November 13 Board Meeting

001Good evening. Like to call to the order the board of trustees meeting November 13, 2025. Roll call. Miss Parker, will you please take role? >> Trusty Nem >> present. >> Trusty Sandi >> present. >> Trusty Periq here. >> Trusty Hayashida here. And President Tanaka >> present. Thank you. Agenda item two, approve the agenda for regular meeting of board of trustees on November 13, 2025. Do I have a motion to approve? >> So moved. >> Thank you, Trusty Hayashida. Do I have a second? >> Second. >> Thank you, Trusty Pri. Any questions or discussions? Hearing none, I'll call for a vote. All those in favor say I. I. >> I. Any opposed? Motion carries. Pledge of allegiance. Students from Steve Luther Elementary School, will you please lead us in the pledge of allegiance? >> My name

002is Carson. And my name is Jackson. >> Please rise. >> Put your right hand over your heart. >> Ready? Begin. I also to the for it stands one nation under God indivisible with liberty and justice for all. >> Thank you. School presentations Steve D. Luther Elementary School. Miss Chung, will you please Thank you. >> Good evening, Cypress team and also all the special guests, Luther families and staff. I want to thank all of you for being here tonight and we have a very special presentation about our buddy program and at this moment please give a warm welcome to Mrs. Rome and Mr. King. Good evening and all the pleasantries. Tonight we aren't here to just talk about a program but a tradition that has defined Luther school for a decade. My name is Adam Keane

003and I'm a fourth fifth combo teacher and this is my little buddy Christina Rolitus, a kindergarten teacher. It is with great pride that Christina and I present the Big Buddy Little Buddy program, a living embodiment of empathy, responsibility, and confidence building at Luther. Since its inception in 2015, we have connected over 300 of our oldest students to some of our youngest, creating a seamless social fabric. It is more than just a planned activity once a week. It is about connection, mentorship, and building a sense of belonging across grade levels. Each year, a kindergarten student is paired with an upper grade student for the school year. The dynamic partnership is designed to enrich each student socially and academically through collaboration and shared experiences that are cross-curricular. From STEM challenges, art projects, reading time, and PE games

004to conversation and communication skills, thinking maps, and gross motor challenges, enriching students and deepening their engagement. Through this invaluable experience, our big buddies blossom, cultivating essential skills like leadership, empathy, and responsibility. They step into mentorship as a kind, patient role model, gently guiding their younger partners. In turn, our little buddies gain a significant boost in confidence and social skills, securing a trusted friend and role model they can genuinely look up to. One of the program's most cherished traditions begins on the very first day, the creation of a unique handshake. Si uh silly, complex, or simple, this special greeting instantly forges a unique bond, giving each pair a personal way to connect throughout the year. You will witness the joy of these custom handshakes in action tonight. It is truly heartwarming to watch this simple ritual

005become a powerful symbol of connection. You can see the evidence of this bond in the bright smiles and genuine excitement as buddies spot each other across campus or wave in the hallways. These moments underscore how profoundly powerful these relationships are in shaping a positive, nurturing school culture. What makes this program truly special is watching it come full circle. Our little buddies eventually grow up eager to become big buddies themselves. They look forward to the day that they can embrace the vital uh mentoring role, passing on the very same kindness and guidance they once received. >> The Big and Little Buddy program is not just an activity. It's our investment in our future leaders. It ensures that each kindergarter involved knows that they have a friend, a mentor, and a strong sense of belonging. It builds

006confidence, fosters inclusion, and strengthens our school community. It's a tradition that connects our students one handshake at a time for years to come. We have a short video to show you some of the handshakes. Yeah. Thank you. We've told you about the connection, but seeing is believing. Watch now for the simple unique bond that defines their rel their relationship starting with a handshake. We are proud to present to you the big and little buddies in action. And now, come on out. What's up? Thankful for you. I want to wipe your I am thankful for my thankful for my family. I am thankful for nature. I am thankful for my thankful for my thankful Well, I'm thankful you all are tall enough that I can actually see you. Oops. And now it's time to share out

007>> who will you share out with us. >> I said I was thankful for my family and my granddaughters. >> I also was thankful my for my family for my wife and kids. Um, I'm thankful for my family and I'm honestly really thankful you guys are here tonight. So, >> I am thankful for my kids and for Luther Elementary because that was our home school. >> Thank you. >> I am thankful that got a chance to meet you and get be able to see you today and I'm thankful for my family and my son being in the audience tonight. Thank you. Absolutely. I think that you heard me initially say because you all stepped up on the step. I was thankful that you were tall enough that we could see each other. But beyond that,

008I'm thankful for good health because I think that that gives us energy and ability to keep on doing the things that we need to do. Right. Thank you for being here. >> Sure. I started by saying I was thankful for all of you being here tonight. I'm also thankful for my family and for my pets as well. Okay, I said I was thankful for nature, but now I've been reminded that I am definitely thankful for my family and for good health. I'd be happy to share. I am thankful for my friends and family. First school First, >> Would you like to say, Gary? >> Oh, well, okay. Well, so first I want to I definitely want to take a group picture because that chain is just super cool and you guys did a great job.

009So, thank you so much for coming. Um appreciate and congratulations on 10 years for this program. Um I know my kids um they loved Luther and so just to see this type of program is just really neat and so I appreciate you guys and we're very fortunate to have such great teachers and such, you know, principles that also support these types of programs. So, thank you and thanks for sharing. >> Um, this was phenomenal. I I was cheering up the the whole time. Um, just so my kids also have this program at their school and I I think it's one of my one of my favorite things and for the the bigs doing this. Um, I'm sure you guys know how much the littles love you, but for my daughter when she sees her big

010in the wild, it's like she's spotted a celebrity. She's like, "That's the big kid." And so she did it in TK, she did in kinder and um this year her big lives in our neighborhood. So every time she walks by her she that's where she lives. She's super she's very excited about it. And you know I can just tell how you guys look up to to your bigs and and it's it's a responsibility. You know you guys have to model the way that you know you think your you want your littles to behave. So um you know you guys are doing a great job. Um love love this program so much. Thank you for for um your your work and your effort towards it and um thank you guys for being here. Well, I think

011that this presentation was probably one of my most favorite presentations we've had so far this year. I uh watched the uh interaction between the bigs and the littles and uh I could see the respect on both sides that was so phenomenal. um the actual activity engagement and you're telling us about the chain of thankfulness. I didn't realize what was happening until you actually raised that chain because I wasn't tall enough above the seat to see you putting it together. And so it is phenomenal. It's a wonderful idea. I think that I'm going to actually I've got a small group of people I'm going to be celebrating Thanksgiving with and our chain's not going to necessarily be as long as yours, but I think I'm going to borrow that idea and see if we can't bring

012a chain to our table on Thanksgiving Day. Um I know that we need to be thankful every single solitary day. And I'm sure that each of you recognizes that there is something uh special about the relationship between you and your uh your partner. the littles with your bigs and your bigs with your littles. And I just can't wait to see uh what happens next. I hope that uh uh those of you who are the older students um take this experience with you as you go forward and those of you who are uh just experiencing this for the beginning uh for the very first time. Uh that's great. I love that arm around that. I love that arm. But I also want to say that the presence of you, in other words, the way in which

013you carried yourselves and the way in which you presented yourselves to us was really great. I really I really think that you got something good going there. So, keep on keep on. >> Well, thank you so much for sharing with us. Um, I've said it before and I say it again. One of my favorite things is to see your parents' faces in the audience and how proud they are of you. And so just know that when you are up here with your backs to them, they are beaming with pride. Very excited to see you here. And we're all very proud of you, too. So, thank you so much for sharing with us tonight. >> Yes. Thank you so much. I really appreciate all the students coming. Such a great thing to hear you express how

014thankful you are and the mentorship that you're providing to the little ones. And I can't wait and hopefully I'm still around where I could see this when the little ones are now mentors still, you know, the big ones back then. So, and thank you, Miss Jung, Mrs. Rome, Mr. Keane, thank you. Appreciate everything that you do for us. >> And President Tanaka, I think we have some certificates to distribute. So, if you join me at the podium, >> All right, we're going to start with the first one. Laya, please come on up. Connor, come on up. Connor, Ace, Jackson, Gusa, Lauren. Oh, not yet. Bailey Jackson Scarlet. >> Oops. This is Scarlet. Marcus, Carson, Carly, Nicholas Scarlet twin. Cameron Brighten, come on up. All right. Congratulations, students. Maybe it >> pretty fun. Look at that.

015Oh no. >> Oh yeah. And then I saw him just >> Okay, we'll take a five minute recess. I'm coming back at 7:26. at 7:26 p.m. Staff report uh student achievement Dr. Gibbs. Thank you. Good evening, President Tanaka, trustees, superintendents. It is my pleasure to share some information on the 2025 CASP achievement and our focus on continuous improvement. So, the CASP assessment is administered annually in the spring to students in grades 3 through six. It assesses students in the areas of English language arts and math using computer adaptive items as well as performance tasks. Grade five students are also assessed in science. That will not be part of tonight's presentation, but Superintendent Zavs will provide some trend data for you um in the near future. The objective of this assessment is to meet or exceed

016grade level standards based on specific standardized scores that students achieve at each grade level. We've been taking the CASP assessment for a little over 10 years, so about as long as our little and big buddies have been in existence, which is kind of exciting to see. Our demographics have changed considerably during that time. Our student enrollment has decreased about 800 students over that time, which has resulted in less teachers at each school at a grade level for PLC and collaborative planning. We've had more combo classes, and we've also had some teachers that have changed grade levels. Additionally, with our demographics, we've seen that students with disabilities over time has increased from 8% to about 16%. So almost doubling. And then when we look at our socioeconomically disadvantaged students over time, we can see that those

017numbers have increased from 34% to 46%. So that kind of gives you a little um snapshot of the students that are taking the 2025 CASP assessment. When we look at the English language arts data, achievement data, we can see that in comparison to the state and county achievement levels, Cyprus outperforms them when you look at all students, but also when you look at subgroup data, our English learners, socioeconomically disadvantaged, our homeless students, and our students with disabilities. all outperform the state and county groups. When you take that data and you compare it to other elementary districts in Orange County, you can see that we're in that third position. 68.7% of our students met or exceeded standard. That puts us 3% below Huntington Beach City. What's interesting about that um achievement level is Huntington Beach has

01831%. socioeconomically disadvantaged. So, we're doing more with less. The other point to take on this particular slide is our improvement year-over-year from 24 to 25, we increased our overall achievement by.9%. This is my favorite slide. It really does illustrate the continuous improvement. This is cohort data. So if you look at our sixth grade students, their third grade scores 63%. In sixth grade it was 68%. So you can see that improvement year-over-year. Our fifth grade cohort improved their scores from 60% in third grade all the way to 70% in fifth grade. And then our fourth grade cohort improved from 65 to 68% year-over-year. What's especially impressive about these scores is these are the students who had their early foundational learning disrupted by the school closures as well as the COVID restrictions. This is a testament to

019the hard work of our tier 1 instruction as well as our intervention teachers providing tier 2 and tier three intervention in the area of reading. What I most enjoy about this chart is our third grade cohort. If you look at their achievement rate, 68%. That's higher than all of the third grade achievement levels for our fourth, fifth, and sixth grade cohorts. It's also equal to or greater than the fourth grade achievement levels for those same cohorts. It's showing that we're building a strong foundation with the students who have that traditional K12 experience. these third graders did not have any disruption to their early foundational learning years. Another reason I'm excited about the data is when you understand the student needs for socioeconomically disadvantaged students, you recognize that there's additional barriers to learning. They have limited

020access to those early learning experiences, higher rates of mobility and chronic absenteeism, increased stress or instability outside of school, which affects not only their focus but their engagement at school, and they have fewer academic supports and resources at home. When students have these greater needs, they deserve even greater expertise from us. And that's why I worked closely with the instructional learning coaches to take a deep look at our students. We looked at the demographics. When we first started this journey, we noted that our third and fourth grade students were not decoding proficiently because of their interruption to their early foundation years. We noticed that we had teachers that were teaching new grade levels, so they had to learn new standards, new instructional approaches, and we obviously had a different demographic. So we dove into the

021science of reading. We looked at the framework. We looked at the core standards and we determined what absolutely needed to be present in a strong literacy program. We felt that we needed to centralize the PD to ensure that every single teacher in our district felt comfortable and confident to meet the needs of their students. This included systematic phenemic awareness, explicit phonics and decoding as well as differentiated learning. They had diverse needs in the classrooms. And so we provided professional development that emulated or modeled what they would be doing in the classroom. Our instructional learning coaches provided um small group instruction PD utilizing the resources that teachers would also be using. They would be using freckle Mayion. They could be using accelerated reader benchmark intervention materials. And so teachers experienced the PD and they went back

022into their own classrooms. They looked at their STAR screening data, the tiered supports available to them and they provided early intervention to students in a small group setting. They were able to provide targeted instruction right at their level. The other thing that was happening in the classrooms was the utilization of thinking maps and right from the beginning other district initiatives. They use this to teach comprehension and written expression. The coaches provided PD on this as well as resources that are available through the MTSS website that the coaches manage. I'm going to tell you this PD was high quality, but you can have the very best PD in the world and it doesn't make a bit of difference if you don't have that magic happening in the classroom. So, all the smiles that we were all

023having when they were sharing the littles and bigs, that's the art of teaching. That's when the teachers take what they've learned, they personalize it, and they make it meaningful. And so, that's what I our teachers have done. Sorry, super dry mouth. We'll just take a little recess. So, our teachers, and you can see there's a small group right there. They make connections to the students. They know them. They're the reason that teach that students want to come to school. That's where they get the joy of learning. They don't get it from a book. They don't get it from the strategies that are employed, but that connection. So, our Cypress teachers use stories to connect hearts. They ask questions that spark wonder and they guide thinking beyond the text. They take what's on the page. They

024think about what they know about their students interests, hobbies, sports, and they make those connections. So students want to be in school. They want to learn. They create a safe learning environment. One way they do that is through their tier one instruction of Second Step, which is our SEAL curriculum. students who need extra support. Teachers reach out and they get support from our SEAL and our behavior TOSA. They also create a safe learning environment just through those daily interactions, those connections they make with students. The important thing about that safe learning environment is students feel comfortable and confident to collaborate. In this picture, you can see that they're collaborating around the learning. They're utilizing some of our supplemental tools and resources to really illustrate what they've learned in the content that they're mastering. Our teachers

025also notice and na uh notice and name growth. So they look at where a student is, they say, "You're doing great here." And when they make improvements, the teachers comment on it, and then they tell them what the next instructional steps are. The other thing that our teachers do is they proactively refine their instructional practices. They put in TOSA tickets to get individualized in the- moment PD on all of the strategies and offerings that I've already shared about. They are constantly working to improve their craft and make a difference for students. And so, as you can see, there's a lot that goes into those achievement scores that I shared with you for ELA. When we look at mathematics, we can again see that our district outperforms both the county and the state. When we look

026at all students, English learners, SED, homeless, and students with disabilities. Again, when we compare ourselves to other districts that are elementary districts in Orange County, we are again in that third position. This time we are 08% below Huntington Beach City. Our growth year-over-year 2.1% and then I know you were provided this in advance. You probably noted it's the highest growth of all of the elementary school districts in Orange County. Something to be extremely proud of. When we look at our cohort data, we don't see necessarily that consistent year-over-year improvement. When we look at fifth and sixth grade, we've kind of analyzed it. Part of that we feel is that they didn't have those early foundational experience where they got to work with manipulatives and get that deep concrete understanding. There wasn't that mathematical academic discourse

027with the masks and the social distancing. So, we were playing catch-up with these two grade levels, helping them to build those foundation skills, and we feel like they don't necessarily have the confidence yet to apply them at the higher levels and the rigor that's showing up on CASP, but we're definitely um making progress in those areas. When you look at third and fourth grade, you can see that the achievement levels at 71% at third grade, they have those early foundation, those um concrete understanding locked in. We do see a a little dip at fourth grade down to 68%, but again, both of those cohorts, their um achievement data is superior to the fifth and sixth. So, we're starting to see that return to traditional instruction is making a difference for their achievement. Last year was

028the first year where we were able to really focus our professional development efforts in the area of mathematics. Prior to that, those three years prior, we were focused on making sure that every student left Cypress School District with the reading skills they needed to function in life and be literate. We provided PD. Um the instructional learning coaches joined by the STEMtosis provided PD in the area of inquiry math as well as around the framework and different approaches to instruction. It was centralized and it focused on mathematical discourse, the importance of getting students to talk. It focused on how conceptual understanding develops. We go from the concrete to that representational before we even tackle the abstract formulas and equations. We focused on the balancing reasoning with procedural fluency. So we know our current textbooks, they'll have

029a lot of practice problems with procedural fluency and a few word problems that are often skipped. And so we've been looking uh we've been sharing that we can turn that around and maybe start with the word problems, but it's also going to inform our decision-making process when we do pilot new new materials. And finally, the um PD did focus on that crossgrade coherence aligned to the California math framework. So we spent time with the teachers where they really dove in and they were able to look at the framework. They were able to look at the standards. And then here we can see that one of our coaches, Jennifer, is working with students, I mean teachers, and she um actually got to go to the state to be part of the um vetting process to approve

030the materials for math. So she's been really uh instrumental in leading our pilot efforts. As far as the pilot uh piloting of the new math goes, we will pilot next year. We've already selected our members and we're going to ensure that we stay grounded in researchbased practice and really listen to the teachers insight. They're the ones that are making it happen in the classroom. So, we need to make sure that we're listening to their voices. And so, I like to end with the art of teaching. Um, the teachers, they're where the ma magic happens. They are the ones that are going to encourage that productive struggle to make sure that students aren't just going for that quick answer. They're going to nurture curiosity and problem solving. They model mathematics discourse because children don't innately speak

031mathematically, so they've got to have it modeled. They honor multiple solution paths. This was one of the activities that the teachers did as part of their PD. And then some teachers went ahead and used it in their classroom. We can see that they're trying to order whole numbers, decimals, and fractions. And so you can see there's that application, that deeper understanding. And teachers honor that solution path whether they place it in the right spot or not. They're sharing their problem solving process. And so it's it becomes the journey becomes as important as the destination. And of course, we celebrate perseverance and reflection. I can't tell you the number of times I've heard an adult say,"Well, I'm just not good at math." But I don't think I've ever heard an adult say, "I'm just not good

032at reading." And so, we want to we want to build in students that commitment to persevering so that they believe that they are good at math and they will persevere. So again, a lot goes into our achievement scores, but I'm super proud of our combination of the science of teaching from the PD that we've provided and the art of teaching from the super fantastic hiring methods we've employed and the culture that we've built within Cyprus. So through centralized professional learning, dedicated coaching, and teacher creativity, we continue to maintain high achievement levels while serving an increasingly diverse and disadvantaged population. Thank you for your time. >> Anybody on the board have any questions? just one comment and and and again you and I talked a little bit briefly before and uh I'll be looking forward to

033seeing the uh just individual uh fifth grade science scores across multiple years recognizing that it's not going to be um cohort data but uh it's going to be the individual uh classes have that have been in the individual fifth grades. So yes, look forward to that. um really appreciate this report and I really enjoyed uh reading this in advance to have the opportunity then to hear you elaborate upon what uh this material was and uh the thing that came to my mind was that as we visit the classrooms we see a lot of this in action but when you gave the give the report then we see uh a little fuller picture as to what is going on and we get a picture of those outcomes of what we think and see as excellent work

034in the classroom. So, we get some firsthand experience seeing the work in the classroom, but the reports also are very helpful for us to recognize and and to um what what would you say um u validate validate what we think we see in the classroom. So, thank you. Good job in terms of reporting out and um appreciate the effort that you have put into putting this report together for us. >> Thank you. Well, I have and thank you so much, Dr. G. I really appreciate all the detail you always put into your boards. As Trusty Sonni said, getting us to this earlier course where we can read this and be able to give the undivided attention to you and thank you. It's always good to see your presentations and how you articulate this with the

035data driven results and it's not just rolling out a program or pilot or whatever it is just following up and working through the cycle as you said working with the teachers on that and to validate some of this stuff and it really shows the increase and not getting compliant complacent on the increase of the scores year after year. So thank you so much we really appreciate everything you do for the district. >> Thank you. Public comments. Uh, in accordance with government code 54954.3, anyone who wishes to address the board on any closed session agenda item may be recognized at this time. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda item. The total time limit for public comments on each item is 20 minutes.

036Miss Parker, I have one card here. Do we have any other? Thank you. Fiona. Fiona, there's a button on there if we can make sure the lights green. Thank you. >> I get it. Okay. Hello everyone. Hello the board. My name is Fiona Victor and I'm a fifth grader at Frankf Russell Elementary School. You might remember me from here from last month, but the microphone was not on. I don't really think you heard all that I said about the uh the light covers, the fabric life covers and back being allowed in the classroom that I the reason why I think this is because last time I talked about the California fire code and you responded back with the international fire code. The uh chapter 8 advises against covering or decorated light fixtures. You only mentioned

037the classroom lights are LED fixtures that can be adjusted between a warmer yellow tone and a cooler blue tone. You also mentioned that the maintenance staff met with the school to test different lighting levels and after reviewing the options that the preferred setting was the warm yellow. The classroom lights have frosted lenses but the intensity was never mentioned and the frosted light covers are lens are not enough. California fire code is based off the international fire code but includes specific California amendments in additions to address state specific issues such as the wildfire risk. I spoke to a representative today from the Orange County Fire Authority and they and they did state that California allows the decorative light covers as long they as they are treated for the flame resistance. Part of the California fire code

038is NFPA71. This standard required is required of flameresistant decorative materials in public. It it requires that curtains, draperies, and other combustible hanging decorative materials such as light um the light covers can be be flame resistant. also spoke to the Cypress Area 1 prevention office and they confirmed that in California we allow we follow the California fire code and as long as the light covers meet the flame resistance standard they are okay. So I'm asking the board to reconsider their decision and allow the light covers back in the classroom. Thank you for your time. Good night. Thank you, Fiona. If we can please have staff get back. >> Actually, we have had staff respond. I think we're just at a a at an inflection point where we just have a difference of opinion. Obviously, um the

039light covers the issue is multifaceted. Certainly the fire risk is one, but there are also liability issues as well as the um the condition of the lights themselves and not damaging the fixture. So I think that u Mrs. Lennox has communicated with the family. I just were at a different point. >> Thank you. >> Reports Association of Cypress Teachers Good evening, esteemed board members, superintendent Salavs, cabinet members, and guests. Uh, I'm Candy Early, the president of Association of Cypress Teachers. Tracy Kunanan, our union's vice president, and I had a chance to visit with the Luther teachers last Tuesday. Um, some exciting things have been happening on the Luther campus. The upper grade and primary teachers have come together to make buddy classes. As you saw, it's been beneficial for the little buddies to have someone

040to look up to and the big buddies to be role models. The fourth grade held the pumpkin Olympics and the PTA put on a very successful trunk or treat. They had over 30 trunks, face painting, a DJ, an obstacle course, free pizza, a screen for the world series, pumpkin decoration and display, and lots of teacher participation. Sounds like fun. The Luther teachers are grateful to their new PTA members that they've taken on leadership roles and they're supporting the school and creating fun events for their students. The Luther staff is very supportive of each other. The teachers and paras are working well together and the teachers are supporting one another. They're also grateful that the tossas have been helping to attend the multitude of IEPs they have. And several teachers said that they were thankful and

041appreciative of Helen for covering their recess duty if they had a lot of IEPs. The Luther teachers have been going above and beyond. One team of teachers is building a command center to improve safety. Another teacher holds team sports for upper grades at lunchtime in which about 80 to 100 kids participate. Veteran teachers have been supporting new teachers and long-term subs. All of the Luther teachers put in extra time and hard work daily. With all the events held lately and extra effort they've been putting in, the Luther teachers are looking forward to a hard-earned week off for Thanksgiving to have some time to rest and come back refreshed. Thanks for your time this evening. >> Thank you. >> CSA chapter 325 Vicki. Good evening board of trustees, superintendent Salabs, cabinet members and guests. We have

042had a consistent and positive theme at board meetings for the past few months about our amazing and wonderful Cypress teachers. These men and women are amazing. They work hard. They always put forth the very best of themselves for our students. And I know at King I wouldn't trade my King teachers for anybody. But if our teachers represent the face of the district, I believe that our classified staff is the backbone. These are the men and women who work hard to support our teachers, our parents, our administration, and our students in one unified purpose, to help our students thrive. Having been with the Cypress School District for nearly 30 years, I have seen many challenges. As in the past, when challenges arise, if we stand together and work together, we can make it through. When you

043reflect on the many different facets of our district, please remember that we, 250 plus classified employees of the Cypress School District, are equally as committed as our teachers and stand with them in one goal. Our teachers are good. Our classified staff is great. Together, we are great. And together, we will help our students succeed. Thank you. Thank you, council PTA. I don't see anybody here. We can um board updates. Jamie, >> thank you. Um I've had a pretty busy month. Um in midocctober I attended a P3C um meeting which strives to create um coherent learning experiences for kids from preschool through third grade. Um I was also able to attend the state of the city and the mayor's reception and that was a very um wonderful evening and um I'd like to congratulate the mayor

044on that evening. Um on October 15th, I took part in an online seminar um about creating open math tasks for students. Um which is important because I am also on my school's um adoption committee. Um, I went to the OCSBA um, ACSA joint dinner um, which was great to be able to spend the evening with colleagues. Um, to finish off that week, I was also in a training on the math curriculum that we are currently piloting in my one two combo class. This is our first round and then we'll have another one after winter break. Um, at the end of the month, I helped with harvest night at Vessels, and it was another huge success for the Vessels um, team over there. I was able to attend the fourth grade field trip to the mission

045um, San Juan Mission with my son at Vessels. Um, and I was just really impressed with how much the students knew about the mission, how engaged they were. Um, they all had their little listening devices to all the different stations that we went to. Um, and they just represented Cyprus in the best way possible. Um, I was also able to attend the Veterans Day ceremony at Vessels. Um, which was beyond beautiful. Um, it was nice because my dad was there as an honored veteran. He was an Army vet. Um, and he was literally brought to tears by the kindness of the vessel's students. They made cards for all of the veterans who were honored that day. Um I've seen my dad cry maybe three times in my whole life. Um and so that really brought

046him to tears. And so thank you so much to the vessel students. He has been carrying those cards around and showing everybody. Um and so that was um really nice for him and for our family. And then finally today I attended um an I4 training in my district which is was um around integrating AI into um teaching practices and kind of helping teachers to take some things off their plates and put that more onto AI. Um and that's it. I'd just like to take this opportunity to wish everybody a happy Thanksgiving and we'll see you next month. Well, I wasn't quite as gung-ho as you were. Um, I too uh attended the um state of the city address and the uh mayor's reception. Uh it was very interesting. We were supposed to have it out

047on the green and because of potential rain which we are imminently expecting again um which didn't materialize then it was shifted over to the community center and um we um I I I would like to say that uh a big open venue like the community center actually presented a greater opportunity for doing the presentation. But I also like the previous ones that have been on the green where you had a little bit more um capability of mingling with a broader uh spectrum of people who actually participated and attended. But this was a very good uh presentation of the state of the city. And one of the highlights uh for those of you who know George Pardon and all of his effortless work that he does at Landel uh the mayor called out and recognized uh

048George Pardon for his uh community participation and uh service to the community overall. So I thought that was a particular highlight and I I and and since part of it was uh his service to our school district, I thought it was very important for us to be able to acknowledge that here tonight. Um, I also had an opportunity to go to uh a Veterans Day assembly and I attended the one at Arnold and I was particularly struck by the embracing of um a wide range of um ways in which to um um celebrate uh our veterans. Uh the event started with a scout troop uh raising the flags. Um we then that was then followed by um kindergarteners singing a uh song. Um it was also included with um um having the Lexington band and

049coral um groups come and speak and and and um I'm not speak but uh pres um play uh perform there's the word perform uh for the uh for the group that was attend in attendance. Uh yet and yet again uh what was interesting is they did a medley um a musical medley uh of all of the different um um uh military groups and uh the veterans stood as their particular branch of the service uh was recognized and uh in music. And that was very moving to uh see all of the veterans stand up and um uh be honored and also recognize that they were honored to be honored uh as well. Um I think that um similarly to uh vessels, the young students had prepared um a goodie bag and uh handd drawings for each

050of the veterans. And um it was uh very touching because each child uh who perhaps had a family member uh or someone they knew that uh they that was there to be honored uh presented those bags individually to the veterans. So it was indeed a very very nice ceremony and presentation. Uh I really appreciated the leadership of um the PTA in that particular um effort and um just want to say that it was a very moving ceremony and was honored to be able to be there at that particular ceremony. Uh I also um um uh wanted to note that I attended the uh Gasselpa meeting back in October and um while I had had a fairly uh uh detailed report last month, this particular report is um it was basically routine business um uh contracts

051and such that were approved and uh updates on various legislation that was uh going through the state assembly. And um I um don't really have anything additionally to add to uh what that meeting entailed, but I do want to mention that um I will not be able to attend our next Cassula meeting, which is on the 19th. And I have um I have uh very belatedly let my alternate know that that is a meeting and that that I would hope that she would be able to attend in my behalf. Um I am getting ready to uh go on a 3-week trip to India and um as um one of our trustees said you know um am I bringing them her something back? Well, you know, let me know and provide the baggage and pay for

052the baggage and I'll get what I can for you. Um uh all all joking aside, uh it's a it's a very special opportunity. My husband has been um um a graduate of um um a college from Bombay um that um is having a what is it a 60th um anniversary reunion. Um so he's having his 60th reunion from college. That tells you how young he is. and uh he'll be meeting up with a bunch of his buddies at that particular time as well. I will be back for the next board meeting, he's going to stay on for that period of time, but if I look at a little um black circles under my eyes that week, um you recognize that I probably am still suffering from jet lag, but I will keep in touch with

053uh the district through um uh digital means. And by no means do I um forget my district people while I am on vacation. So I hope that while I am celebrating Thanksgiving in India slightly differently than most of you probably, I wish you all a happy Thanksgiving and I will see you in December. Um, hi everyone. Um, so yeah, last month we had a few more um, events than than we have been having. I um, also had the opportunity to attend the OCSBA um, joint dinner with colleagues here. That was a fun time. Congratulations to uh, Mayor Burke on a fantastic uh, state of the city. Um, I also want to call out uh Mr. Pardon. Um, in addition to getting that recognition, he um led um the Landell food drive um which was a

054it collected over 2,000 pounds of food and 87 pounds of toiletries. And if you're interested, we have a a picture where we're both trying to lift a 50 lb bag of rice. Um it took the two of us to do that. Um and uh the donations were delivered to We Care, that's a local organization that supports individuals and families in in need. So thank you to the Landell Student Council and um Mr. Pardon for for this um amazing contribution. Um, we also had Red Ribbon Week at school, which is always interesting because I'm always scrambling last minute trying to figure out what my kids are supposed to wear to go to school that day. Um, I I think I got them in the in the right outfits all week this time. Um, and yeah, um,

055happy Thanksgiving to everyone and um, take care and we'll see you next month. >> Okay. Well, thank you. I can't believe it's November and we're approaching Thanksgiving. But for me, um I attended the city prayer breakfast with President Tanaka and um Director Taylor and Principal Hman and that was it. I was busy traveling for work, so I missed all the fun stuff. But anyway, happy Thanksgiving everybody. >> Thank you. Thank you again to Mr. Keane, Mrs. Rome and the Luther students for such an amazing presentation today on the buddy program because I still remember when my son Devin who's in the audience was big buddy to little one and how my other son was a little buddy. Now hopefully he's going to be a big buddy as well. So such a amazing program our district

056does. Uh thank you again Dr. Gibbs. Always look forward to your amazing presentations and your report outs. Um on 10:13 attended the Cypress High School foundation meeting with trustee Hayashida and uh helping Cypress High School put together foundation over there. Also uh attended this state of the city with trustee Sundi, trustee Needam. It was a nice update from the city and a special recognition as my fellow trustee said when uh George pardon longtime resident and community member. So congratulations again to George. uh on 10:15 uh the joint dinner at the Irvine Marriott uh for the OCBSA as ACSA. It was such a great event to be able to have dinner, learn, mingle with the other board members across in Orange County. Uh on the 22nd of October, we also had the CSD budget committee meeting

057um which would gave us very detailed um updates. So, thank you so much uh Larry on that. Um we also have our next meeting which is coming up next week um to get more information on this and then I really appreciate all the work you're putting into that Larry being transparent giving as much information as soon as you get it not waiting till the end to be able to get that to us. So, thank you so much. Also attended the harvest night um festival of vessels. amazing um piece that the vessels PTA the teachers and the staff put together. So such a great thing event also attended the Cypress uh mayor's prayer breakfast at the community center with Dr. Holman Trusty Hashida and uh Dandy Taylor which was a great event as well and such

058a great thing to be able to celebrate with the community on that. uh also attended the vessels flag ceremony uh celebration with our veterans over at vessels. It was such a great thing to be able to celebrate with the veterans as well as showing the relationships and how they're related to each of the different students. Getting the letters, getting the flowers is such a great thing and bringing in the community back into the schools. Um I do have one uh quick question and uh maybe an ask from the district from the if we can get an update on the uh Friday's report on the differences between the differences opinion between the OCFA updates that we've just heard tonight how they say something is okay versus what the international code is. I think it'd be good

059for the board if you can put that in a Friday report where all the board members could be able to get that comparison and updates. And um that concludes my report and thank you so much. Wish everybody a happy Thanksgiving. Superintendent Lo. >> Thank you, President Tanaka. I just want to um remind the board that as we uh prepare to start our second round of school visits for second trimester that we are piloting a new process. Uh previously we limited um school visits to two board members so that uh we did not have a Brown Act violation um because those were not um posted board meetings. If we had more than two, they would have to be posted. But there was an interest among some board members to have um opportunities to attend more of

060the school visits and so making sure that everybody had equal opportunity. Um in addition to those wanting to do extra, making sure that those who hadn't gotten the the first visit in, we are going to try a new process. This was described in a Friday report um gosh I think maybe back in October or September, but um what we're looking at is these will now be posted board meetings. So if we have three board members who are going on a school visit, it will be a board meeting. If we only have two that have RSVPd, it will not be a board meeting. Now this does require a little bit of extra work on the part of staff because we have to do things in a certain way. We have to post um and make sure

061that the uh we have to start in the school office as a board meeting. So, we have to call the meeting to order and then we have to resume back into the office and and close the meeting. All of those things that we we're we're capable of doing. The only request that I have is that um and I can review in just a moment who has signed up for the most um upcoming ones where they these will be posted board meetings is if your plans have changed if you could please notify us in advance because if someone can't come at the last minute, we've already posted this as a board meeting and then that requires a whole other series of documentation which is quite lengthy um for staff. So we'd like to avoid that if

062at all possible. So um our next school visit is um November 19th. It is at Morris and um we have uh trustee Hayashida attending, trusty Periq attending and trustee Tanaka attending. So that will be a board meeting. And then the other school visit that's coming up in December that is also going to be a board meeting is on December 1st and that is at vessels. And again, we have um Trusty Hayashida attending, Trusty Periq attending and Trusty Tanaka attending. So um those are the only two second trimester visits thus far that are board meetings. Um all of the other meetings at the present time just have two members attending. So again, if there's any change to your plans for the that visit to Morris or vessels, please do let the superintendent's office know as soon

063as possible so we can adjust. And that concludes my report this evening. >> Thank you. What was that? Oh, >> yeah. >> Sorry. Can I just ask a question? So, if it's a posted board meeting and somebody who has not RSV feed wants to go, that's okay for another person to join because it is a posted board meeting. >> As long as it's a posted meeting. >> Okay. Perfect. Thank you. >> It would be helpful because um just so that we don't start without >> Right. Right. Right. Right. Yeah. Thank you. Can I just make a make I I appreciate um your initiative in piloting this? Um I I didn't quite understand what it meant, so I called it a special bottom. And so I appreciate your initiative in planning these these meetings. So thank

064you. Agenda 61, approve the meet uh minutes from the regular meeting of the board of trustees held on October 9th, 2025. Do I have a motion to approve? >> So moved. >> Thank you, Trusty Needm. Do I have a second? >> Second. >> Thank you, Trusty Hayashida. Any uh corrections, questions, or discussions? Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. Consent agenda item seven. Consent items require one motion only. Items may be removed from the consent to be acted on individually by any board members request. Do I have a motion to approve consent items 7.1 through 7.7? >> So move. >> Thank you Trusty Sundi. Do I have a second? >> Second. >> Thank you Trusty Brig. Any questions or discussion? I just have

065a comment um with regards to 7.3 certified staff. Um I just want to say thank you to the teachers that serve as master t-shirts and um for with the local university students. Um it it supports those valuable partnerships for recruitment and then also um gives um the teachers the opportunity to be mentors. um and for the students to be mentored by the best and we do have the best and so I appreciate that and so just thank you. >> Thank you. >> 8.1 ratify agreement with behavioral emotional and academic mentoring uh beam for independent educational evaluation services. I >> think we approved the consent calendar. Did we did Did we? >> She missed. >> Oh, okay. I'm sorry. Let me go back to seven. Thank you, Trusty Sundi. I'll now call for a vote. All

066those in favor say I. >> I. Any opposed? Motion carries. Now going to 8.1. Ratify agreement with behavioral, emotional, and academic mentoring team for independent educational evaluation services. Do I have a motion to ratify the agreement with um Beam? >> So moved. >> Thank you, Trusty Nem. Do I have a second? >> Second. >> Thank you, Trusty Pri. Any questions or discussions? >> Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 8.2 Two is ratify agreement with Pacific Symphony for the 2526 class act program at Juliet Morris Elementary School. Do I have a motion to ratify the agreement with Pacific Symphony? >> So moved. >> Thank you, Trusty Pri. Do I have a second? >> Second. >> Thank you, Trusty Needm. Any questions or discussions?

067I do have something and I wanted to really thank Dorene principal Ory on this bringing being able to bring in the community bringing these after school activities what she was able to do and I get this from so many parents that they're so appreciative bringing in the chess club bring bringing in now the specific symphony right here working with the PTA so closely to be able to get them to fund the chess club to fund the specific symphony Thank you so much to help bring that back into Morris. I'll now call for a vote. All those in favor say I. >> I. >> Any opposed? Motion carries. 8.3. Ratify memorandum of understanding for Orange County Superintendent of Schools for Orange County Department of Education teacher induction program. Do I have a motion to ratify the

068MO memorandum of understanding for Orange County Superintendent of Schools OCDE? >> So moved. >> Thank you, Trusty Hayashida. Do I have a second? >> Second. >> Thank you, Trusty Sandi. Any questions or discussions? Hearing none, I will now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. ratify the 84 is ratify the the assignment confirmation addendum with the stepping stones group LLC for a temporary speech language pathologist do have a motion to ratify the assignment confirmation addendum with stepping stones group >> so move >> thank you trusty sundi do I have a second >> thank you trusty pre any questions or discussions hearing none I will now call for vote all those in favor Say I. >> I. Any opposed? Motion carries. 85 approve contracting with MMP South

069uh for the 2526 fall deferred maintenance uh project breakdown of cost um I mean maintenance project. Do I have a motion to approve? >> So moved. >> Do I have a second? >> Second. >> Thank you, Trusty Sundi. Any questions or discussions? I'll now call for a vote. All those in favor say I. >> I. Motion carries. 8.6. Approve the Cypress School District's annual uh and 5-year developer fee reports for fiscal year 2425. Uh do I have a motion to approve? >> So moved. >> Thank you, Trusty Peri. Do I have a second? >> Second. >> Thank you, Trusty Nem. Any questions or discussions? I'll now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 8.7 is approve contracting with uh Coppel and Gruber public finance for developer

070fee justification study. Do I have a motion to approve the contracting with Coppel and Gruber public finance? >> So move. >> Thank you, Trusty Sundi. Do I have a second? >> Second. >> Thank you, Trusty Pri. Any questions or discussions? Hearing none, I'll now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 8.8. Consider increase to monthly board member compensation rate. Board bylaw states that each board uh each member of the board of trustees may receive the maximum monthly compensation as provided in education code 35120. On October 11, 2025, the governor signed Assembly Bill 1390 amending the education code and increasing board member compensation limits for uh for a school district with an average daily attendance between 1,000 and 10,000 students. The maximum compensation rate increased 400% from

071240 to 1,200 per month per board member. The annual cost uh compensation of the board of trustees would increase from 14,400 a year to 72,000 and would be paid from the general fund. Do I have a mo uh would trustee like to make a motion >> or if you'd like to have a discussion and then someone might might want to make a motion based on the discussion. >> Well, discussion generally comes after a motion is made. >> So, I'll make a motion so that we can put it on the floor for discussion. If we don't have a second on a motion, then it dies for lack of approval. So, I would move that um that um we increase the monthly board member compensation rate to the maximum allowable by uh ED code for our district's

072uh for our size. I'll second that. So, I see a second. Okay. So, any questions or discussions on this? >> I would like to just start it off. I know that a couple of years ago I asked to have an item put on the agenda. This item put on the agenda. At that time, um it was identified to me that the $240 a month was the maximum that was allowable by ED code for our size district. and that um since we were already at the maximum at that particular time um we had no ability to go ahead and increase the compensation. And uh the board at that time made the comment that none of us come on to the board with the idea in mind that we're going to make uh big bucks serving uh

073the district. On the other hand, we do uh have expectations of ourselves and we have a fairly high standard of us participating in a variety of activities that um to a certain extent do require us to expend money to be able to uh participate. Um I know that the district does pay for most of our um um you know uh events that we do such as going to CSVA conferences and so forth and so on. But on the other hand, we do uh drive endlessly to different places. We do uh uh participate in uh various school activities and so forth and so on. So um our time is our time is given freely to a great extent. But I also think that it's an insult to us to to assume that we would necessarily forever

074and go forever and into infinity uh not necessarily be valued enough to consider that we could or should receive um increases over time. Uh I think that um nobody works nobody does um uh things for uh the compensation here uh on this dis. Uh but on the other hand it is also um something that I think we should uh consider the value of um valuing of us uh validating that uh we are serving the community and that to a certain extent there are expenses associated with it. >> Any other comments? I guess I would just um question how this impacts everything overall. Um I see it from different lenses. I see it obviously as a board member. I see it as a teacher. I see it as a parent. I see it as a community

075member. Um, and I would me to do something that has a major impact on student outcomes or um, I don't know. I just I kind of would like to hear what other people have to say about it as well. um it feels like a a big jump, but on the other hand, I know for myself, um you know, I have to work a full-time job. $240 a month doesn't cut it. I realize this is not a full full-time job, but um I would love to to be at more things, but I just can't do that. >> I don't know. >> I do have one question. Um, and I don't know if this is something that superintendent >> can answer. >> If this the board decides that um there was to be no increase now, could

076this still be on the table for the future to continue to re-evaluate every year or is it if it just gets shut down now, does it automatically just goes away? >> No, it could it could come back at any time. >> Okay. Thank you. >> Can I actually ask I do I said I don't have questions, but I do. I'm not even sure what the statutory increase would be. >> It would go from $240 a month to $1,200 a month per port. >> Well, is there a some sort of a middle ground we can come to? Cuz it >> you could choose to do that, but one uh $1,200 is the maximum for a district our size. and your board by bylaw says you may um be compensated at the maximum. It doesn't say you

077must. It says you may. So that's and the law just recently changed. So we're bringing this to you for your consideration because there hasn't been a change in statute. >> Is there any way that we could get information on like how this would impact things overall? Well, I'm not sure exactly what you'd be looking for. Um, I can tell you that um, as it's stated in the item, so the annual cost for board member compensation would increase 400% to $72,000 a year u versus 1,400 or excuse me 14,400. Contextually, um, if you subtract what we're currently making from the total that it would cost per year to go to the maximum, it would be, um, an expense that would be $58,000 more than what is being spent on compensation at this particular point. The reason

078I put this on the floor was just so that we had an opportunity for discussion and not to suggest that we would go necessarily to the maximum or as um, uh, Trusty Periq indicated, we could find some middle ground. Uh I just feel that um um that um we should have an opportunity to at least have this conversation regularly and um the opportunity has arisen at this particular point. So, um I'm not sure that um um in the grand scheme of things, perhaps our um finance director could give a little bit of insight as to where these funds might um well, I know it says that they they would come from the general fund, but what would what would likely be? Would it be pennies or nickels off of a variety of funding line items

079or how would you find that $58,000 if we went theoretically to the maximum? >> Um, I don't know if that happened. The answer to that one right at this meeting, it's something we'd have to look at as we're going through the process of adjusting the current year budget for the the first interim presentation that will come back next month for the board's consideration. So, um it would come out of the unrestricted general fund um is is where the compensation is currently paid out of and it would just require um adjustments to um other budget lines to make that happen. I can't say specifically which ones at this moment. >> Okay. >> Do we do we have um because and I I don't I apologize I haven't really given this much thought so I'm sort of

080speaking off the top of my head at this point. Um, do we have data on how other school districts, similarly situated school districts have dealt with this this change? >> Uh, since it's newly signed in October, I don't know. I don't have that date. >> I see. Okay. Well, I mean, just a consideration to maybe, you know, take that into account and see how others deal with it. there's sensitivities I think around the budget that we're asking staff and teachers and parents to consider. So I think um my personal opinion is that maybe we should see what other districts are doing and um maybe hold for for future um sort of debate. Um, and I my recommendation would be to at the very least not um raise it to the absolute maximum, but um yeah,

081consider some sort of a a middle ground at this point. Trusty Sunday, >> are you suggesting that we would table this motion at this particular time and have it brought back or to let it die from lack of uh Well, we we have a motion on the floor that has been moved and seconded. So, we would have to vote on it as it stands or we could table it to another time. Uh that would be uh perhaps as we move into the budget cycle for the um what the um 25 26 no 26 27 year. So in other words as we move into that budget cycle bring it back for consideration at that time. Um there's also the possibility that we could wait and um you know generally what is it there's frequently as we

082are looking at other kinds of increases in compensation uh bring it back at a similar time point in the future uh for consideration at that point. I mean, um, >> so we have the motion. >> We have a motion right now. It could be tabled >> or I could pull it and >> or it could be amended if you were ready to move on something an uh, you know, um, an alternative um, amount. >> I I just members who've been on the board for for longer than than I have to be honest. >> I have one more question. I'm sorry. If I was to call for a vote and since it seems like they no one knows what they don't want to go to the maximum, how would that go then? >> Well, if if

083you called for the vote and let's say for example, let's just say let's say the U motion failed, it doesn't mean that this item could not come back at a later board meeting. So you could maybe wait several months to see what other school districts are doing. You could wait several months to see what the state of the district's budget's going to be and what recommended u budget reductions are going to be. So you have the you can give yourselves the gift of time. Uh Trusty Sandi did mention you could table it. That's another option. Um so it's like anything. It's it's um that there's further opportunity for discussion if there's an interest for continued discussion. Would anybody like to make another motion? >> I'd say I I'd say let's table it for at least

084a couple months until we have more data on our budget and we see how other school districts respond to it because this is so new. >> Next next months we have the midyear budget report, right? I >> so that should be clearer in terms I mean that's not going to be the absolute information but definitely being after that but perhaps um you want to specify a specific table it until a specific time certain >> meeting in January. >> Yeah. >> How about January? I think January is a good that gives us a little bit more time to to see what others are doing. I'm just I'm I'm hesitating because it's it seems like kind of a big a big jump. >> Can I ask a question? When was the last time it was increased for

085board members? >> I believe it has always been the maximum amount in ED code, which is 240. And just as another point of information, um, ED code does also allow the board to take action to increase compensation beyond that that is in ED code. Um, and that is actually the discussion that the board had that um, trustee Sandi was referencing um, previously. Um, so there is also that capacity, but because of the change in the legislation, that maximum amount has been increased. You do have um a board bylaw that says that you may uh be compensated at the maximum amount. So again, with a change, that's why this is brought forward to you, but I don't have any information or data on what other districts are doing right now. It it may not even be

086on their radar. And um it's also something to consider that what other districts may be doing may may or may not be relevant to Cypress School District because everyone's budget is unique to that district. So um we're all maybe in different places in terms of finances. Not only that, but um we also have to keep in mind that this is tied to uh the specific size of the school district. And therefore, just because um we are considering it doesn't necessarily mean that we can find um um sufficient like-sized school districts that uh will be considering. Well, I mean, even if they consider it, I mean, we couldn't just go and pick any school district uh within our county and look at it because they may be an entirely different size. So, it would have to

087be like like- sized districts. >> I'm just looking and it seems I don't know how valid this information is because I'm just trying to look quickly, but it seems that it state maximum has not been raised since 1984. >> What? >> So, I mean, $240 was a lot more than it is. >> That's 39 years. >> 41 years. I mean it just feels strange talking about it for yourself. I don't know if we can get like input from other stakeholders or I don't >> who are other stakeholders. >> Well, I mean it affects it affects everybody, right? It's going to affect it affects everybody. >> Well, I look at it from a standpoint of basically saying that um you know uh look at it from a variety of standpoints. I mean, yes, it does increase

088um a cost, but also um I think we also have to look at um the cost when people run for a seat. >> Um that isn't chump change. I mean, it generally can be pretty expensive to decide to mount a campaign to run for a seat on the board. And uh I've sort of chuckled across the years and recognized that you know all of my monthly salaries are still going against you know maybe the the time when I ran and what I spent then I might have I have I recouped my cost will probably have by now but um you know anybody who's going to run uh currently um I guess um President Tanaka would be the only one who um has actually gone through an actual well you you have um >> I have

089not recouped my costs. So, um, you know, you you're you're we're actually doing this for a variety of reasons, but also I think you're wanting to make sure that you actually secure good candidates for the future. And if good candidates in the future can't afford to run, then we are closing the door to an opportunity for us to get the best people maybe on the dis as some of us like myself who may uh decide in the next few years to not run again. Um you know so it's it's that kind of thing to consider. I think additional considerations are our time is not just going to site visits and events. We prepare for these meetings. We do our own research. We have meetings um with um superintendents. We we do other things. I mean

090it it it does add up the number of hours that we spend in preparation so that we can come and serve in the best capacity and then also um to help think outside the box and look for other alternatives um so that we can serve the community and serve the teachers and serve the sta the certified staff um to make decisions and to um I think just to ensure that Cyprus is the vision, the goals, that that it's it's all the best that it can be for our our kids. Is there a way to um I if we're going to table this, is there a way to look over the next couple months at how many hours we're collectively putting in just as a talking point? I I'm I mean I'm asking I don't know.

091I mean we we we can we can bring whatever data points we want to bring if we decide to table this, right? we can kind of take a little bit of time, think through it. Um, I guess the the reason I'm unsure about how I want to vote on this is I I did not look up what the statutory max was to be frank. I didn't think it would be that big of a difference and that's what's giving me a bit of pause, but >> it's in the in the agenda item. No, I I I understand that, but I mean it it's a big jump in terms of once you talk about the the collective sort of increase. I haven't given that I think I would like to give that a bit more thought, but

092you know, we have a motion on the floor. I think we need to either decide to vote on or or table. Um, >> so question Jesse Sandi, do you want to amend it or I can vote on? >> I I can't a I'm not going to amend it. >> Okay. >> Uh, somebody else can amend it. >> By amending does that mean is that your table option? Is that coming back in December with some numbers? Is it is that what >> I I'm not picky. I'm not the rules person right now, so I I don't know. >> Um, >> yeah, I'm I'm I'll be honest. I'm not an expert on tableabling. Um, >> I think the best thing for us I mean, I could I I could pull this if you >> No, you know

093what? I I'll make an motion. Okay. >> Well, we have a motion on the floor, so you're going to amend the motion. >> I'm gonna amend Trusty Sundi's motion. Um, okay. Now, I'm sorry. I think I think the maker of the motion has to amend it. Has to be willing to amend the motion >> vote and then someone else makes a motion. That wasn't my understanding of Robert's rules. I thought that was always somebody else amended and then I can't amend my own motion. I I think I'd have to pull it. We could have an alternative motion. >> But so the recommended action is consider an increase. >> Is to consider an increase. >> The motion is to consider. >> No. Is to is to fund it, you know, to to uh >> approve it.

094>> To approve it at the maximum that is allowable by ED code. >> I'm just reading. you want to I mean somebody going to look up >> says if your intent is simply to delay the motion postpone is the correct motion we would motion to postpone >> what if there's a current motion on the floor I move to lay the motion on the table need to state the reason another member seconds and say that's what I was thinking. All you have to do is to say you're going to you would move to to table, >> right? Move to table and then will you provide >> and there's a second and then we vote on that. Okay. >> And then it is a then it is tabled to the next time. >> Could we could I

095make a motion to uh postpone this to our December 16th, 2024 meeting? >> Five. Yes. 2025. >> 2025. I'm sorry. >> Would Trusty Sandy, >> you need a second then? >> Yeah, you need a second. I second. Our meeting's on the 11th. >> Is it 11th? >> December 11th. >> Okay. December 11th, 2025. And just for clarity on my part, what additional information do you need from the superintendent's office? Nothing. Just to bring have this opportunity in a month from now so you can think about the implications and you get the financial report >> I think because by then the November 19th will be the updated financial report from Larry. Okay. and then give the rest of the board members. >> Got it. Thank you. >> I seconded the tableing. Do we have to vote

096on the first motion though? >> Well, if you if you approve the tableabling, it it takes that motion and moves motion to the next. >> I'll now call for a vote to postpone this to December 11th, 2025 meeting. Do all those in favor say I. I. >> I. Any oppose? Motion carries. 8.9 per education code um 35143A in a year which no regular election for governing board members is conducted. An organizational meeting shall be held on the uh any date in December but not later than December 20th. Education code further requires that unless otherwise provided by rule of the governing board, the day and time of the annual organization meeting shall be selected by the board and its last regular meeting held before the organizational meeting and that the county superintendent of schools be notified

097of the time and day selected. Um at the uh says the board selected the Thursday December 11th 2025 at 700 p.m. as a date and time for the 2:25 annual organizational meeting. Do I have a motion to set the Thursday December 11th at 700 p.m. for the or annual organizational meeting? So moved. >> Thank you Trusty Hayes. Do I have a second? >> Second. >> Thank you Trusty Pri. Excuse me. Any questions or discussions? Hearing none, I'll now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. Uh 8.10 updated uh adopt updated board policies, administrative regulations, and board bylaws. Do I have a motion to adopt the updated board policies, administrative regulations, and board bylaws? >> So move. >> Thank you, Trusty Sundi. Do I have a second?

098Second. >> Thank you, Trusty Periq. Any questions or discussion? >> No, but as general, I would say that I thank I'm thankful that we use the California School Boards Association for updating because they um are going to make sure that we are in compliance with all um laws, regulations, ED code, anything that has changed federally, statewide. um and um relieves our individual staff members um from trying to uh make this their primary task. So uh they do a herculean task and we as you note we periodically get a whole uh list of these that are updated and so it is um it's potentially ownorous to to do it inhouse. >> I'll now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. Uh item number 11, information discussion. Uh

099agreements with the city of Cypress uh for park facilities. The uh the city the Cypress school district and the city of Cypress have entered into three agreements that allow the city to use portions of the district properties as community parks. Those three parks are Damron Park adjacent to Damron school site, Rosen Aacia Park adjacent to Swain Mott site and Vessels Park adjacent to the vessel school site. These agreements for the vessels in Damron parks run in 10-year periods and are set up for renewal in December 2025. The agreement for Rose and Acacia Park does not identify a specific date, but provides the district with the option to end the lease within a 12-month notification. All three facilities have the city installed and maintains the playground equipment for community use. City staff has approached the district

100about entering extending these agreements for uh vessels in Damarind Parks that are due to expire. The city is developing play um playground replacement plans across their facilities and wants to confirm the district's continued interest before proceeding with planning for these sites. Prior to bringing renewal agreements for the sites for consideration, the board of trustees and staff is seeking input and direction from the board. Staff will be working with the district's legal council to review the terms of agreements prior to bringing the agreements for discussion consideration. Does anybody have any comments? >> Is were we going to have additional information shared with us tonight? um or is this is this the limit of the information that we're going to get? >> This is the information that we have about um what we're going to about the

101status of these agreements and that they're going to be brought forward for renewal in December. But we um based on previous discussions we've had about um the board not having the same background that it you know having the understanding we were providing an opportunity for you to ask questions um if there's anything that any further information you might need for next month it gives uh Mr. Fchaw time to work with the city and get that information for you for next month. >> Okay. So the um the thing that came to my mind as I was looking at this was a recognition that is basically they are actually using a portion of our school sites for parks for the community and put playground equipment on it and maintain it. Do we continue to use those um

102those those pieces of ground as part of the uh the actual school sites uh while school is in session? I mean, I I I was looking for a map or >> Yeah. So, um the only one that was an active school site for the district is is at Vessels and it's it's outside the gate um so to speak of the Vessels um campus. If if you're facing the school, it's on the the far right side of campus on the other side from the daycare um portables. Um Damron is is leased by Dul Soul. Um so, that facility is is not utilized by the district. Um, but that park is fenced away from the rest of the campus so it can be used during non during school hours and non-school hours by the community similar to

103the vessels park. And then um the Rosen Acacia Park um is next to Swain which is not an active school site and that is open to the public um during school and non-school hours um as well. So these are all facilities that are for community use um anytime. >> Okay. Well, I I guess I what I was looking for and uh because of the uh Veterans Day holiday, I wasn't sure that you know that um um there would be u the same kind of turnaround in terms of information. So, I didn't ask for this information in advance, but I thought it'd be very helpful for us to be able to actually see the actual school sites that were adjacent to these uh portions that are utilized by the city. I recognize the Rosen Acacia Park

104and the vessel one vessels park actually end up being adjacent to as opposed to and Damron Park you're saying is adjacent to the Damron school. It is actually there and you're saying it's fenced off. So really and truly you're saying we don't use those sites for school activities as is. Correct. >> Correct. They're they're outside the gate of of normal school hours. I'm just wondering for vessels maybe if if Miss Lennox could bring that up on the screen or just to kind of show this that aerial view of it that >> I think that there may be occasion where they may have an activity in the park at vessels but it's not on a regular consistent basis. Well, where I'm going with this is the fact that we have these three pieces of property. for

105all practical purposes, the city is running them as if they were cityowned parks um with playground equipment and maintaining it and so forth. uh it is an asset that we have that has value and um I think that we don't want to give up those assets but by the same uh token we also have joint use agreements with the city on our actual fields at individual schools and I would like us to be looking at our joint uses with those fields of those fields with the city and what we get from that relationship uh versus um what they what they give and see whether or not there is any kind of um balance in play in terms of um or equity in terms of uh what we are extending as an asset for use by

106residents and city you know that is coordinated by city staff versus um what we're getting in return. Obviously we're not getting anything in return for that playground equipment on those three adjacent sites. We're getting nothing from from having those agreements because the city is essentially running those three areas as if they were their own private parks. >> Public parks. >> Well, yeah, but private privately owned Well, yeah, publicly owned by the city is what I meant. And we don't really have any real input. >> I I think there's some indirect benefit in the case of the this the community park aspect. I mean, we have our campuses that are closed during the weekend. And the fact that there is that park facility adjacent to it uh prevents anybody from maybe hopping the fence and partaking

107in our playground equipment um during off hours when our facilities are closed. So, there is a a nice ability for the community to access those park facilities. That way, it might otherwise take advantage of ours that are that are closed off. Um in the open, >> you're telling me that our our fields are closed off on the weekends. >> The playground facilities are >> Okay. Okay. I understand that. But that's something that a city has a responsibility to the community to uh to to plan and maintain. And as we have seen um we've seen a tremendous um interest and influx of energy towards the development of parks in the last few years here in Cyprus. Uh we've had the Mackie Park, we've had the Lexington Park, we've had the uh big uh renovation of the

108park up on um Crescent. I don't remember what that one's called. Um >> Arnold Park. Um, so I guess what I'm trying to say is there is a heck of a lot of money being utilized in uh refurbishing and updating parks. And I'm not wanting to get rid of our relationship with the city, but I just want to make sure that we have an opportunity to negotiate uh a relationship where we feel like we are getting uh value for um our our contribution to the community. Um, and what that means is I know that we have constantly talked about maintenance of the fields and I'm concerned that uh what we might be wanting to look at is a negotiation of a relationship that if there we're using a joint use of those fields and if

109those fields do get deteriorated because of community use uh that we actually see um some benefit acrewing to us in uh of a deeper and better maintenance of what we already have that we're letting the city have a joint use of. >> Sure. And >> so that's my conversation right now. >> Sure. And maybe then the next agenda item, which also deals with the the city meeting, um would be a good time to bring that up. Um on the more direct side, we do also benefit from our overall relationship with the city. We we park our buses at the city's yard. Um if we had to find a location um to park those buses, that would be u a fairly expensive endeavor um to find a full-time home for our buses. if we were to

110have to rent a facility for those. Um, and we also do have the the nocost use of the city community center for various events that the district holds. Um, so those in the overall relationship when you include the joint use agreements um that is part of the benefit that the district acruse um from its relationship with the city. Um but we can certainly talk about um the joint use agreement for the fields and whether there's um opportunities there for um a different way of cost sharing on that aspect um or even in the relationship to this um and then so that's feedback that we can take back to these discussions and and see where there might be some ability to um negotiate >> if we could because I know we talked spoke about this last

111year about making sure that the agreements because last my memory serves me correctly, these agreements haven't been updated since the 70s, right? We, you know, things change. We we need to make sure that whenever there's an agreement, the agreements are quick. They need to benefit both sides, not just one. And when we have our fields, as Trusty Zandi mentioned, that they're being used and they're getting beat up, but then we get stuck with the cost and they get the revenue from renting out those fields. That's not a benefit to the school district. I understand we have great things of relationship being able to use community center, but we got this beautiful building. You know, we got to remember we got this room, we got the back room, we got building in front. We can start

112doing some of that stuff here if if we need to, right? So, just if we can start looking at those agreements and make sure that they benefit everybody, right? Not it's not just one way. I liked this piece of it, you know, because at least they're maintaining the grass, right? They're maintaining the playground equipment. Okay. So, it's not like we're having to come out of cost, especially if we're it's not open to the schools where the kids, they'll have to go outside to be able to use it. So, that that kind of works out. They're using our land, right? But at least they're providing some skin in the game by providing the equipment as well. and it benefits the community as well as our kids that go to the local schools, right? But, you know,

113I would definitely like is going into the second thing with the joint district community uh meeting is let's if we can have that discussion and bring back what we started last year where the board last year didn't want to touch it, but you know, I think there's the differences now between this board. I think you're going to find that we should look in them. Yeah. Maybe I just clarify because I just want to make sure it's clear. Um the the damun and the vessels parks, we do maintain the grass at those community parks. Uh the city maintains the the recreational um you know equipment um at the Swain um adjacent park. Um they mow the lawn as well as take care of the equipment. So there is there's some it's not 100% one or the

114other. There's some sharing of there as well. Can we get Can we um I guess see what those costs are of water costs. I mean to you know and and also um I guess their maintenance costs just to just to see water is not cheap. >> Yeah. I'm not it's it's one meter. So we we'd have to do some estimates as to how much water goes to just that the acreage. is, you know, compared to the overall size of our fields at for v vessels, for example, um compared to the, you know, little over half an acre that that um park represents. Um it'd be a relatively small amount of water compared to the overall fields we have. >> What about lighting? Are there other costs associated? >> I don't believe those are lit lighted.

115They're lit. >> Okay. I I don't know. >> Okay. >> Sorry. I'm sorry. I was just going to offer that um if the city did not maintain the equipment for it. I mean, if we didn't have these agreements, then that the responsibility for the equipment on that property would fall to the district. Yes. So there in there in lies a cost to the district if we were maintaining those unless we actually removed the equipment and actually had it just as an open green >> and extended the school. >> Yeah. Open green. Um I mean so you know obviously um we saw originally the benefit of having playground equipment for the kids who uh go to the schools in the in in the area. Um obviously if that should ever break down we wouldn't necessarily have

116to retain it as a physical playground park. So I mean I I I think that one's kind of a moot argument. I mean, it would take a little while for us to demolish if we broke down all relationships, but I'm not suggesting that we do that. >> And I think it would I think that we'd get a little maybe push back from the public because >> I think so, too. But I I'm not advocating that. But I I I think that the point is well taken. And I think that I think that what uh uh President Tanakh and I are both saying is is that we're looking for um equitable um equitable u benefits. The costbenefit analysis should show us uh what uh what the costs are for the city to uh be able to

117use what we have available to us and what they do to maintain or not and also what our costs are to um associated with those same properties. Um, >> okay. And come back with a little bit more of an analysis on that. >> And I think that would be helpful for us. Um, I don't know, you're saying that you've got a um the joint committee meeting is our next meeting before that meeting. Um, uh, the joint meeting is next week. >> Oh, okay. >> Yeah. >> But that could then come back with the information that comes from the city at that point to um inform us in December. Um I think actually that would be more of um Larry working with his contact at the city in terms of finding out information about usage and

118all of that. I don't know that that would come out of the committee per se. Yeah, we'll have to gather how much usage of the fields is occurring um by outside user groups going through the city um for the city for the school district's uh fields to understand what the impact is and then look at some of the costs um associated with uh the maintenance of our fields versus the maintenance of the parks all that sort of so >> but I mean also I think we shouldn't we shouldn't um minimize um the fact that if we didn't if we didn't enter into a joint use with the city on these properties the city would have to seek other locations for or not be able to provide those benefits to the community and that could be

119a cost that they would have to uh consider uh for the substitution. So there's value even though there's no money exchanged in us owning the assets >> and I think that we shouldn't lose sight uh and and only comparing dollars to dollars. >> Correct. But if we can also make sure because as the other organizations rent out the use of those fields since it's being managed by the city, they're keeping the revenue for it. All right? So we need to figure out what is that revenue and then >> figure out, you know, because if we're paying X amount of money to maintain and and we don't have money right now and that's why a lot of our a lot of kids are getting hurt on the fields, right? If we can maintain those fields, if

120we can get that money back that they're collecting to make our fields safer for the kids, I think that's a huge thing. It's a win-win. >> Yeah, we'll quantify how much um usage and how much um in dollars the city is is collecting um and so we can make sure we understand the scope and sequence of all that. >> Thank you. So going in and I know we commingled um the second part which is the city of Cypress school district joint kid committee meeting. Um we had discussions on that and I think we already discussed you know looking at so the differences because I think the three parks are separate and then we have the other agreements for the use of our fields. So, um I think just getting the other information having both those

121two. Do you need to have the answers superintendent? Um before >> I would suggest since we meet twice a year with the city that perhaps we wait to not discuss that at the meeting next week because I think we need to get some data. I I I worry a little bit about going into a meeting blind, you know, not having the this the facts. So I think we have time that um because the parks are separate from the joint use agreement that I think we can you know get some of the you know the visuals and those kinds of things that you've already requested relative to the park agreement so that you can see where the the parks are located and all of that. But um with regard to the interest of maybe revisiting the

122joint use agreement, maybe we need a little bit more time to do our homework before we start h opening up that conversation with the city would be my recommendation. But I think that they are um they're connect they're connected concepts conceptually perhaps. Yeah. and that as we are looking at one that we should be open to at least introducing the idea that we have an interest in looking at the other. >> I don't I don't disagree. I'm just suggesting that >> No, I agree with I agree with you. I agree with you, but I I guess what I'm saying is we're moving forward with these particular agreements and I think that's perfectly fine. I would also like to say that if we have the third uh site that you've indicated on here that does not

123have a similar agreement, I would look to actually be um memorializing uh all three parks with a similar tenure tenure um agreement, whatever that agreement is going to look like. >> That yeah, that was a suggestion from our legal council as well is to just have a amended or restated agreements for all three parks that had the similar 10-year uh revisit windows. Um, so that um wasn't a in perpetuity type of an agreement. >> So I got one more question. I'm sorry. Is the life expectancy for the equipment 10 years? Is that why they're asking for 10 years or is maybe Teresa would probably know this because she does so many replacements. >> Yeah. So the approximate is anywhere from 10 to 15. Okay. So, um I think that's where the original statement of 10

124was done was in the in the tention of that most equipment is needing some sort of repair around the 10-year mark. Usually full replacement around 15. >> Okay. >> The the the one point I I do want to make though is we happen to meet with the city twice, but I think initially we had considered a a quarterly cadence, but we ended up not having the last meeting. So, >> we only had two meetings on the books. Um, we >> Was this one rescheduled from the one that >> There was one. Yes, there was. This meeting was rescheduled because of some change over in personnel at the city. >> Got it. Okay. Yeah. >> Okay. >> So, >> we might want to consider more frequent cadence, too. I mean, just so we're not tableabling things

125for six months. >> How are you? I know it says you want agreement, but it's a discussion. And how do we >> Okay, so are we I'm sorry. So I on 9.1 um I think you've provided some feedback to Mr. Fchaw so he can um work with the city and get some information and provide that for you so that when um this comes back as an action item in December. >> Okay, >> you'll be ready to to to act on that. And then I think then that brings us to 9.2 because we have coingled these a little bit. Um so for 9.2 too. The question would be um what as a board do you want to come to consensus on in terms of things that you would like to bring forward to that meeting next

126week? Well, the you one of the things that I think that is important um and I don't know how we would do that uh specifically what it would look like, but um there has been substantial change on the city council in terms of who's on the council and there's been a substantial change in who's on our board that we don't necessarily know who the people are on either side. In other words, they don't know us and we don't know them. um that I think that um some type of um you know joint social kind of activity might not be out of line. Uh because I mean I don't know I haven't met the new um the interim city manager. Um I don't think I've I know that I haven't met the new city clerk. I

127there there's going to be substantial ch staff changes occurring at the city and um I think that um we've had our own changes here in terms of adding um Larry to our our group and I've got to say you've been around a little bit so you've gotten to know a few people uh so maybe you feel like a seasoned uh warrior here but uh um I think that there there is that opportunity I think for us to consider the possibility of just getting to know each other uh as a as something that we might want to talk about is could we do something like that? What would it look like? Um that kind of thing. >> And you're thinking a little more on the social side, not discussing. >> Yes, it would have to be

128um >> yeah, we would have the ability to know a little bit more about them in terms of um their personalities. They would get to know us the same way. Um, so then, um, yeah, I think what I'd like to see as well is I know from previous conversations with the city, they mentioned a commitment towards safety for schools. Did that ever get kicked off? >> Um, I think >> like additional funding. >> Yeah, that stalled. >> Okay, >> that stalled. Um, well, it might not hurt to say, "Hey, is there something on the horizon that looks like it might get rebooted?" >> Yes. Um, I just don't know with an with an interim city manager. I don't know that that person I just don't know the extent to which that person can speak for

129committing the city because he's not going he's not a permanent person. >> But the chief was the one who was actually talking about that particular item and he was at that meeting. >> Yes. But it was the commitment of the resources that gives >> and that that would be the city manager working with the council. >> But also to speak to that, one of my concerns was uh bus stop and bus safety and to the city's credit and to the police department's credit that that um our bus pickup has now been clearly marked. There's no parking, you know, all that kind of stuff. They were very responsive to all of that which I really appreciate. So maybe that says something for us. I mean, if we have any current um traffic issues that haven't been

130articulated uh formally, but maybe informally by city uh members or or families. Um maybe we should at least look at whether there are issues and maybe we need to check with um each of the principles before meeting. Just sort of a fast one basically find out whether or not we have a what do you want to call it? a conduit through which to funnel very specific issues that might come up. >> Teresa, are you aware? I was going to say this is really your wheelhouse. >> I was going to say um I do have a channel. Um so I obviously speak um with the Cypress Police. I also speak uh with Nick who is helped us with the bus stop. Um so time with the PR to my attention. I work with the city to

131see what if any resolution we can do to work together to to mitigate it. Sometimes there are things that can be done like uh the bus stop. Sometimes it's just a continu education for parents and families of how, you know, how to drive or those types of things. Um but I will say uh the city and um the police have been very responsive to anything that comes up to at least having that discussion and that usually goes through me from the principles. um if a parent has concerns, they go to the principal first and then we kind of do um that chain >> and I'll I'll share a little bit just briefly about bus stops. Uh we were also looking at other bus stops and so we're continuing to have those conversations. So even though

132we resolved vessels, it's a it's a constant dialogue um with the city. Yeah, I think it's important to remember that that the these meetings are opportunities also for electeds to have conversations um because staff does work with the city as issues come up. We we don't wait 6 months to to bring up something. So, we're problem solving as things arise. Right. >> Perfect. Thank you. But regarding that safety issue that's been tabled, could we put just at least bring it back, make sure that they understand, we want to still when things get more stabilized, continue those discussions. I just don't like want to see it go out of sight, out of mind, right? Because with a new person coming in, he'll be able to at least have that on a parking lot list to say,

133"Oh, we want to talk about this is something that's important that previous management within the city discussed that the school district was very blessed to have that discussion with the city manager previously that we want to still continue that >> conversation. Yes, >> we good. One other thing we might want to do is to um look at the have an update on um the um the development of the um uh the lark the Los Alamus racetrack property that that particular area and uh if we have any kind of data from uh the housing that is over there behind or aside beside all of that new housing that has come in. Do we have any kind of indication in terms of um anything else that might be on the um you know on the horizon for

134any more development in that area? And of course we probably are seeing if there is we we probably are seeing any kind of um increase of anybody coming from that area as well into the school district as such. Um but um it doesn't necessarily fit into that sort of uh easy round peg and round hole kind of thing to say just because you have so many units, you have so many kids that are actually attending schools. So do we have any data to indicate to or share with them as to how many students that might be coming from those particular housing units? Well, we just have the formula, but I will say that we're down 100 students this year and we're projected to be down one another 150 next year. So, I don't think we're

135getting a lot of students from those. >> So, that's exactly what I'm thinking is is that just because we have the opportunity to calculate it that way doesn't necessarily mean that we're actually going to get real live bodies. And so, um, the question really becomes, are they going to be looking at any more because I mean, it seems like a lot of those are are young professional or professional types of housing units as opposed to family oriented units and whether or not there are any more family uh oriented units uh proposed for various areas in the city and have them do an update on their um their um housing element uh in terms of where they're going with the possibilities of the development of because I mean they basically said that devel velopment is going

136to go in on the racetrack property. >> All right. Well, then thank you everybody. Meeting adjourned at 9:14 p.m.