclusive and welcoming classroom environments. >> No, I think I think her point is is that part of the train because I I think that's a that's good advice. Yeah. Um and that should be noted that that should be part of the training that goes into effect for this specific reason for opt outs to say hey this is one of those things whether it's on the controversial controversial issues policy that we have a list of several things which you mentioned before um and then the Mammud decision which is specifically about gender sexual identity all those kind of things these are the these are the items that we need to make sure in this training that probably needs to be created if it isn't already created >> well remember we were given

128much really short notice on this >> I I get I'm not saying let's go let's why isn't this done yesterday. I'm saying we need to look at at this and we have a new superintendent sitting in the room listening to all this which is fantastic. >> Um and I'm sure she's just riveted. Um >> but I I think it's important and I think that is that's really good feedback to say that that those kind of things are the the places where we should be cautious >> and we should be transparent as much as possible in all these scenarios. And then when we have people go against we have employees that go against what the rules are and what our what our standards are that there has to be consequences. There has to be uh we

129have to keep people accountable. So thank you. I appreciate that. >> And just remember that we we do need to meet with our friends in labor to discuss those policies that you know I get that and there's a whole process. I'm just saying >> that from from a legal standpoint and from a decision standpoint and a bylaw standpoint and an AR standpoint and a parent handbook standpoint, >> we we got a lot of places we're pulling from here. So, we need to con condense that into a very easily to understand training and instruction for parents because this is this is a hot button issue. >> Yeah. that if we don't figure out a way to make it um stay calm, it could be an issue that we don't want to deal with in the future.

130And not just us, I'm saying across the country. Mhm. >> Can I suggest um maybe we work on putting together like a frequently asked questions and to discuss this in particular, you know, stating, you know, that parents will receive information two weeks ahead of time. Um, if this is a concern of yours, then you you uh maybe um say maybe have a conversation with your your teacher and say, you know, I I'm going to be opting out of this. I'm going to be looking for those, you know, like like you know, basic things to not only give the parents information and and just kind of help create a unformed um >> communication that we can address these issues and and answer the questions so we're not getting phone calls and we're not getting emails and

131>> I can't promise that. >> Well, I know it's a fantasy of mine. Okay, let me live it for 30 seconds. I I think an an FAQ is a good idea. Like we have an ever evolving one that we have been working on with various groups and organizations. I think tailoring it to your particular school district and what your individual policies is something that could happen. >> Yeah. Because when when parents come to me, I always say go have a conversation with your teacher first. >> Well, and parents have the right to review curriculum. they have the right to, you know, and uh Dr. Gray can explain those things a little further. I think that would be you. I know Dr. Young's not here tonight, so I don't want to impose too much on you,

132but what, you know, we do we have opportunities for parents to come in? What do they need to do to to review curriculum if I know it's in the annual notices and stuff like that, but >> Yeah. And we do have opportunities for parents to come in and review curriculum. And I think that it's on display usually and they're notified. I don't know how soon in advance, but I think it's on display usually for 30 days for them to look over. >> But um I had written down too, Marilyn, about FAQs. I think that's a really good idea. But I think we would want to ask what some of the FAQs are that you're already putting out there. get all the information survey because I've been getting emails too and look at what the questions

133are that we may want to answer and just be really explicit so that there are you know there's just less um this lack of clarity I think is causing a little bit of anxiety and I think we do need to be more clear >> it's and in addition to that you you mentioned um that the curriculum's on display but that's for new curriculum not all curriculum every year which is why I again I want to reiterate I I think we've said it lots of times, but the pacing guides are extremely important so that parents can look through the syllabus and the pacing guides and know, okay, these are the things that I know is going to happen next year in this class or whatever, however they want to do that. So, I'm again pacing guides

134are important >> and I did see a lot of that when I went to back to school night, the two I went to, they all each teacher that I saw when I was in that portion of the presentation, they do have all the topics they're covering for that year. You know what they're covering in history, science, all those things. So, I know that they're giving out handouts at least showing what they're covering, >> right? And and remember that all curriculum is board adopted. So, everything that a teacher that a family member, a parent would see if they went in to visit a classroom is already board approved by a broad base uh of of our education uh partners. As far as visiting the classroom, you could always do that. there's just a process whereby there's

135notification through the principal or assistant principal uh to to do a formal visit. So again, all those things are uh are are recommended uh to make sure that you're comfortable uh with what's being taught and how it's being taught. >> Yeah. And information like that should also be included in in the FAQ. >> Y Okay, I think we're ready to vote. Um, all in favor say I. >> I. >> Any opposed? Okay. Motion carries. 5 Z. And that was an I from our student board member. Um, >> I'll make a motion to establish board policy 0440, district technology plan, first reading. >> Second. >> Okay. Okay, we have a motion by Mr. Frasier, a second by Mrs. Buck, and I'll turn it over to Mrs. Velasco. >> Um, thank you. Good evening. Um, tonight I'd

136like to ask Jeremy Powell, our chief technology officer, to join me over here at the podium. I'm going to talk real briefly actually on board policy 0440, which is our technology plan. board policy 0441 which is our artificial intelligence and board policy 4040 which is our employee use of technology and then after we go through that we can answer all the individual questions that you may have regarding each one of the board policies. So overall in board policy 0440 the technology plan that tasks the district to create and regularly update a technology plan. This plan addresses the current and future use of technology for the district which aligns with the vision and goals established by the Pilusd advantage. This policy calls out student achievement, health, well-being, access, accessibility, professional development, digital citizenship, cyber literacy, and

137preventing and responding to cyber attacks as specific areas of focus. Moving on a board policy 0441 artificial intelligence. This policy would establish that the district is supportive of the use of AI provided that it is people centered, ethical, transparent, accountable, responsible, accessible, secure, and private. Furthermore, utilizing AI should engage the community, provide professional development, and be evaluated regularly for improvement. Our last board policy regarding technology is the employee use of our technology. And this policy describes the expected, allowed, and permitted uses of technology, including artificial intelligence. So, even though we went through all three of these, now we're going to address each one um as we go through for your approval. So, board policy 0440. Do we have any questions? >> I think this is a long time coming. I think this is an important

138one. Okay, good. >> Any questions? Any changes? >> I I just want to mention that North Orange County RO, we have a board meeting tomorrow and we're doing the same. >> Oh, good. >> I just like how it really defined our plan and that um and who is going to be a part of developing it and and that it is, you know, not just staff, but our community is involved in it, etc. So, I I really like this one. >> Good. So, we just vote on this first one then. >> Okay. >> Do we want to wave second reading? >> No, let's bring it back. Let's bring it back. >> Stick with what we >> Yeah, that's our policy. >> Okay. >> Is it going to change? >> Some of the references to other policies

139could change. So, I would recommend the second reading. Okay. >> Okay. >> All in favor? >> I. >> Motion carries. 5-0 with an I from our student board member. I'll make a motion to establish board policy 0441 artificial intelligence first reading. >> Second. >> I have a big question about this one. >> Okay. >> You Sorry. >> Just second. >> We had a motion by Mr. Frasier. >> Oh, sorry. >> Second by Mrs. Buck. >> And And any comments about this one? >> No, nothing to say. Yeah. Hold on. Um so you said uh >> the artificial intelligence. >> Yeah. So there was something that you read Joan >> saying like all the stipulations of the AI >> is that something we can even promise like I I you read all those things and I

140thought I don't know if that's possible. So I I think it's written as those are principles, right, to guide us in its use. >> Okay. >> Um and you know AI is being slowly embedded into just about everything >> everything, >> right? And and the principles are are where to start. >> Yeah. >> Um I I think that the key is that we continue to evaluate use and adjust. Um, and I think that's a generic thing that needs to be done with everything, especially technology at the rate of change. You know, >> how are we going to be doing brain scans? Because your brain's supposed to shrink by 20 to 40% if you use AI. >> Here it is. >> That's why preschool is so important because the 80% of your brain is built before

141age five. >> We'll see Carrie, we're going to scan our brains in 20 years. And this is going to be another ever evolving >> Yes. >> policy as well as it changes. >> Yeah. And I just I just wanted to um emphasize, you know, the part about health and well-being, especially I mean, there's some very prominent court cases right now where parents are suing AI >> and um and these companies. So I think that should just really be on the forefront as we review AI and look at it just to make sure that we are being safe and responsible >> and protecting and protecting our >> digital citizenship part that we put in everything else. >> Yeah, I would like to share that student services has already begun with the professional development piece um and

142not student services ed services has already begun with this professional development piece and it's been very well received by teachers. So, but we're also going to do that for our students. >> Yeah, I heard positives about that training as well. >> There was a there was a question that was um asked to me and the parents were wanting to know if um let me pull up the question. It was um they wanted to know if privacy is going to be maintained during IEP meetings by prohibiting the district's use of AI software for note takingaking. >> Things like that have been popping up. >> I'd have to get back to you on that. I would have to work with >> I don't know enough about AI. That's why I'm just asking the question >> and and

143that's I mean that's kind of the direction that I'm going because like there's things that we have in our pocket that can be recording and transcribing and all of the time. Um, and I know that there there's several people like even when I'm on a Zoom meeting and somebody has to say yes because recording's begun. Like we all are used to it, >> but there's some real I mean if they're transcribing this and then it's going up into whoever's cloud there's a lot of things to that's why I read all these and I say how are we going to >> watch that and how are we going to stay accountable? That's a lot. >> That's really about the terms of service of what you use and paying >> the platform that we use and where

144it's being stored. us doing our job. >> It's why you see um the big players in the game, Microsoft and Google, adjusting their terms of service for those who pay um to be very specific that that data is not used to train >> and and is retained within your organization. >> Yeah. So, because I use the the chat GPT pro which does not use or the team does not use to train which that's one step, but do we really trust them? I don't know. So in in my organization, we have a rule around not doing the the um the note takingaking because of the that specific data in there related to names and HIPPA >> because of the content you're >> because of what we're talking about. Um so I just and we're looking at

145our you know our policy is to try to figure that out to protect individuals. Um so it's incredibly important. That one I think is that I didn't actually think about much before that but the until it was the meetings about specific >> yeah things we don't want to >> and these are all really good points and we need to examine this further. I'm looking out there at our new director of special ed because there is a law that says that if um a parent wants to record the meeting that they can do so. Yes, they can do so but they have to let us know 24 hours in advance and then we also have the option to record. So we can't prohibit that from happening but this is a little bit different what you're asking

146it is people who maybe don't >> it's the AI noteaker >> it is it is but that's happening where we have advocates coming in and they are using the it's called Otter something or whatever >> Otter AI there's plot AI there's a whole bunch of and they're fantastic but >> but it's very important that there's notice and all of that so we're going to have to you know all these things are just on time things right >> and to educate the parents so if they're going on to these meetings things and if they are having like bringing up things that they don't want to share, we need to warn them ahead of time that these note takingaking kind of things potentially I mean they're recorded so just >> right >> to protect them. >> Yeah.

147The implications of privacy are most critical for school districts and all organizations for that matter. But remember AI, it it's well beyond just that because your academic honesty policy, your discipline policy, deep fakes, all the variety of different ways that AI is being used, you have no idea if it's real or not. So >> tell me about the deep fakes. >> Yeah. So the deep fakes. Yeah, >> I'm teasing. >> Yeah. No, I know you are. I'm glad you are. And but that again is among the things you're hearing most about, but it's really layered and and again I put Jeremy and Joan and the team to really take a deep look at all this work, but it's constantly evolving. >> It also ties back to cyber security as well. And I know it's not

148specific to this, but we've talked about it in the past about the protecting the information that we have regularly. Um, deleting information. Um, we have staff members and I sign up my kids for health insurance through the plan and that kind of thing and I have to embed all that information in, but if we don't delete it, >> it's just sitting there waiting for a cyber attack. And so I want to protect all of the the staff the So just another note to bring that back. >> Thank you. >> Okay. >> But great job. >> Yeah. I don't envy your job at all. >> Thanks. >> Okay. I think we're ready to vote. All in favor? >> I. >> Any opposed? >> Okay. Okay. Motion carries five to zero with an I from our our

149student board member. >> Yeah, that's how we've been doing it. >> I'll make a motion to establish board policy 4040, employee use of technology. First reading. >> Second. >> Okay. We have a motion by Mr. Frasier, a second by Mrs. Buck. You thought you could walk away. I just want to say thank you for doing that because this I know was long overdue to be updated. So yeah, that was another one. >> Just it was that's good. Just start over. >> That's a lot. >> Okay. Now, I think it's clear for our employees and and um especially the part, you know, where they have to use their district ID and not to use their personal ID on >> um district property and and keep that clear and separate. >> Yes, that's another one that's evolving,

150too. Now things are on the cloud. You can access them from any device. So that's the one that really had to be revamped and changed. >> Yeah. So thank you. Any other questions? Okay. All in favor? >> I. >> Any opposed? >> Thanks, Jeremy. >> And I from our student board member. >> I'll make a motion to approve. >> I think we need to take a break. >> Oh, darn it. >> Oh, dear. Okay. >> All right. >> Should we actual >> Yeah, we have we have the presentation of the audit edit actual. >> Let's let's do this one and then >> Okay, we'll do this one. >> I'll make a motion to approve the employment contract for Dr. Kim. I don't have your full name in front of me. Leblanc Sparza >> as superintendent

151of schools. >> Second. >> Okay. We have a motion by Mr. Frasier, a second by Mrs. And I need to read out um the terms of the contract. Um the superintendent providing a term from October 6, 2025 through June 30th, 2029. And the superintendent salary shall be $375,000 paid in 12 months payments. And the superintendent shall receive a $500 per month car allowance. travel related expenses reimbursement for up to $6,000 for the 2526 school year for purpose of onboarding and transition. And during the term of this contract, the assistant superintendent, the superintendent shall be entitled to such health and other fringe benefits provided to all certificated employees of the district. So, is there any questions? No. Okay. All in favor? >> I I. >> And that is an I from our student board member. Motion

152carried. And so now we will take a break. We'll come back 15 minutes. Okay, we're going to resume at 853 and we're moving on to 18.3. We got a motion. >> Like to make a motion to adopt resolution 25-09, week of the school administrator. >> Second. >> Okay, we have a motion by Mrs. Quantero, a second by Mrs. Buck and I'll turn it over to Mrs. Mendoza. >> Thank you very much. It is such a pleasure to read resolution 259, week of the school administrator. Whereas leadership matters for California public education system and the more than six million student it serves. Whereas school administrators are passionate lifelong learners who believe in the value of quality public education. And whereas the title school administrator is a broad term used to define many education leadership posts, superintendent,

153assistant superintendent, especially those principles, assistant principles, special education and adult education leaders, curriculum and assessment leaders, school business officials, classified educational leaders, and other school district employees are considered administrators. And whereas providing quality service for student success is paramount for the profession. And whereas research shows that great schools are led by great principles and great districts are led by great superintendent. These site leaders are supported by extensive administrative networks throughout the state. And whereas the state of California has declared the second full week of October as a week of the school administrator. Whereas that week is October 12th through 18th, 2025 as week of the school administrator. Be it therefore resolved by the Placencia Belinda Unified School District that all school leaders should be commended for their many outstanding contributions, service, and dedication to the

154advancement of student achievement. question. >> Any questions or comments? >> I just think that this is like the most oomph that we get in like these resolutions. I think she should read every every resolution. >> I'm happy to do it. Okay. >> As long as it comes at the beginning of the agenda, >> right? >> Wanda, you can't leave. >> We didn't vote yet. We didn't vote yet. >> Resolution for you. See you there. >> I don't think there's anything more to say. >> Meeting. >> This is the week of Yolanda. >> This has been a great meeting with Yolanda. Okay. All in favor? I >> I >> um motion carries five to zero with an I from our student board member. >> Okay, Joan, you have to have that type of energy. >> Okay,

155we got to make our motion first. >> Well, I'm just I'm just warning her forewarning you. >> I'll make a motion we approve the June 30th, 2025 fund balance and un audited actuals as reflected in the Sachs financial report. >> Okay. We have a motion by Mrs. Buck and a second by Mrs. Blades. And we're gonna Miss Blade. >> I'm Blades. >> Blades. Yes. And um we'll turn the time over to Mrs. Velasco to address and give us our presentation. >> And I'm very happy to be here tonight to present the unudited actuals, which is closing up the school year for 2425. Um, I'd also like to reach out to our fiscal services team and thank them for all of their hard work. U, there's a lot that goes into closing these district books and

156it takes a long time and they did an excellent job. So, moving through this, what is the unodudited actuals report? Uh, it's a 2425 unrestricted and restricted general fund and components of ending fund balance. We also are going to talk about all of the other funds too. And then we're going to talk a little bit about how that affects our 2526 multi-year projections. And then the last item here is our challenges ahead and our next steps. So in California school districts, unodudited actuals are the annual financial reports that show the complete financial picture of the district for the 2425 fiscal year before they're formally audited. That's why we call them unudited. Um, these reports are submitted to the California Department of Education for review and our unodudited actuals provide the foundation for the data for

157the 2425 audit which we'll be bringing back to you at a future board meeting. So, let's get into this. So, the um looking here, this is the unrestricted accounts. So, keep in mind that the unrestricted accounts are the ones that we have the most control over and it's the largest amount of our budget in the general fund. Looking at the column here that's green, that was our estimated actuals before we closed the year's books. Then we closed the books and now we have our unodudited actuals which is the blue column. And in the purple column, that's our change from what we were estimating to what finalized. And you can see here overall for revenues, we actually ended up with an additional $4.2 million. And I actually gave you the different reasons and the different breakdowns

158for what this was. Some of our income went up, such as addition additional lottery money, additional interest income are received, miscellaneous revenues that come in from our school sites, and some money goes down. So, we actually decreased by $2.7 million um the contribution to our restricted programs. And then we look overall here at our expenditures. And so you can see each of these line items. And overall, those really held very true. It was only off by $400,000, but within each of those line items, some of them go up, some of them go down. We had some changes for our workers compensation. Uh IBNR is incurred but not received. So, it's like a liability count that we have to put on the books. Um, overall, you know, pretty decent here where we're really within target of

159where we were at looking at the gray line there. So, we estimated ending a negative deficit of 10.2 million. We actually ended because of that increased revenue at a deficit of 6.4. So, overall that was an increase to the deficit. So, less deficit. Um once we add those to our beginning balance of 72 $72.9 million, we're ending up with a ending balance of $66.5 million. Okay. Now, we're going to move on to our restricted accounts. So, keeping in mind restricted money is a little bit different. We're giving very specific reasons of what we're going to spend this money on. And this can take multiple years. We can receive the revenue over multiple years. we can make the expenditures over multiple years. So you might see this is like a different kind of swing bigger than

160the unrestricted. But overall in our revenue account when we get to the um purple column here you can see that the revenues went up by five $5.9 million. And I also gave you the reasons for why this all happened. Some of our increases were increases for our ELO money, a million dollars for our children and youth behavioral health initiative. That's our new grant. And then I went ahead and listed all the rest of these things. A decrease was a million dollar decrease for our title one, two, three revenues because that revenue will then be deferred over to 2526. Federal revenues are a little bit different. When we get into these deferrals, we cannot show the revenue until we make the expenditure. So because we had less expenditures for our federal programs, we have to drop

161our revenue and then we'll increase the revenue again in 2526 when those expenses hit. Overall on the expenses, you can see that the reduction was $4.8 million of expenditures and again some increases and some decreases. Uh and you can take a look at what those are. The biggest one I see here is 2.9 million for some services. And then our decreases. We did not spend some money that had been allocated for the 8.77 million for books and supplies. Keeping in mind we're going to re rebudget all of this in the 2526 year. So overall, oh I don't know why that didn't uh pop up here. Oops. Well, I'll show you the ending balance on the next thing that I get to. Um so moving on to the general fund components of ending fund balance. Let's

162take a look now at where are we ending up with our unrestricted balances. So we had talked about 66.5 million for unrestricted which is the green column and then we allocate that money for certain things. We have 04 million or 400,000 in our revolving cash in our stores which are inventory that we hold here. We allocate 1.2 2 million for our site and department carryover that will get rebudgeted in the 2526 year. We're holding 5 million for our textbook adoptions that are coming up soon. We have 10 million set aside for our declining enrollment costs, 8.9 million for our deficit mitigation, and we're keeping a contingency reserve of 5% which is 20.5 million. And lastly, we have our reserve for economic uncertainties of 5% which is 20.5 million. And you can see that totals that

163ending fund balance. For the restricted balance, it's 53 million, which it didn't show up right on that prior um screen there. But with that 53 million, it's all restricted. So, we're just going to keep that and use it up um in 2526. Combining that, we're ending up with a total ending fund balance of $119.5 million. So, now let's talk about the other district funds. Oops. I'm trying to get back to 10. This thing's tricky here. Oh, I don't know why it won't go to 10. Okay, it's late and I pushed the button too fast. Um, so our I'm trying to give you a an idea here of where our restricted programs truly are. So, I listed these all for you. You can go through and take a look at these, but overall, just for instance,

164we have our ELOT program which has an ending balance of 700,000. Again, that money is going to get moved into 2526 and spent. And then you can go through all of these um overall ending up with that $53 million. So, I just thought this would be good for you because I know that you're interested in each of these programs. Okay. So, other district funds. So, how are we looking with everything else that we have in this district? We have our ASB account, our fund 8, and that's ending up with 2.3 million. Our special ed pass through, basically, we just put the revenues in there and then we take the revenues back out. So, that's why there's hardly any balance left in that one. Our child development fund 12, we're ending up with 4.5 million. Our

165nutrition services program, when you look at the end here, we have 19.5 million. Our deferred maintenance account, we're ending up with 2.7 million. Our capital facilities, 14.5 million. Our county schools program, fund 35, is basically there's nothing left in that fund. Capital outlay fund 40 has 17.3 million in it. This is the first time and probably and the only time that you'll see fund 51 with actual dollar amounts in it. This is what we receive from our county treasurer's office. This is what we use to pay our bond. um monies. And so we have a ending balance in here of 24.8 million. And then lastly, our self- insurance fund, which pays for all of our insuranceances for the district, ending with 16.9 million. So very healthy ending balances and our restricted programs. So we're doing

166good. So how does this all affect as we start to move forward? So on here we have our 2425 unodudited actuals which is our green column. Um we just went through all of these numbers overall ending this in 66.5 million. These are our unrestricted monies and so we want to keep a close look at this our 2526 adopted budget. You can see here in red we're still having the budget of a deficit of 15.6 6 million, but we have because we have that higher ending balance from 2425, we're anticipating a $50 million balance at the end of 2526. Unfortunately, when you look at the purple column, which is for the 2627 projections with that 13 million deficit, if we don't do any changes, that's going to bring our ending fund balance down to 37.9 million.

167I'm sorry, that thing clicked. Okay, hold on one second. This thing doesn't want to work for me today. Jeremy, it's going fast. Do you want to just move them for me if I tell you? Um, yeah. I don't know why it won't work for me. I'm on the unrestricted one. There we go. Good. Okay. So on the unrestricted um what I was saying was we we were lucky that we have an increase for the ending balance brought over to 2526 but because we have that $15.6 million deficit we're anticipating 50 million at the end of this year. Continuing with the projection of $13 million deficit for 2627 we're going to end up at 37.9 million. and continuing with the projection for 2728. That's 11.9 million deficit, we're going to end up with 26 million unrestricted.

168This is something that we have to address which will be coming back with our budget cuts in the near future for you. And then going on to the next slide. Oh, I should have hit that one. Um, now let's just talk about our restricted. You saw how nice um we ended up this past school year with the 53 million and then when the revenues come in and the expenditures come out our 2526 we're estimating 25.9 million. The following year projection bringing it down to 18.7 and the 2728 bringing it down to 15 million. This is good. We want to spend our restricted money on our kids when we have the money and so there's no problem with this ending fund balance going down. So we like that on slide next one. Okay. So overall now

169when you add them all together um you can see all the numbers here. So overall our ending balances again for 2425 the green column it's at 119 million. The 2526 we're ending at 76.8. The 2627 56.6 million. And lastly the 2728 year $41 million. I did add a reserve percentage in here. This is a mandated calculation that basically takes the unrestricted ending fund balance and you have to divide that by all of the expenditures, the unrestricted and the restricted, which seems a little bit different. Like why would we do that? But the reason that we have to do that is because truly the unrestricted ending balance is the total control of the districts. Those restricted balances we can't count. And so overall, I just wanted you to see our reserve percentage in that final year

170going down to 6.7 if we don't do any kind of budget stabilization. Okay, so our challenge is ahead. Thank you, Jeremy. Um, our enrollment continues to fall. I heard a little bit tonight. We were talking about that. We still have federal funding concerns. Um, our costs for our step and column every year, our our pensions, our Kalpers and Calsters, our health and welfare benefits all continue to rise. We're also facing inflationary cost pressures pressures for other items such as our supplies that we pay for the services, the equipment, the costs just keep going up and so we have to keep our an eye on that and budget appropriately. So our next steps um just bringing it all in. I want you to see here's all the future um reports that will be coming back to

171you for the 2526 year. And this is in alignment with developing the LCAP because our budget follows our LCAP. And so here's all of the dates for you to take a review. The only one that I really want to talk about is in December, we'll be bringing back the 2425 audit for the for you to take a look at. Our auditors will be here to present. And then we'll be bringing back the first interim report um for 2526, the current year. And lastly, the budget stabilization plan. So we can start to discuss how are we going to make our budget um appropriate to get us through our future. And that is our presentation. So I'm available for any questions. >> Thank you. This was I I like the simplicity of this presentation to see it.

172Uh the percentages are important obviously. Um, yeah, we have a problem, but I think that I'm I'm looking forward to seeing the budget stabilization plan um moving forward and I'm excited for uh Dr. Kim to get involved in some of this, too, because this is right in her wheelhouse. So, >> great. >> Um, yeah, spend the money on the kids, but let's make sure we can continue for a long time to come. Thank you again for your hard work and I know you always have a way of explaining things that everybody understands. So I appreciate that and um yeah, thank you. I know it's a lot to do so appreciate it to whole team. Thank you so much and to everybody for all their hard work on putting this together. And um and I think

173December's going to be very busy and we're going to have to make some hard choices, but for tonight, >> here we are. I also think it's encouraging and we're not out of the woods, but also when we look at these and we see the gains that we actually made compared to what we anticipated, those kind of things, usually throughout the year, we're able to massage some things or or some things don't work out or move different places. So, always something to remember to keep in mind that there is some other variables that we can't necessarily always track that we get to see in these kind of scenarios and then the audit will reveal more. Um, so that I just want to say that >> and also the numbers with the health initiative with the billing

174that was huge. So appreciate that work too. Okay, let's go ahead and vote. All in favor? >> I I >> I. >> Any oppose? And that was a motion carried five to zero with an I from our student board member. So now we are moving to curricula curriculum and instruction. >> I'll make a motion to approve the textbook and instructional materials resolution number 25-07 for the 2526 school year. >> Second. Okay, we have a motion by Mr. Frasier, a second by Mrs. Blades, and we had our public hearing, and we didn't hear anything. Are we ready to vote? >> Okay, all in favor? >> I motion carries 50 with an I from our student board member. I'll make a motion that we adopt the revised arts, music, and instructional materials block grant plan for the

1752526 school year. >> Okay, we have a motion by Mrs. Buck, a second by Mrs. Blades, and at this time, I'll turn it over to Dr. Leon and Mr. Young to give us more information. Good evening, President Anderson, members of the board, Dr. Mustino, executive cabinet, and welcome to Dr. LeBlancza. Happy to have you here. I'm looking forward to working with you and alongside you. Um, so it's our pleasure to present to you this evening our proposed plan for the fiscal uh, sorry, for the final year of the arts, music, and instructional materials block grant. You will recall that on June uh 30th, 2022, Governor Nuome approved Assembly Bill 181. This bill established the arts, music, and instructional materials discretionary block grant funds, which are available for spending through this school year. Based on feedback

176provided by our educational partners at the initial development of this block grant plan, you will recall that there were three major categories that we devoted this funding for. Enhancement of visual and performing art programs, expansion of early childhood education programs, and an increase in access to activities and athletic programs. There was also a miscellaneous action line to allow for responsiveness to emergent instructional material needs that fell within the allowable uses of this block grant. The original plan was board approved in September of 2023 for our allocation of roughly 13.8 million. After the board adoption, our allocation was increased to roughly 14.1 million. The increased funds were placed into the miscellaneous line to line item to allow for continued flexibility and responsiveness to emergent instructional materials and program needs such as OCSCS's innovation labs steam workshops

177at Lake View Elementary School, CEM math at our high schools, as well as the implementation of international balora programs at Morris Elementary and Kramer Middle Schools just to name a few examples. Before you is the overall breakdown of what was actually expended the past two years as well as what is budgeted for this year by category for each year. As you can see, our plan calls for approximately 50% of the funds to go towards visual and performing arts. Nearly 20% towards athletics and activities, 15% towards miscellaneous instructional materials, curriculum, and service needs. nearly 13% towards early childhood education and roughly 3% towards indirect costs. A more detailed breakdown of each line item's actual cost versus budgeted costs were provided to you in the most recent board update in order to determine how best to budget

178the remaining balance for this year. Our visual performing art coordinator engaged in a process of soliciting feedback from our VAPA teachers and site administrators by administering multiple surveys and engaging in in-person discussions. All right, the results of this survey feedback from elementary principles and VAPA teachers can be found right there on the screen. And as you can see, the four options provided were focused on one-time expenditures. There are three priorities that emerged as high or medium priority with 21 affirmative responses asking to provide additional VAPA curriculum instruction instructional materials and supplies with 20 affirmative responses asking to update and maintain VAPA facilities and equipment. and with 18 affirmative responses asking to provide funding for events, performances, festivals, field trips, and exhibitions. The results of the survey feedback from secondary principles inviters can be found on

179the screen. As you can see, there are two priorities that emerged as high or medium priority with 38 affirmative responses asking to provide additional VAPA curriculum, instructional materials, and supplies and with 40 affirmative responses asking to update and maintain VAPA facilities and equipment. Additional feedback was asked on the next slide of the survey. I'm gonna go there. Sorry, I wasn't sure who's controlling. Uh, additional feedback was asked of the survey uh participants in an open-ended format. The responses were themed into five categories. Elementary steam initiatives which involves converting computer labs into steam labs with flexible furniture and spheros robots. Visual arts needs identified more funding for consumables and supplies, display racks and portable easels. Updating performing arts facilities at all levels. However, you will see this is not included in the finals year year's plan

180due to the constraints of capital outlay projects and construction. Increased music equipment and storage as well as continued technology upgrades which was already allocated and will be expended this year. Thank you, Jeremy. And finally, arts and cultural enrichment, which involves a desire to form outside partnerships, field trips, and community arts events. We plan to carry on the actions from the previously approved plan but with adjusted allocations to align with historical spending. Substantial changes in allocation to existing actions include a significant increase to the allocation for early childhood education to support the increased cost of the TK instructional assistant positions which will greatly help the general fund as the UPK add-on is not sufficient to cover the cost of meeting the 10:1 ratio. Middle school athletics was changed to ELOP funding to ensure an ongoing funding

181source for this invaluable enrichment program. The extra high school coaching stipen was discontinued due to an inability to sustain these positions ongoing. An increase in allocation for the kils project at the high schools due to the unexpected cost associated with these projects and delays in the project completion date. And we have added the following new actions for the remaining funds in order to honor the feedback from our practitioners and site leaders. Site discretionary funding for elementary, middle, and alternative education schools who did not previously receive discretionary funds. Site visual arts discretionary funding for high schools to ensure additional visual art materials and supplies are purchased in collaboration with the high school visual art teachers. The conversion and enhancement of 17 elementary computer labs into steam labs and transportation for district festivals and events. Included in

182your materials is a more detailed plan for the final year of the arts, music, and instructional materials block grant. We welcome your feedback and questions at this time as we seek your adoption of the plan. Thank you. >> Thank you. Um I really appreciate the fact that all of our schools get some discretionary funds that they can use this last year to really boost what they need. So I thank you very much. I'm glad that that was conveyed and it was actually put into the plan >> and thank you also for getting the feedback directly from the schools and principles and the VAPA department just to see exactly what they needed. So that was great. >> I'm going to say something shocking and it's going to be about the sports, but the coach, you know,

183the coaches and the booster clubs were really upset um about the uh stipens that were taken away from the coaches. And I know you said that sometimes hard to fill those positions, but I don't really believe that it's hard to fill those positions. It may just be somebody new, you know, that, you know, it's not like a coach in some of these positions that, you know, are going to be there for four or five years, but they always still do need um, you know, they always still will fill the position of the coach. And I know that the boosters felt like they got blindsided when the stipen was taken away and then now they're scrambling to, you know, to find the money to pay for an additional coach or have to, you know, go without

184it. So, I don't know if if we can establish a set criteria so our our athletic teams know how many coaches every single year, you know, instead of just right before the season all of a sudden, oh, there's there's no money for this. So, >> okay. >> Yeah. the uh that was the one thing that I was going to say that I'm concerned about is if we're reducing stipens that's going to ultimately end up coming out of parents pockets because they're funded through booster clubs for the additional uh cost of whatever that's going to be and especially if they're just finding out now >> that they're not going to be getting the funding they were anticipating in their budget. I already know that there are programs that are already under budget and are going to

185have a problem to get through the season. I would like to see us make sure that we support the athletic programs a little more heavily with uh finances uh in in some way. I was when we did this I was very excited about it because I think coaches are one of the most underpaid positions on uh school campus and potentially some of the most impactful humans on students as coaches. So I think that's a very important thing to make sure that we have quality people and we have enough people and we can maintain or or we can retain the talent there. So I that it it might feel like ah it's not a big deal. I I'm I think that's a the big concern to make sure that we have we have the funding available

186so that we have good coaches to just like we have great teachers. We need to continue to have good coaches for these students in athletic programs and that are funded by parents and booster clubs. I mean, I I don't know how many funding raising events I've been to already since the summer started. And then we've got a ton through the end of the year, and I know we're going to be there's going to be a call at the end to say, "Hey, we need more money." And now this is probably going to impact that as well. So, if we can do something in this, if Yolanda was here, I would look at her. >> Um, but if we can do something to find a way to to support that would be great. I feel like

187I feel like we play a lot of bingo >> as parents to support all this. It's fun. It's a good time. But, you know, I just felt I I know a lot of the the a lot of people were reaching out. They were just really disappointed that a stipen was taken away. They weren't expecting it. And I was a booster president and you know, it is hard to keep asking the parents for more money, you know, and to fund these programs. So, >> thank you. So, um I've noted taken notes of the feedback and we will work on this and see what we we can do. And as a parent of two children who play sports in this district >> and you must play a lot of bingo, too. >> Thank you. >> How many

188years have we been paying for the extra stipen? Is it just been one year or two years? >> One year. >> Just one year. >> It was like two or three. >> No, just one year. >> 324. Sorry. 2425. >> So two. >> This would have been So, we've we paid two >> two of the three years. >> I just wanted to say I'm really excited about um the steam labs that are coming in um to our elementary schools. I very excited about that. And I'm also um just going to point out that uh the sites are getting um discretionary funds um for activities and athletics and and things like that. So depending on the school site >> for the principal. Yes. >> For the principal to >> So the principal probably isn't going to

189pay a stipen. >> So but it it's it's supposed to be for activities and athletics of us and alternate ed. So >> um so every every year at the high school level HR actually allocates stipens for head coaches and assistant coaches. So the additional assistant coach um funds that came out of the first two years of the block grant was like gravy on top of what they already get. So we didn't take away their head coach and assistant coach to >> totally get that. However, when it's already being paid these coaches are being paid for out of booster funds, >> the additional coaches. So that was a big relief to families of >> of athletes. I understand. Yeah, I definitely understand that. >> So saying it's great. I'm I'm not I'm not >> I'm just

190saying calling it gravy. >> It >> Yeah, that's crazy. >> We We are The fundraising of Liz knows like it's insane. >> Yeah, I know. >> Yeah, but I think you're saying it was it was like a perk. It was never meant to be permanent. >> They had never had this additional um well position granted before by any grant. So, this this first two years of the grant, they they received that additional um position >> and I would like to see it continued >> and it was never meant to be permanent. Correct. >> Right. Because it was temporary funds, >> right? >> But would like to see it continued. >> Heard. Got it. >> Budget stabilization, too. >> Yeah. Put that in there. >> Yeah. So, so typically uh stipens are are in a collective

191bargaining agreement as well. And the number of stipments stipens that are provided as well. One-time dollars. Uh yeah, kind of a slippery slope, but you had the money so you take advantage of it. But if this is a commitment of the board of education to continue to fund these positions because coaches are not only for athletic events also VAPA has probably more coaches for the bands and orchestras and so on. So that's an important commitment to make and when we get to the budget stabilization plan and start um identifying priorities that sounds like that will be among them. Okay, any other questions? Um, I just want to thank um >> Miss Velasco for getting me that information and um getting that out to everybody. Uh, I asked for like how much we had spent in

192previous years in the columns. >> Oh, >> and >> breaking it down from the itemized budget. So, we got we should all be receiving that soon. >> So, thank you. >> It's coming. It's coming to everybody. >> I asked for it today and they said we're going to get it all soon. >> So, um let's take a vote. All in favor? >> I >> Okay, motion carries five to O with a an I from our student board member. Okay, we are to the consent calendar. Actions proposed for the cons consent calendar or items are consistent with approved practices of the district and are deemed routine in nature. The trustees receive board agenda backup information in advance of scheduled meetings and are prepared to vote with the knowledge on the block item vote. Are there any

193items to be pulled? Okay, let the record show that no items are being pulled three meetings in a row. Okay, so we have a motion to approve the consent calendar. >> I'll make a motion. >> Second. >> Okay, we have a motion by Mrs. Blaze, a second by Mr. Frasier. All in favor? >> I. Motion carries five to O with an I from our student board member. Okay. So now we are to board reports and Mrs. Blaes. Yep. Okay. Just a few things. I'm going to try to be short and I know nobody ever believes me when I say that. >> I'm gonna try. Um so I actually think this is something that me and Mrs. buck agree on and probably can work together with. I mean, that's shocking. We're at like 65% agreement tonight.

194Um, so we've had some parents reach out about independent PE curric and uh what the criteria is and it sounds like um it's at a district level that you can change the criteria um from what I was reading today that you don't necessarily have to be an Olympic athlete to be involved in independent PE. Um, and so I think we should look as a board at changing the criteria for independent PE just simply because we're losing students. We've lost 400 students and then parents and students are getting upset if they have, you know, um, outside sports outside, you know, we have a lot of barrel racers. We have a lot of things like that that happens and it's actually very competitive, a very physical sport and they want to be able to um you know

195do that in place of the independent PE and for some reason it seems like we're really restricting things and I think what we should be doing is putting the students first as to what their needs are and um be more flexible with them just because I think education is changing and if we don't change with it then we're people are just going to you know pick up and leave. So, um, if we can look at the independent PE, if I have, um, you know, some support from the board, I think we should be tailoring and making sure that we're working for what's best for our students and what's best for their lifestyle. So, um, and so another thing that was brought to my attention is, um, people are saying that there's been some changes at

196Park View, and I told him that I would address this. And so if you if maybe we can get some feedback from I I said please explain to me what the changes are. Um so we're aware as a board. Um they say that uh the parents it used to be simple. The parents and students would be assigned a supervised a turn-in teacher. A master agreement would be signed. Curriculum would be provided along with lesson plans. But the expectation was never to work solely from the provided curriculum as expected. State standards would be met. But homeschool in homeschooling enabled parents to have the flexibility to go on field trips, do hands-on activities, and so on. At minimum, parents and students were required to meet with a turn-in teacher one time per month to submit work samples.

197Once a month, turnin turnins enable the flexibility homeschool families long for. Says this year it's changed. Um, and they said the changes have been largely impacting the middle and high school students. um where there was once a turn-in teacher, this year um they have a content area teacher for each of his classes. Um his areas looks more like a traditional school. Um and each content area teacher gives the option for students to either work out of the textbook or Apex. Each contact teacher has a Google classroom with assignments due weekly, twice, monthly, or monthly. Um, and they're still expect to meet with the turn-in teacher once a month to collect work samples, but instead of flexibility, they're now having to log into the Google classrooms of each content area teacher, submit their assignments by due

198dates, mostly weekly, catch up on Apex, and they said gone are the days of just being able to meet the student the state standards in a way that best meets the needs of their child. So, they feel like they've lost the homeschooling flexibility and it's gone to a more rigorous um you know, more of like a traditional school schedule. And so, they were asking why this why this was happening. Um and so I'm just kind of reading their email because I wanted to make sure I got it right. Um and so I was just wondering if there what the reason is for if there's a way to come back to it. you know, how do we They feel like they're they feel like a lot of these accommodations have been made because a lot of

199the students coming in are attending USI and they may need a more structured approach. So, they're kind of asking, can there be a two-tiered system of like somebody want wants more traditional homeschool and then somebody who needs more help with curriculum? I mean, you know, we do have a brilliant team, so I'm sure it could be done. But, um, so that was kind of the question. That's what they that's what they were asking us. And so I wasn't sure if the board was aware that these changes had occurred. Um so >> yeah, I could address that. Okay. Um yeah, I have heard from the entire board practically on it. So we are in the process uh under Dr. Gray's >> uh purview of looking at exactly what is happening there. My understanding is that the

200lines have been blurred >> between the independent study and the homeschool. And as we have looked closer into it, we're not meeting either uh one of those requirements. So, we are in the process and I hopefully by October perhaps, Dr. Gray, we may be able to provide the board with an update, put you on the spot there. All right. And I'll be with you in spirit. Okay. >> Okay. Well, I'm glad because that's been a hot topic. Um the Elorado High School, I know that we don't have a principal there, but um they were also a lot of people were complaining about did we ever figure out if the civics class they wasn't we weren't going to fill spots. I I don't think we're filling Lawson spot and there was some there was some curriculum

201that wasn't being the kids weren't being able to take because we weren't filling teacher spots. Is is that was that ever addressed? >> No. Yeah. So the yeah the the narrative was that we had not replaced teachers who had left but those were all over staff position. So it is staffed and now as we approach the uh contractual obligation of making sure we level by the third week we hopefully will be able to uh add if we need to add or move teachers from one school perhaps to another where there's lower enrollment. But that that's a process. But every students are getting the classes they asked for, but the class sizes are really very large. They're 38 for the most part. Uh particularly and you're talking about civics and and government in particular. Yeah. So,

202so they are being offered the classroom is a large class. >> They are and they're continuing to work on balancing. El Dorado's enrollment was up a up a bit. Maybe a hundred. I'm not sure. Does that sound right there? More or less 80 80. Yeah, it was up a bit. So now you make all the adjustments accordingly, but they're really big class sizes. But of course, our contractual obligate, our agreement is 38 to one. So yeah, they're right where they Yeah, they're right where they're expected to be. >> Okay. Um, and then another email, um, a parent from Elorado said that, um, they were questioning how to get their daughter a hard coverver book because some things have gone digital and they said, "My kid just doesn't um, you know, doesn't do well with the

203digital." So, are we able to provide the hard coverver books? And I absolutely agree because I cannot read off my iPad at all. I have to have a hardcover book. So I said I would ask the question tonight how how do we do this? How do we accommodate the students who don't do well digitally or on like you know a device >> right? So I just saw that email myself today. Uh so we do have hard copies of books and and particularly for whatever modification needs to be made for a student. So the question of why that student was able to get that I'm still investigating. But I'm going to be there. I'm the principal there by the way on Thursday. So, I will check it out when I'm there. >> Well, if you need

204help trying to find the books, I'm available. I'll >> come help. >> Okay, I'll call. >> I find lots of things around around my house that nobody else can seem to find. Um, okay. And, uh, somebody asked a question. I think it was John Quackenbush. I don't know if you're still here. All right. So, USI, you wanted an update on USI. We got the update that last year we were enrolled at 80 and this year we're enrolled at 133. So, our enrollment has shot up. So, that's the news from USI. Um, and I was also curious too, it was also asked what funds are I I know that we're sending a trainer to I think it was Valadz in Valencia in the mornings for USI. Someone asked what funds are being used to and if

205that's going to start if that's going to go districtwide or if it's only going to be those two schools. What funds are being used to send trainers that way? So, it's the same. It's USI funds, but this is the same concept that USI is open before school to the non USI things, but we're just simply sending him to the school sites. >> Thank you for doing that. >> Perfect. >> That's exactly what we need to do. >> Perfect. And then so another question was if it's at Valadez and Valencia and it's just a closer location for before school are other kids able to go and attend at that school site or is it simply open for the Valadz and Valencia? So like we have kids who maybe attend Elorado but that's close to them are

206they able to go before school to that site. Okay. Thank you. Okay. And so that was I just had a lot of questions tonight. I don't have a lot to report. I I did go to the Dana Hills Espironza game. Um yeah, we won't talk about it. We will not talk about that. Um but um watching, you know, again, watching a lot of sports and um I'm I'm really excited for the theater um stuff to start coming around this year. It seems like my schedule's a little more open this year so I could, you know, be attending things. Um, and uh, yeah, I'm just really excited too for our new superintendent, Dr. Dr. Kim. I think she will do fabulous things for our school district, and I really loved everything um that she had to

207say and all the innovative opportunities that are going to come and opportunities for students. And I'm just glad that we have continued. You know, a couple years ago, we started really looking for the student first. and I just look forward to you continuing this and and really looking out for our students. So, and that is all I have. All right. So, um I also want to say thank you to the team. I know all the emails I have directed towards everyone have been answered. So, I really appreciate that as well. Um like I said, sometimes when I don't have the answer, I like to forward those along. So, um thank you for doing that and answering the parents as they um communicate through emails. Um, I went to the first Elorado uh, football game and

208it was great. It was nice to see a uh, way game having so many um, attendees as usual. I know Elorado does really well at that. So, that was great to see and seeing everybody kind of kick off the season um, right before school started. So, that was great. Um, I did attend the Topaz back to school night and that was great to see so many parents there. the community involvement has really increased and as we all know as parent involvement increases, test scores go up, you know, kids do better, we're more invested in their progress. So, I can't wait to see how much further along I know they've really increased their scores so far, but I can't wait to see how much further along they can go um with implementing the parent involvement piece

209and the community um going and also as they earned their PBIS award as well. So, can't wait to see that. It was great to see um the teachers being engaging, really interacting with the parents, and like I said earlier, giving the information that the parents needed um as they start the school year. So, like I said, it was very nice to see that. Um luckily um we were able to have last Thursday off and I was able to go to Golden's back to school night after all. Um glad I could squeeze that in and that was great to see too all the parent involvement there. I've heard a lot of good things about Golden and it was great great to see them in in kind of a you know, teacher action mode. Um, I can't

210wait to see both schools back hopefully during the day um for a school visit. But yeah, Golden had their book fair going on. I was um went to almost every grade. Topaz, I went to practically every classroom. It was great. It was a whirlwind, but it was fun. Um Golden went to every grade level and um really got to see, like I said, the teachers in action, all the presentations. they had all the, you know, standards up, what they're going to be covering, expectations, PBIS, um, incentives, all those things being communicated to parents, which is really, really important that we all know the expectations for the year. And, um, like I said, I had a great time. Very welcoming communities, both of them, and I can't wait to go back. So, thank you. >> All

211right. Um, well, I'd like to re re I'd like to be able to speak. Um, I'd like to reiterate a few things that were said tonight. One, I'd like to reiterate the coaches stipens thing. I think that's important. Um, I won't say it again. I just want to say that's that's an important thing. Um, the communication to parents about the opt out needs to be clear and I think the FAQs is going to be a big deal. I think we need to make sure we we do a really good job of communicating that. And I've said this um for the last three years, communication needs to be better and I think we can do better. Um, we just need to make sure we're very clear, especially on something like this. Um, needs to be very

212clear. Uh, and then lastly, I will speak about Parkview as well. I actually have two students at Parkview. I had one that already graduated from Parview. Carrie, you can speak to experience at Parkview as well. Um, it's the h I've said this before, it's the hidden gem in our district. It really is. It allows uh students and parents that want to have a hybrid experience where they want the home the advantages of homeschool and they want to be able to immerse themselves at whatever level they feel appropriate for their student in traditional school. Um the things that have changed have made it extremely confusing as a parent and for the students. The the communication is not clear. the uh the way that things were handled as far as getting your your class assigned to you.

213I mean, it was I think two weeks into the semester before my son was given his Apex access and then it was wrong Apex access and it's just administratively I think there's a mess. Um, so the thing that I really want to make sure that I stress is that we don't want to change the format few is I'm good with saying let's improve processes. Let's give support to the teachers that are there. But it is a homeschool first environment. And I think that we need to be able to have these kind of options for students that learn best in this kind of environment. And and parents that choose to put their their students in a park view that have been there the entire time, it's very obviously different. Um and it goes away from I

214think the essence of what Parkview is. So, um, I want to advocate to say, "Hey, let's put the brakes on this change and communicate what's going on way better." Um, and I think that ultimately I know because I've talked to staff at Parkview. I've talked to on I'm a parent of a student at Parkview and I've heard from other parents at Parkview and there's just uh a lot of uneasiness about how things have changed because it's changed the essence not just some operational procedures or some people to communicate with. It's changed the essence of the school. Um and I think that that's something that I want to make sure we try and preserve as much as possible. While again I I think they need support and there there's things that can be better. Um, but

215I think the the blending of USI with Parkview is good and it's important especially from the NCA standpoint because we we need our our student athletes to be able to qualify in those uh in in NCA uh coursework which is only available at Parkview if you're not at one of the traditional high schools. Um, but also I don't want USI to dictate what needs to happen at Parkview. So, that's that's kind of my my big takeaway from what I've experienced as a parent with students there and then speaking to other uh the other teachers there is it it it feels like there there's a clash of um of of what the purpose of that school is and I want to make sure that we we preserve that as much as possible. So, and I love

216Parkview and it's phenomenal. Um and I think that it's like I've said before Carrie's have kids in it. I've had kids in it. It's just such a great opportunity and it's unique to our district and I think that's one of the things that um is is really important to continue. So >> you're close. My kids didn't go to Park View. They went to Lrada. >> Lrada, >> which is now Buista. >> Yeah. >> And independent study, which was really important for her. I did not want to be the home school teacher. >> So that needed to Yeah. And we talked a little bit about this last year of making sure that those two schools, although they're um the leadership is the same, making sure that they still remain their schools. And it seems like there's

217a lot of confusion. So, I appreciate the eyes on that. And to help clarify um independent PE, I'll just say I had a daughter that did cheerleading in middle school and I had to um advocate for her somewhat because she was doing like two hours a day, five days a week and meeting all of the hourly requirements, but she wasn't like at an Olympian level. So they looked at what does the language look like to make that equivalent. And I know that review was done. It was a weird mic. Um, years ago. >> Okay. Thank you. >> I can't say something right now. >> Thank you. Um, so I I I've had a little struggle with that, too. And just making sure that I mean, my daughter was super driven and and to have her

218take additional PE on the 10 or 12 hours she was already doing it. it just didn't make sense. She needed the time to do the homework. Um, and so that's how we use used that time. So, just a thought. She wasn't, you know, she was really doing the homework while she was not working out. Um, I was at summer graduation, which happened like the day before the all the teachers came back and we did our symposium and all of that. So, it was literally like a day. Um, but it was great to see a handful of our students that successfully completed over the summer and we still created that opportunity for them to have that graduation ceremony with their families. So, thank you. Um, I attended the management symposium before the start of school and

219the trust and inspire leadership presentation that we got was wonderful. Um, I am looking forward to getting the a copy of the book. I know that we were potentially going to have those soon. Um, it was inspiring for me and I took that back to work and talked about it with my staff and how how the trust and inspire is so much better than control and command if you get to that point and you have to put in a lot of framework to get there. Um, but I'm glad that we had that presentation and that I'm hoping that we'll be able to continue to build off of that um going forward. Um, Elorado. I attended Elorado on the first day of school and I was lucky enough to be able to watch all of the

220students come out onto the field and they made the shape of 2025 with all the different classes. And what was the best part about it is a shout out to um the uh activities director to Aaron. Um he he has the whole vision of what it looks like for the whole school year. So all the students are the fresh sophomore, junior, seniors are all out on the field and the freshman come in later when everybody's set and the teachers are all standing out there and they do like the bridge like you do in you know kids soccer games and stuff um to lead them into the field. So their first experience is coming out under the bridge of all the teachers and all the kids in the back cheering them on. And then the last

221experience of their high school is um at graduation when they graduate and then they leave the field. the teachers all do that same that same arch. So, it was just kind of fun experience to be able to to see that. Uh I attended my um my first visit of school year um at to Tffrey Middle School this week and got to walk around and see all the happenings at the beginning of the class of the school day. I was shocked how many students that they have in band. Um uh principal Sarah Barton told me that 40% of their kids are in band. Um it is amazing. Um and that just builds in El Dorado and we talk about an a music and arts pathway. Um they've already got it established. So I am looking forward

222to seeing where that's going to grow. They need some more space. El Dorado's band is also just busting at the seam. So um something that we need to consider. Um lastly or two two more things. I'm getting um to go do a golden bell verification for another school district in Orange County. Um so I'll report back on how that goes. Um then that's a a CSBA nomination. Um you you submit ideas and things that you've done in your school district that you're very proud of and um some of those are selected and then there are board members from CSBA that go out and verify that that's actually happening. So, I will um come back and report how it was and tell you all about it when I um when I do that. And then the

223very last thing is Narcan. I just want to um agree with what was said before. We need to get that out and train. It's a very short period of time, very short training that can be done online and it saves lives. So, period. So, let's do that. I think too um the one that I went when we were first administering the Narcan, we went like I think it was 2022, it was literally like a twominute video. So if we can make that two-minute video even just accessible, like just sending it out in an email and they can watch it and somehow we can verify they watch or they sign something, it could be it could be so easy. Um I also attended the leadership symposium and it was really a a fun day celebrating um

224years of service milestone for our our administrators, welcoming new members of the leadership team and doing service for um our students and helping them get their backpacks together. And the training was amazing on um trust and inspire and I'm excited to attend the follow-up training in October's and I actually just ordered the book on Amazon. I couldn't wait and it sits next to my bed. So we're we're working on it. And um and then for fun, I just like to point out that we learned that several of our employees have some very hidden talents and um some of them are comedians and I had no idea. And so now all of us leaders know that. Um, I also was able to attend um our new teacher orientation breakfast and it was really uh fun to

225be there to support our new teachers as they start their career at PIL and that they were, you know, provided information um to be successful not only in our district but in their lives and and um it was just really a well-rounded training and orientation. I had um a great first day of school. Um, I got to walk uh my grandsons to their first day of school and um be there on the site and um see all the excitement and um the nervousness of my grandsons going to school to a new school and just the welcoming excitement that was there on campus and the opportunities to for photos and to um being greeted by the principal, you know, she was out there working so hard and um and then, you know, standing in line with

226my little first grader and he was so nervous about meeting friends and how he was just going up to kids and like, "Would you like to be my friend?" And, you know, new school, new experience. And it was it was just really um good to see that interaction and to see um meet some parents as we stood in line with our first graders. And then after that experience, I went to Melrose Elementary and um toured several classrooms and school all the teacher all all the parents had disappeared. All the kids were in class and I think the overall theme I saw in these classes as teachers were getting to know their students and students were getting to know their teachers in their classrooms was just that there was just such peace. I was just, you

227know, I thought there'd be like more nerves and, you know, maybe a little bit more crying, but there was just such peacefulness in these classrooms as these kids were engaging and working on. And I'm like, we are off to a great start. And I was very excited about that. And um I look forward to, you know, continuing to go visit our our our classes and our schools and to see all the great work that's taking place. And um I just wanted to s um publicly thank Dr. Muserino for stepping in to lead our district as we search for a new superintendent and he took us on and I just appreciate his kind, thoughtful approach and for being part of PIL. So thank you Alan for all your hard work and um and Dr. Young is

228not here tonight, but I would like to thank her for her 13 years of service here in our district and wish her all the best in her new position and with her family and um for being a for sacrificing and for being part of our district. Um so wish you well. So that ends my report. I think you guys covered all the other details. So good job. >> Second. Oh, wait, wait, wait, wait, >> wait, wait, wait. Um, tonight we adjourn in memory of Bruce topping for his 39 years of service. Bruce dedicated himself to teaching instrumental music to students in the Pilusd district um including Valencia Kramer, Travis Ranch, Brook Haven, and more. He profoundly impacted thousands of musicians and his orchestra consistently reached a level that rallied collegic and professional ensembles and he

229will greatly be missed. >> If I could add, he taught my daughter. Um she was at Kramer and then went to Valencia and was in that B was in that orchestra and still plays vi viola today. Um so I I think of him the back of him up there um orchestrating the whole group. So, I'll make a motion to adjurnn in his memory. >> Okay. Okay. We have a motion by Mrs. Buck, a second by Mrs. Blades, and all in favor? >> I I motion carries five to zero with an I from our student baron member, and we adjourn at 9:59. Wow.