MVUSD Regular Board Meeting Board of Education 5/26/26

001of education rec convened into open session at 5:25 p.m. Roll call, please. >> Eluing, student board member, present. >> Joanna Lea, present. >> Justin Jackson, present. >> RHS Williams, present. >> Sammy Luna, present. Brandy Clark, present. Alejandra Wagawa present. >> Miss Fran Arce present. >> Robert Verie present. >> Susanna Lopez present. >> Thank you. Miss Claudia. >> Uh yes, President Clark. We need to amend the agenda before we move forward. So we need to ask for a motion to delete item letter B that was under close session. We accidentally duplicated that item. So that item does not belong there. And it it is also under presentations to the board which is letter L1. >> So it's just duplicated. So we do need a motion to amend the to correct the agenda. Thank you. Can I

002get a motion to approve as presented? >> I move to present as presented. >> Yeah. Did I say that? I move to amend as presented. >> A second. Second that. >> Thank you kindly. Miss Claudia, please call for the vote. Stood member Huing. >> I. >> Miss Leva. >> I. >> Mr. Mr. Jackson >> I >> Mr. Williams >> I >> Miss Luna >> I >> Miss Clark I this motion has passed six >> yes zero wrote thank you um now we are moving on to the report out of close session se session the board of education met in close session to discuss board deliberations regarding student discipline cases public employee discipline dismissals release and non-reelection a conference with labor negotiator a conference with legal counsel regarding existing litigation a conference with legal counsel regarding

003anticipated litigation and the superintendent's evaluation. The board gave further directions to district staff and no action was taken on any close session agenda item. And now we will move on into the pledge of allegiance. Student board member Huing, please stand. Put your right hand over your heart. Ready? Begin. >> Ice to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. >> You may be seated. Thank you student board member Huing. Now we're moving on to item F2, the land acknowledgement. The Marino Valley Unified School District and our schools and district sites are situated on the ancestral homelands and traditional territories of ind indigenous people including the Kawia, the Gabrielino Tanga, the Luciano, and the Serrano. We honor their connection to

004this region and sincerely appreciate the opportunity to educate our students on their traditional homelands. Their continued presence, resilience, and vital contributions remind us of our responsibility to honor and care for this land and its people. Moving on to item F3, the approval of the amendment of future board meeting dates. I'd like to bring to the board's attention that we have added May 30th, the special governance workshop from 8 am located at the Fairfield in and June 15th, a special study session at 300 p.m. The topic will be fiscal um stabilization plan. Can I get a move uh uh excuse me, can I get a motion to approve the amendment of the future board meeting dates as presented? I would like to make a motion to move um to the dates presented, please. Thank you. And

005a second. >> A second. >> Thank you, Mr. Williams. >> Miss Claudia, please call for the vote. >> Student member hearing. >> I miss Lever. >> Hi. >> Mr. Jackson, >> I. >> Mr. Williams, >> I. >> Miss Luna, I >> Miss Clerk, >> I. This motion has passed. 6. Moving on to the school report. Student board member Eling. >> May I please have Daryl Davis to the podium? Thank you. Good evening, members of the board, superintendent, staff, family, and guests. My name Sorry, sorry, sorry, sorry. My name is Daryl Davis and I am an 11th grader at March Mountain High School. Tonight I am honored to share what makes our school community so unique and why I'm proud to be a March achiever. March Mountain may be a small school, but the size is

006one of our greatest strengths. Our teachers know us by name. Our administrators generally check in on us. and our campus feels less like a crowd and more like a community. Over the next few minutes, I want to talk you through what makes March special and why every student who walks through our doors has a real chance to succeed. At March Mountain, we believe every student an ed eligible education and the support needed to succeed regardless of their background, learning style, or personal circumstances. This is not the value of on the wall. It is lived out every day in in how our teachers plan lessons, respond to students who are struggling, and show up for young people facing challenges inside and outside the classroom. What truly sets March apart is the quality of relationships between students

007and staff. Our teachers invest in us individuals then learn our stories followups when we are going through some difficult and celebrate progress that no one else might notice. The kind of the genuine care creates a school where students actually want to be present. Culture determines everything. Whether students feel safe, whether they participate, whether they persist at March, culture is built internationally around three pillars: respect, connection, and encouragement. Staff models these values in every interaction. The students are expected to do the same with one another. Staff constantly meet students where they are rather than where they think students should be. A student who arrives carrying stress from home is not dismissed. They are met with patience and and a plan. A student who is behind academically is not ashamed. They are supported. That approach builds real

008trust and trust is what makes learning possible. March Mountain 0% suspension rate is one of our most significant achievements and it did not happen by accident. Our school has made a deliberate shift away from punitive discipline and towards restorative practices. An approach that asks not what punishment does this student deserve, but what happened, who was affected, and how do we make it right? In practice, this means restorative circles, peer medication, and honest conversations that allow students to be accountable without being removed from school community. Students who feel supported and fairly treated are more likely to stay engaged, stay in class, and stay on the track towards graduation. Our zero suspension rate is proof that this approach works. At the start of each school day, every student places their phone in a secure lockable pouch that

009was in case until dismissal. When the policy was introduced, there was some adjustments, but results have been hard to argue. Teachers report strong focus and participation, and students are having more genuine face-toface conversations during break. I can agree with this because like if you go to my school and ask everybody, they know who I am. But um at Oh, let me see. Let me see. Okay. Yeah. Removing phones from the school day also removes a constant source of stress and distraction. Social media notifications and the pressure to stay connected are exhausting in ways many of us do not realize until they are gone. The phone free environment at March has made the school day feel clearer, calmer, and more um pure postful for students and teachers alike. March Mountain's career technical educ education pathways give

010students handson realworld learning experience connection connected to fields they are genuine interested in health science business information technology art media and more. CTE answers the questions every student eventually asks. When will I ever use this clear clearly and directly beyond content CTE builds confidence when students tr earn an industry certific certification completes a technical project or presents a business plan to professional professionals something shifts in how they see themselves. They stop wondering when they stop wondering whether they are capable and start planning what comes next. That shift is one of the most valuable things a school program can produce. This year, March Mountain attends leadership conferences, the MVUSD 11th grade student summit. I was there. The dream to be a conference. I was also there. and the MMHS college and career fair. I was there

011also. Each experience um roaded our perspectives in a different way from learning what leadership actually looks like in practice to them demisifying the college applications process to hearing from professionals who overcame real barriers to build successful careers. The college and career fair brought opportunities directly to our campus so every student has access to colleges colleges trade programs and employees without needing transportation or resources to get there. These experience remind students that the world beyond our campus is within reach and that Marge Mountain is invested in helping us get there. Leadership at March Mountain is not reserved for a select few. In expectation and and an opportunity for every student, our school creates a real structure for students input, advisory conversations, student led events. I led an event last week. We had a we had a

012mental health awareness day and and forms where our voices shape decisions about campus life. When students see their ideas are taken seriously, they invest more deeply in school itself. The fact that I am standing before the board tonight, it itself a reflection of that of the culture. March Mountain gave me the mentorship, the experience and the confidence to step into this moment. Our staff hold high expectations while offering genuine support and never let students feel alone in the process of becoming who they're meant to be. Our soccer team continues to grow in numbers and competitive pride and games have become genuine campus events and bring students, staff, and family together. Pickle ball has became a favorite activity that is unique because students and staff play alongside each other as equals. Building the kind of informal

013connection that carries back into the classroom strengths the whole school culture extrav extravagular environment does something important. It gives students a reason to belong. Students who are connected activities beyond the academic day extend more cons consistently build stronger relationships and develop teamwork and communication skills that serve them long after graduation. Spirit days at Marsh Mountain High School are more than fun. They are measured of the belonging when students across different social groups, grades and backgrounds all participate with genuine ectoism. It signals that everyone feels like they have a place here. themed dress up days, campus competition, and shared activities throughout the year. Keep school spirit alive to remind us that we are all a part of something bigger than any one class or any one grade. Spirit days also break down the distance that can

014sometimes exist between students and staff. When teachers show up in costumes and play alongside students, sometimes shift the school feels like an intuition and more like a community. The feeling is worth protecting because it is a foundation everything else is built on. March Mana has truly done wonders for me and I am incredibly grateful for the many opportunities this school has provided through the years. As I entered my senior year, through the support, guidance, and encouragement from the staff, I've been able to grow academically and personally. One of my proudest accomplishments is that is having the opportunity to become an A throughG elig eligible student and beginning exploring opportunities to attend a H.B.CU or even a UC. March Ma has opened doors that I once didn't think were possible. And for that, I am thankful.

015This experience has reminded me that with support, determination, and opportunity, great things can happen. Lastly, March Mountain High School is more than just a school. It is a community that chooses restoration over punishment. Focus over distraction, purpose over passivity, and belonging over exclusion. Our 0% suspension rate, our phone free classrooms, our CTE pathways, our leadership opportunities and spirit days are all expressions of the same core belief. Every student here deserves a real chance and we are going to give it to them. >> I thank you kindly, Mr. Davis for that wonderful presentation and your leadership >> and your mental health awareness day. Great job and keep up the good work. I would like to invite the board to say some comments if they have any for Mr. Davis. First, I want to say thank you

016for presenting. I know it's really hard to present in front of a bunch of people, but you did a really good job. And then the first thing I wanted to say is I really love how your school has like the small but mighty mindset and how you emphasize the value on yet like yet being a small school that's what makes you guys strong because it allows for deeper connections with everyone in the whole school and then I wanted to highlight how having 0% suspension is really really good and then you already answered my question but I was going to ask you if you went to the college and career fair and then if you did what booth stood out to you >> can you turn on your mic >> sorry what booth that stood out

017to me was um the RCC booth because like last year um I went on a RCC tour and I really loved how the school was and like I loved how how um like the housing like like how like um what else? What else? Like the classrooms like the programs and how like they also have like a mental health area. So like that really stood out to me and like asking them like more about it. >> Thank you and great job again. >> Hi. I want to say thank you for being here and um it really you really got to my heart with every I was like listening to you and reading but there's many words or sentences that you know cap my attention. You mentioned our teachers know us by names. campus feels less like

018a crowd, more like a community. The quality of relationships, genuine care, the students actually want to be present. Um, conversations, structure, um, our voices shape decisions about campus life, mentorship, experiences, confidence, and um, March Mountain has truly done wonders for me. support, guidance, encouragement and growth. These are very important words not only you know to be heard but to be shared by a student like you. And my question is why do you think it is important as a student to speak up to you know uh raise your voice? >> Um thank you for that. Um I feel like it's important for like you to speak up because like um I used to be one of those students who you just used didn't speak about anything but then like when I was there I was able

019to feel comfortable with like the people around me like my friends the staff members like I could talk to the staff members about anything and it's like I feel like it's important to speak up because it's like you know like you you might have something going on at home and like students like some most of some of our students do have stuff going on at at home, but like when they come to school, they like it's like their whole personality changes. It makes them feel makes them feel better. It makes their day brighten up. >> Thank you. This was a wonderful presentation. I really >> Thank you. Thank you guys for listening. >> Daryl Davis Jr. That's a strong name. >> I like the alliteration. Thank you so much for being a great representative of

020March Mountain High School. I there are incredible things to applaud March Mountain High School on. I really do appreciate that you all have uh embraced the the no the no phone policy. Um I think that is remarkable. We're seeing that trend around our state, not just in addition to the country is something that I think is very very pertinent for our students to do and to embrace so we can focus or so our students can focus on their education. and your when you entered into March, how was that transition and not having your phone um with you and you know being able to just readily access your phone? >> So like when we first was like doing the phone rule, it was it was a mess. It was a mess. Everybody was like everybody was

021like, "Oh my gosh, I cannot do it. I I want to leave." But like once we got into it, it got like it was better cuz like for my sophomore year, my freshman and sophomore year, people did not really talk to each other. But like when the phone policy was there, like people knew each other. People had real conversations about each other, ask them about their lives, ask them about like going on, people made genuine friendships. So I feel like even though it might be like people need people say they need their phones, I feel like this phone policy >> has did real good to real good to the school to make students more engaging in each other and the school. Keeping on that, do you see different more more of those intimate connections during

022like lunchtime and passing periods? >> Yes, it's like lunchtime and passing period. Everybody's like, "Where my friends at?" Like I want to talk to them. Like I got stuff going on, especially at lunch. Like people go to the gym like how I mentioned like in pickle ball. Pickle ball like is like >> one of our favorite sports. And so it's like you either go to the gym and play pickle ball or like you outside and talk chilling, eating your food or and talking with your friends. when it comes to folks, you know, wanting to contact folks outside of the, you know, maybe their family, has that ever been an issue maybe in your case or any of your friends cases where they don't have their phone readily accessible for them? >> Um, it has been

023a case, but like um they um they have told their parents like already like I've told my parents especially like like I'm in school and I sometimes I don't I don't have my phone. So, it's like when something happens, you going to have to call the office and like let them know because like I can't I can't just grab my phone and text you. That's fair. That's fair. Thank you for sharing that. I think that is incredible information for us all to be aware of in your experience. I also just want to congratulate you on completing your A3G requirements. That is tremendous. And a quick let's give a round of applause. That is incredible. When when were you first made aware about just those A throughg requirements and was it a challenge for you? Could

024you open the door a little bit on that? >> No. So, when I first found out, I think I found out like I think I found out like last week or two weeks ago, I made the requirements because before like the school was telling they they I'm sorry, guys. Sorry, guys. Sorry. But they were telling me like >> like you're just been on track like your grades are good like and I do keep my grades on track like >> there you go. >> I have I've been having all A's this whole school year I think. Yeah. >> Speak on it. Go ahead. So, like, yeah, I've been keeping my grades good since my since my freshman year cuz, you know, I just I don't want to like cuz my middle school year I was doing

025terribly. I used to I used to skip class. It was terrible. So, when I started at Marsh Mountain, it like changed my whole life around. >> That's incredible to hear. Congratulations. Thank you. >> Thank you. Thank you, >> Mr. Davis. That was an excellent uh presentation and I I want to applaud you uh for taking that step and meeting your A throughG requirements. Um my colleague next to me kind of stole the comments and questions I wanted to ask you. I applaud March Mountain for the phoneree policy. I I think that's excellent. But um what else do you do at March Mountain? Because I know you're head of some organizations. >> Yes. So um current I am currently the ASB president >> of March Mountain right now. So like last week, you know, as I

026just said, we had a mental health day where we um we did something at lunch. We had a table. So, we had like if you were wearing green or like you grabbed the green item off the table, you you got to spin the wheel and like we were giving out Six Flags tickets. >> We were giving out um like cuz we have a student store so we was getting our free student store item, our K-pop store, free points, and like if you or like and we had a um like what what else was it? We had a I forgot, but it's like where you grab the animals inside that little um Yeah. So, we we had that and we was giving out candy and stuff. We also gave out mental health um paper, mental health

027awareness papers, letting people know. We we also had books and stuff. And like currently we are working on our field day for like the um last day of school. But like yeah, we do a lot of activities. We do like the blood drive. We do um like we do a lot of activities like fun activities to make students to want to feel engaged and like make sure like if they're having a bad day, you know, come get them and like come hang out with me. >> Excellent. And last thing, uh you said the staff meet students where they're at, not where they think they should be. So give me an example of that. Maybe your example of or an example that another student had experienced with regard to that. Um, so I feel like what

028that is cuz it's like, you know, some students don't know what they want to do or what where they want to be after high school. And I feel like and like or they have something going on and insteading like, you know, telling them something or sending them away, staff members will like communicate with them like um hold on. One of my um staff members, Miss She's in the back. Um, I was telling her about how I didn't know what I wanted to do and like in college and everything. So, like I met with her last week on Wednesday about she was giving me like all types of tips and like she sent me stuff on my email like, "Oh, like you could do this, but you don't have to rush into it." Like especially like

029I've told her stuff that I think I would do. She like sent me stuff like that. So, I feel like that's what it means, like meeting students first where they're at. >> And you're an 11th grader, so we're going to see you again next year. >> Yes. >> Thank you. Thank you for everything you've shared with the uh school board and the community. Thank you. >> Thank you. Thank you guys. >> Mr. Davis, thank you so much for your your presentation and your leadership at March Mountain. Quick question, what are you looking forward to most next year? >> Um, next year, oh my god, next year. Oh my gosh, we already had plans. We went to meet over the summer to make more plans. But um what I'm looking forward to next year is like

030everybody seeing fresh new faces, you know, like graduating like all that type of stuff like and you know, still do the same thing I did this year. Help out, make make it a fun environment, make new friends. >> Sounds like a great plan. >> Thank you, Trusty. Thank you so much. >> Thank you so much, Mr. D. Have a good day. And now we are moving on to the superintendence report. Dr. Robocava. >> Thank you, President Clark. Good evening, everyone. It's nice to be here again and share some of the amazing stuff that's been happening in our district since the last time we met. As always, we start with our land acknowledgement, which President Clark already went over. Just again reminds us and resets us to acknowledge and respect the fact that we sit on

031a land that's sacred and has been sacred to a lot of people. As we go over our vision, mission, and our portrait of GRA of a graduate, I want to highlight a couple of things that stood out to me. Obviously, the our young man from March Mountain, Daryl, just demonstrated a lot of adaptability and a lot of perseverance. It is not easy to be up in front of uh a room full of of folks and online and give a presentation as thorough as what he did. And it's also not easy to get questions on the fly from our board trustees and answer them as well as he did. So, kudos to our students. As I share with the board and our community the f the students that we're going to recognize this month, I think

032I'm focused on collaboration, communication, critical thinking, and creativity because tonight we are going to be recognizing our National History Day students. So, there's going to be a little bit of what is called control chaos. Teachers know what control chaos is, right? That's where it looks chaotic, but we're actually under control. Another and in order for me to support this controlled chaos, since I'm up here on the dis, I'm going to ask, uh, one of our baiffs, um, assistant superintendent, Dr. RC, to help with this. Dr. R, if you could help, Dr. RC, we're going to have 47 students come up. We're going to have Cal RTA. Cal RTA, if you could please join us up front. We have Terry Hooper, Miss Nina Williams, and Ginger Martin. And then can we also have all of our

033um any teacher that we have in the district that came to support our National History Day students, can you please come up as well? Come on up. Come on up, please. All of our teachers, thank you. Mr. Sterns, come on up. So every year our students embark on a difficult challenge which is um preparing projects that are engaging and also educational revolving around the the theme of national history and just celebrating the history that we all live and should respect. And I'm happy to share that we have 47 Marina Valley Unified students uh students who advanced to the California state competition. 47. So we also they all saw their look there's more pictures to come. So don't worry your face is up there somewhere. Don't worry. Uh, also joining us is Kal RTA who has

034always been very generous and supporting our district and sponsoring and supporting our students for National History Day as well. So, I don't know if you want to share a few words about KRTA and the work that you do for our kiddos. >> Um, my name is Nina Williams. I'm the secretary of Cal RTA division 21. I'm here with the president Terry Hooper, uh, Vice President Rose Williams, and our treasurer, Ginger Martin. We are a nonpartisan nonprofit organization who advocate for retired teachers. Cal uh stirs pensions and other uh retirement benefits. We are not affiliated with CTA or NEA. We represent retired teachers from Marino Valley School District and five other local school districts. One of the ways we fulfill our mission is by offering support to our current classroom teachers in the form of teacher

035grants and programs they participate in. The past several years, we have provided financial support to students in Marino Valley School District who have participated in the district science engineering fair and the National History Day competitions. Last year, we chose to recognize students for their outstanding projects at the county level. In the National History Day competition, those students were awarded monetary gifts from Cal RTA. This year we're recognizing 47 scholars whose projects were gold medal winners at the county level and advanced to the state competition. Of these 47 students, two re received a special award at the state. Four won gold medals at the state and three of those four students gold medal winners are advancing to the national finals next month. We We would like to congratulate and recognize the efforts of all these students,

036their parents, and their teachers. Thank you. >> I I know I speak for the board to again say thank you for all of your efforts and your support. >> You're very welcome. We are very glad to be supporting Marino Valley Unifi. >> So now, are we ready for 47 students to come up? All right, here we go. So students, as I call your name, please come on up. You're going to shake hands and you're going to get a certificate as well. And then you're going to stand up here because we're going to take a big picture. That's where our baiff is going to position you in the right place for the perfect picture. Okay, try saying that 10 times. All right, Maximilliano Varela, come on up. Malaysia Jordan, Genesis Valdez, Godina, Giana Trujillo, Mariana Gutierrez,

037Irene Nicholas Jose, Abraham Holm, Abigail Sanchez, Valerie Silva, Yupe, Liliana Coington, Elijah Holm, Brooklyn Vidilakos, Hannah Caleron, Amaya Sugars, Briana Aras, Samantha Samantha Deas, Chinia, Yandere Monroy, Olivia Viegas, Laura Ing, Genevie Cington, Chelsea Guerrero, Andrea Agradano, LS Cortado, Paris Viegas, Ava Provenio. I like the rhythm clapping back there. Carly Adams, Melody Velasco, Isabella Azis, Emily Hernandez, Jalissa Gera, Atica Anjun. Okay. Kimiko Kitama, >> Jaylen Ducia Cintto, Melissa Lopez, Palasios, Ava Lazardi, Ca Casin Trinidad, sorry, Castellin Trinidad, Andrea Anderson, Victor Areola Viscara, Amaya Biddy Brown, Cameron Jane, Canada, Kamaya King, Aubrey Lea, Warda Khan, Mary Soraniano, Casey Pixar, Franco, Jocelyn Lopez, and Ethan Lundberg. I also see some principles in the crowd. If you can come up and be part of the picture as well. Our principles, come on up. It's not very Okay, students, before

038you before you head out, can we have Joselyn Lopez, Chelsea Guerrero, and Ethan Lunberg stay up here at the podium, please? Right at the podium. So Jocelyn Lopez, Chelsea Guerrero, Ethan Lundberg, and Brooklyn Veracos. You're going to stay too, Brooklyn. Don't. Thank you. And we can kindly ask you just to stay a little longer for the last part of this presentation. parents. >> Okay. So, we're gonna start with Jocelyn, Chelsea, and Ethan. If you can step, it's don't be scared. We're friendly. Okay. So, tell us about a little bit about your special distinction. Why Why did we keep you up at the podium? Because this is going to be kind of like a trial run for what nationals is going to be like. Go. Oh, what was the question again? If you >> So, tell

039tell us what's unique about your distinction >> like between our project. >> No, what's going to happen to your project next? Where are you going to go to next? >> Oh, um, well, our project is going to advance to the national competition in Maryland on June 11th. >> Okay. So, I'm going to ask the first question. This is a softball question because then the our trustees are going to ask you the harder questions. >> Okay. tell us a little bit about what your project is and kind of what went into developing the project. >> Okay, so our project is on Uncle Tom's Cabin. It's pretty much a novel that was released in 1852. Um it caused revolutionary action and reform through um law reforms through slavery acts. It caused um a reaction in the south

040when there was division between the north and the south. Um and yeah, it impacted a lot of our things today. It impacted literature. It impacted um speeches today, MLK, um a lot of historical figures. >> And for the development of our project, well, we chose our topic when the theme was released in early of the school year on August. And we've all done exhibits previously. Our project is an exhibit. So, we all came to a conclusion that we wanted to do an exhibit. And we started working on our exhibit in November, December and we have progressed each month as the competition comes. >> And then um our research started in about June of last year. So it's been about a year project of research and we've done it for about four years now each and

041we've always become a state finalist and this year we put in like the most work we possibly could and we got first in the state for our exhibit and we'll be representing California on the national level. I'D LIKE TO POINT out if you notice they're all wearing different they're wearing Letterman jackets from two different right >> that that's one of the questions that the trustees had. >> So that >> they will tell you why once you ask the question. >> Please tell us why. >> Yeah. So um Oh yeah. So we're um we all we're all under like the same coaches. Um Mr. Mr. Cortez and other coaches also help as well. Miss Rodriguez, Miss RSE, Miss Fentoa, a lot of coaches. And throughout we meet in the summer to discuss our topics and um

042they wanted us to be together as a group and we had to get approval to like be together as a group from different schools. But it Yeah. >> Yeah. So um my fresh well we've all been doing history day since middle school, but my freshman year I went to Morino Valley while they went to Canyon. But I mean nowhere in the yearbook did it nowhere in the rule book did it say um different schools. So way to interpret policy. Great job. I'll start with student board member Haley. >> I just wanted to ask what made you guys choose your topic? >> Um, we chose our topic because of its impact and also because its impact throughout American history and global history and it and it and its direct alignment with the theme of revolution, reaction,

043reform. So with NHG there's a new theme released every year and we found this one aligned and also piqued our interest of literature and other following categories and also um with the old what happened in 1852 we're able to align it with um our exhibit looking more old and style wood like to kind of align with Uncle Tom's cabin though it's nothing nothing to really do with a real cabin it's a fictional um title but we wanted to kind of align it with Uncle Tom's cabin and we made our exhibit itself look like a cabin Congratulations again and thank you so much Franc. >> Thank you >> Trusty Lea. Congratulations. I was able to be when you were at Canon Springs um presenting like the different students who came and present and I was very

044impressed. You know many of of the participants you know memorize like a whole script. I was like, "Oh my goodness." And then to see how creative, you know, everyone was. But just to listen to you saying like Wendy, you guys started it since middle school and how you guys come together. And the one thing that I like the most is that that it doesn't matter what school you attend. You are working as a team. And that's very important that you don't see, you know, like I belong to this school and I'm just going to be working with the kids that go to my school. But you guys are working united. You are, you know, a team. So I just want to congratulate you and um and my question is what changes have you seen before

045doing this project and now that you have done this project? How have does that have affect you in a positive way? the growth that you have seen within you guys >> um having to do with um growth throughout doing NHG. I would say that so after doing it for so many years our goal has always been to make it to nationals and for um for reference only two in each category make it to nationals out of thousands of kids that compete at the different levels. So to get to that level was really hard. And I would say we've we've never made it before. And I said growth as each year not just like giving up and being able to um come back the next year with a full heart and a full mindset of just

046I'm going to try to win this year. I'm going to keep doing it and have that goal and that mindset of getting there. >> Yeah, it's definitely helped us grow and reflect on our mistakes that we've done from the previous years. So I feel every year that we come back, we just come back stronger and better and just with a better mentality to just do the best that we can to get to the highest level. >> Um definitely too the teachers u Miss Arce and Mr. Cortez, I don't know if he's here right now, but I remember in eighth grade we were all like, "Eh, whatever. Like we don't want to compete." And he was like, "No, enter it. State is a whole other level. It's a trip you're never going to forget. It's going

047to change your life." And we were like, like okay, whatever. And then ever since I mean everyone comes back every year. So yeah, >> one of the things that we um I was brought to Kenyon to do was to help get a vertical articulation between the middle school and the high schools. So that's been our our um a big emphasis because I I was a Vista Heights teacher. So I was doing history day right alongside with Mr. RS and with when that one miss was a student. Um so this is my 25th year doing history day. So when we came to Canyon, it was so that we could align it and so the kids when they would get to Canyon would have a place to go. So really proud of the fact that we've now

048this year had 26 that you know in high school from Canyon Springs um compete. That's the most that Canyon's ever had. And it's because we have that vertical articulation because also we want to celebrate the you know partnerships from all the schools and um it goes way back. That was our goal. If we start them in elementary then we can keep them in middle and we can keep them in high school. So to have all three represented here so well, you know, is really a testament to, you know, the leadership and and helping us to make that happen. >> Well, congratulations for that and mainly for not giving up, for always, you know, thinking that you can do better. That's really important because that's how life is. You cannot give up. You have to continue.

049You have to keep on like like like like you know Lil I mean like Finding Nemo, you know, it says just keep on swimming. You just keep on going. Don't give up. Okay, thank you >> Trusty Jackson. >> Again, congratulations to you all and and thank you for sharing that. The dedication of the team to support them all here. Incredible. Mr. Robersonson, you have incredible incredible talent here. Um and also Moval. So, you all have been a trio um since you all started History Day. >> Um no, this is our first year working together >> together. Okay. Yeah, we've all done it individually and then in groups and but we've done it for so long. So this year we're like let's just work together and see if our brain power can make it to nationals

050and >> it's like y'all were picking the allstar team here. That's incredible. I really appreciate how you all have spoken on the dedication of having this vision and achieving that when you all since you all you you all represent two different schools. When you all do win that award and trophy, what school is going to be able to hold it? >> Um um 5050. We'll split it down the middle. >> We'll figure it out. >> We want both. We want both schools to share the >> We see if we can make a copy of it. One one question that I had. I really appreciate that you all chose Uncle Tom's Cabin, that novel >> that you said that book was written in 19 or 1852, correct? >> Yes. >> Why is it what re relevance

051does a book that old have to today? Why why why choose that? It's a you know a book that's almost two centuries old. Okay. So definitely um the author Harriet Beecher Stowe. So her goal in writing this book was to advocate for those who couldn't speak up for themselves specifically um those of slavery or African-Americans specifically because she was white. So she not only was she white but she was also a woman at a time where women didn't get an education. So by writing this novel she was like essentially speaking up for those who don't have a voice. Um and I feel like that really reflects today. And to add on to that, um, in 1852, she was one of the first forms of protest literature. And her novel inspired and is relevant today with,

052um, any kind of writing, journalism or protest literature as it was as now as back then words weren't seen as a powerful form of being able to inspire reform, connecting the theme or make real change. But from her novel, real change and real reform was able to come and inspired many more future um people to come and also relevant today with maybe journalism, protest literature and how words can spark change and and fight against injustices seen throughout or wherever. >> Thank you all. You all are so bright and thank you. Congratulations. >> Thank you, Trusty Jackson, Trusty Williams. >> Thank you, Miss Clark. I'm I'm honored to be in front of you. We We don't have this happen too often and I like the fact that you were thinking outside the box and bringing someone

053from another school together. Um what change did you make this year that you hadn't made in the past to get you to the national level? And I think it has to do with firsthand resources. >> Yeah. >> Would you speak about that? >> I would say a big factor is definitely when you're first doing it um is you're kind of like your first run, you're kind of seeing how the competition each level. It's kind of like trial and error. And I would say each year um after receiving judge feedback and then kind of reflecting on what went wrong. we were able to improve and not make the same like and and improve what was marked off of off the rubric and each year just get improve and improve and improve and I would say for

054sure if you were to look at our first exhibits we did four years ago compared to the one now you would see a big difference between the level of writing and also as we're in different grade levels different writing and higher achievement of grade and I would say that's a big thing of what was changing each year and also just improvement from our coaches is and topics too. >> Um >> just just a comment um the articulation that you speak about this is a perfect example of that that articulation not only from the middle school to the high school but across the the high schools now. And now we have a formula uh each year that we can use interchangeably uh to to to get our students to recognize uh and be recognized for their

055hard work and perseverance. Congratulations to the the whole team. >> Thank you, >> Vice President Luna. >> Thank you, President Clark. Congratulations. What an amazing achievement and honor and thank you for representing us so well. My question is in your research what surprised you the most if anything? >> Um I could say from us what surprised us the most about our research throughout this topic was the impact that the novel had as we had never heard about the novel beforehand. >> I don't know if you guys ever heard about the novel before. >> Yes. But we had never we had but we had never heard about it before and I think it really surprised us the great impact it had. And throughout our research we also connected as we we state it as the novel

056was like the final push factor um of the civil war and abolishing enslavement with the civil war and also throughout our research we state that maybe without this novel slavery might have ended years later without this novel being push factor. So the impact is greatly seen and connected today with protest literature or any form of literature that's used to fight injustices. >> That's really good. >> Go ahead. >> Um sorry to add to what Ethan said. Definitely. Well, I've I've heard of the novel, but um it's very briefly taught in schools these days, especially because of the language it has. And I thought that was very like fascinating when I first read the novel. I didn't expect it to have like such like depth, if you know what I mean. And then another interesting thing

057too, like what Ethan said about the impact is that um Abraham Lincoln actually had the book checked out while he was like working up the whole civil rights movement. So I thought that was really cool too. >> Very interesting. >> Um and then this is more researched based, but something that really surprised me personally was the fact that Harry Pow felt very connected and tied to the slave mothers. And I feel like that's something that many people would question like why would a white woman feel so connected and so touched to feel the need to write a book. But throughout our research we found out that um Harriet Beerto went to a slave auction where a mother and a child were separated and she had recently Harriet had recently lost her child. So that was

058when she decided that she wanted to write this book because she felt the pain that the slave mother had felt. And I thought that was very interesting and very surprising to me. And I think a great thing that a great um display we have in our exhibit is the volume one and volume two of the original novel from the 1852. And that's one of our a big research stand that judges loved throughout the competition was having the original novels on display for exhibit. >> Congratulations again and thank you so much for your presentation. This is welld deserved. You guys are the best. >> Thank you so much. Thank you. >> So, before we have you step away from the podium, we're going to kind of ask you to go to the side for a second

059for just a quick second. Now, I'm going to ask Brooklyn to come up to the podium. Brooklyn, you don't have all the backup that they did, so I'm gonna help you with a little bit of the backup. Okay? So, I'm here for you. So, Brooklyn is the state champion National History Day for Individual podcast category. Big congratulations. Unfortunately, National History Day does not have a podcast category, which makes no sense because the other day I heard a podcast about podcasts. They should have a podcast about a category. So, tell us a little bit about your podcast and and then obviously some questions from the board. With my topic being about the quiz show scandals, I kind of wanted to make sure that my podcast sounded kind of more fun since the topic was revolving around

060entertainment. And I definitely wanted to add a lot of the research and different evidence that I composed within kind of just the whole research progress of the whole thing. And I wanted to make sure it was all included into the podcast. So, um, your conclusion it was fixed, right? They they had the answers ahead of time, right? >> They did. Yeah. >> Absolutely. I knew it. Um, any question any questions or comments from the board? >> Um, congratulations again and I wanted to ask how would you say your topic resonated with you? Um, I've always found the television industry really interesting and with the whole topic being I think it was more fun personally and it definitely resonated with me as I kind of immediately just had a lot of fun doing the topic and

061I wanted to make sure that my topic it was just all around like fun to do and it didn't feel so much like a project and more like something I was doing on my own. >> Yeah. >> Thank you. Congratulations again. >> Thank you so much. Congratulations. Um, how many hours do you have to dedicate to this project? >> Uh, I definitely had to dedicate a lot of time. Uh, I've been working on it since I think around September of last year and all of I think hours I would probably say around like a hundred more probably more than that. And yeah, just kind of with putting together the project, the research and conducting interviews and everything, it definitely took a lot of time. >> Thank you. >> Congratulations once again. >> Thank you, >>

062Trusty Jackson. >> Thank you, President Clark. Could you say one more time the name of your project? >> It was the the rigged for ratings, the quisho scandals, and the crisis of trust in television. >> Gotcha. Gotcha. Um, when it comes to just the medium of podcasting, why did um I I guess a little bit to your question, what about podcast and the format of that resonates with you and just how you um appreciate consuming information? >> I think I think um with the whole podcast resonating with me, uh I did speech this year, which definitely helped my I guess talking and it made it a lot easier to do. And with the podcast again resonating with me, it was it was again more fun I think with just doing a project overall and you

063know the topic being fun and the category I think it overall made it a really great experience. >> More fun than writing a paper. >> Yeah. >> Thank you Brooklyn. Congratulations. >> Thank you. I want to congratulate you for your your your your hard work and uh being the state champion in podcast because you're now forcing them to have a national level podcast competition and that's all I need to say and >> for sure. Thank you. >> I I can't wait to see what you do the next four years. >> Okay. >> Thank you. cuz you're an inspiration to the ones who are coming behind you just like the seniors over here. Those fourth and fifth graders are watching and they want to do exactly what you guys are doing. See, and that that brings

064a lot to this district. It speaks volumes about the community and thank you for that. >> Congratulations again. >> Thank you, >> Vice President. >> Thank you, President Clark. Congratulations. Of course. Um question. Would you consider um having a podcast yourself or making it a profession or is it just maybe something you would do as a hobby or no? You don't want anything to do with it after this? >> I think that with the project doing the podcast was a lot of fun, but I think overall I would definitely keep it within the project. But it was overall a lot of fun to do though. >> Awesome. Thank you. Congratulations. >> Fantastic. Congratulations again. Great job. >> Thank you. >> Congratulations. Congratulations. >> Thank you again. Thank you to your teachers. Thank you to our

065parents. Thank you so much for being here. Appreciate you. So, for our next recognition, I'm going to ask Mr. Peoples to come on up to the podium. Mr. Peoples. So, tonight we're recognizing Ginger Slater, who's one of our nurses. Um, we're going to bring her up to the podium. Can you speak a little bit about why we're recognizing her? >> Yes. So, I want to uh I'm just going to read this real quick again. Thank you so much, board president, school board, superintendent of schools, Dr. Uvacaba, cabinet. Uh, for the past 19 years, Ginger Slater has been dedicated and tireless advocate for the health, safety, and well-being of students and staff throughout Marino Valley Unified School District. Her unwavering commitment to maintaining healthy students and safe schools has helped ensure that district protocols remained aligned

066with both state and local standards. Ginger's passion for student care continued to make a lasting impact across the district. And it is especially fitting that she has been recognized as nurse of the year by the Inland Empire School Nurse Organization, marking the second consecutive uh MVSD nurse has received this disting distinguished honor. We are grateful for Ginger's outstanding service and are proud to recognize her this evening. This is my board. >> Thank you so much, Director Peoples. Um, thank you, esteemed board, uh, superintendent and cabinet. I really appreciate the recognition. Um, like he said, I've been doing this a long time. I've been a nurse over 35 years, but a school nurse for 19 and a half. And, um, any one of our 12 school nurses could have won this award. We have an amazing

067team. Um, people in surrounding districts always reach out to us because our we have a very strong nursing team and have had for many years. Um, and we do so much for the district and I'm sure most of you already know this, but um, we take care of the medical needs of our students and um, of all the programs. So uh so academically we just try to make sure that they can reach their academic goals all of our scholars with whatever medical issues that they have whether it's a comprehensive medical um concern or whether it's just uh a chronic issue like asthma or seizures or something like that. So, uh, the way that we help support students, it's all about student safety for us. And, um, we do a lot of proactive planning and implementation

068such as, um, individualized health care plans that we write on our students so that teachers and other staff can be aware of what's going on with the students, so how we can best support them so that they can meet their academic goals. Um these plans they outline each student's medical condition, the daily care that's needed, uh routines, medication administration, any emergency interventions that we need to know about and how to proactively help them if something happens, and the use of all the specialized medical equipment that a lot of our students require. Um, so as licensed nurses, we're ultimately accountable for for the student health and safety of all of our scholars and we take pride in that. And um, we couldn't do that with all of you behind us supporting us and helping us make

069the right decisions. And I really really want to thank Director Peoples because he we are under his umbrella. Health services is under his umbrella and he's been a great leader for us. Thank you again so much for this recognition and um I'm very grateful. Thank you. >> Congratulations Ginger. Thank you so much for joining us. >> Okay. Thank you. >> So some of the other things that have been happening at the district level, the obviously the recognitions don't stop. Um we did not invite these students to join us because we received this pretty late notice. So we didn't have an opportunity to have them come and join us. But I do want to share some of the accomplishments for visual performing arts that we've had in the last couple of days. So Palmetrosco, our choir

070students recently earned a superior rating, the highest possible ranking at the Southern California Vocal Association Festival. And our esports program demonstrated excellence in media arts to the RCE Connect Films competition, earning first place, second place, and multiple honor honorable honorable mentions. Landmark and Mount Middle School. Their choir successes included Landmark Middle School and Mountain View Middle School. Both of them who earned superior ratings at the Southern California Vocal Association SCVA festival. Our uh Badger Springs Choir and Band programs both competed at music in the parks at Nosbury Farm. And each turn superior in their divisions and Butterfare Language Academyy's after school guitar club competed in the music and music in the park and earned first place in their division. An incredible achievement for one of the newer elementary enrichment pathways. So, congratulations to our arts

071and media kiddos for that. On May 8th, Valley View High School hosted their annual unified basketball game. Um, this is an opportunity for our students with exceptional needs to play basketball and be recognized for such for their efforts. Special thank you to Mr. McCormack, Mr. Long, Mrs. Long, Mr. Fitzpatrick, our special education department, PE departments, our equal pros, Mrs. Dalma, Mr. Houston, and all of our teachers and staff that make this event possible. very proud to see our students being recognized. On May 9th, we had our end of year ble for clitical festival. For those of you who have not had an opportunity to visit and see our kids in action, we have an amazing program that continues to grow and become so amazing and so accomplished in terms of the balorico one of the

072programs that our our board had asked us to continue to grow. So kudos to the team to Mr. Sterns and Dr. RC for continuing to grow the program. On May 13th, we had our community engagement awards, also known as our shine, where we recognize our community partners for the work that they do to support our schools and our district. It's just an amazing night and evening uh where we get to just say a thank you and it's a small gesture of appreciation, but it's like a gala event. It's like the Oscars. They all get dressed up. We have the carpets and the balloons and all that. And it's really just again a small token of our appreciation for the partnership that our community members have with our school sites. On May 15th, we had our

073district art show. Um there you see the winners of our district um art show competition. Amazing talent. Every year I get the privilege of being able to select an elementary winner, a middle school winner, and a high school winner. Since my art eye is not the greatest, this year around I took Dr. RC to help me. Um, I think between the two of us, we probably did okay, right? Um, but it's always nice to see just the amazing work that our students are able to to do. On May 16th, we had our our first track and field tournament and championship for our elementary school. So, thank you to Mr. Sterns and the team along with our level team that put this on. It was just awesome. Crowded, amazing, kids having fun. Um, for many of

074our kids, it was the first time that they were on a track. So getting to understand, to know how to launch, how to start, how to use, you know, how to do a long jump, just getting them indoctrinated to the demands of high school athletics, um, is great. And again, this was another initiative that our board put on us to expand our program. And again, thanks to the team, we're continuing to do so. On the same day, uh, just on the other side of campus, we had Moella, which are which is our multicultural day. Thousands of people were there. Thousands of families were served. And it was just amazing to see just uh the coming together of our community and a day of celebration, a morning of celebration combined with our track and field competition.

075There was not a parking space to be had. But if you made it in, then you were lucky because you got a real showcase. I think next year we're actually going to have to offer off-site parking and bus families in because that's how crowded it got. But just kudos. Absolutely. good problem to have. A huge kudos to Mr. Garcia, the wellness center team, our parent ambassadors, and our maintenance and operations for putting all of these events together for us. On May 18th, we had our DLI 12th grade dinner. So, this was the first year that we celebrated the first cohort of DLI students. These students have I think almost all of them began as kindergarteners in our DA DA program and are now graduating seniors. And so it was amazing to hear and to see

076them and be part of their recognition and their celebration. It was just really awesome. On May 20th, we do our saluting educators. This is an opportunity to recognize our retirees, our years of service and our um employees class, our team members of the year for our sites in our district. Kudos to our HR team, our media team, and again Mason operation for putting this on. Just another great opportunity and event to showcase the talent that we have, the adult talent that we have in our school district. on May 21st. Um, our amazing classified staff had a bear with us as we shadowed them. Hopefully didn't bother them too much, but we shadowed them and a day or a morning in the life of. And so there you get to see some of our trustees and

077some of our staff members working alongside our classified staff members just getting to know a little bit about what they do every day from serving meals to transporting our kids to working in our media department. Just so much goes on behind the scenes that doesn't get recognized often enough. So, it's great that we have just again a short amount of time to really get to walk in their shoes for a little bit. And I know that they appreciated and I know that we appreciated it. On May 21st, we did our fifth and eighth grade um DI recognition. So, this is our promoting fifth graders who were in our DI elementary program and our promoting eighth graders that were in our middle school DI program. The recognition for sticking it out with this and being part

078of the program for them and their families. They received medals and sashes that they get to keep. It was great to see our eighth graders who got medals actually have their sashes that they got when they were fifth graders three years ago. That was pretty awesome to see them. Every year we um also I'm sorry, every month we recognize and look at our attendance. Again, we're happy to see that it's continuing to trend up. For um August to May, we're looking at elementary schools just under 93%, middle schools just under 94% and our high schools just over 92% with the district-wide total just under 93%. And our three schools I I think are running away with it are Vista Heights, Northridge, and Butterfield that seem to be the ones always ahead every month. and just

079a a few facilities update projects of I'm sorry projects um updates on our facilities program um with the goal for our middle schools being upgrading technology, new furniture, improving infrastructure and adding new buildings which give us some flexibility and multiple uses. At Badger, we're down to the studs and you can see some of the ground work and behind the wall work that's happening including some concrete work. Same thing is happening at Mountain View Middle. At Palm, you get to see some of the real deep work that's going not only behind the walls and underground, but also in the ceilings as well with our AC with our venting and um AC work. And then here you get to see kind of what the end product is going to look like. Vista Heights is getting closer to

080the completion of their program, which is h going to happen in summer of 2027. But you get to see the modernized spaces from classrooms to multi-use spaces to restrooms. Again, just really sharp looking um which is what our community and our kids deserve. And then a couple of save the dates. We have two weeks of non-stop um celebrations for our high schools and our um promoting sixth and fifth graders and promoting kindergarteners. um a busy time and uh for our board which we're gonna have I think seven evenings in a row but they're good evenings in a row because we're going to get to see our students walk across the stage and get to reach that amazing milestone and that's my report for this week. Thank you so much. >> Thank you Superintendent Ruba. Excellent

081report. Now we are moving on to Item FA, the resolution number 2025-26-23, the LGBTQ Pride Month for June 2026. Can I get a motion to approve? >> So moved. >> Thank you. Um, Vice President Luna, can I get a second? >> I'll second. Thank you. Trustee Lea. Miss Claudia, please call for the vote. Mr. Member Hewing. >> Hi. >> Miss Lever. >> Hi. >> Mr. Jackson. >> I. >> Mr. Williams. >> Hi. >> Miss Luna. I, >> Miss Clark. I This motion has passed 6 and will be presented by Vice President Luna. >> May I have Jess Sanchez and Dr. Damen Wertas Ruiz to the podium, please? The Marino Valley Unified School District models, advocates, and promotes the inclusive and respectful treatment of everyone. Our district is committed to school safety for all, including the

082lesbian, gay, bisexual, trans, transgender, queer, or questioning community, more commonly known as LGBTQ, or those that may be perceived as such. Sexual orientation and gender expressionbased bullying are among the most common forms of harassment in schools, which leads to significantly higher rates of school dropout, academic failure, and school disengagement among LGBTQ plus youth across the country. We believe no one should ever be the target of bullying, harassment, or violence. and we strive to ensure that schools are safe and affirming spaces for all students, staff, and their families. The month of June is an opportunity to celebrate the identities and contributions of the LGBTQ plus community. We encourage everyone to join us in observing June as Pride Month to support and respect our LGBTQ plus students, staff, and their families. The podium is yours. Thank you.

083Good evening, board president uh Clark, members of the board, superintendent Dr. Rubakava, and distinguished guests. My name is Jess Sanchez. I'm a professional development specialist serving Edgemont, and I am proud to accept the this resolution tonight on behalf of the Reno Valley Educators Association. Growing up, I didn't have the words to express who I was, and instead, I feared and lived in silence. Back then, silence was a safe place for me. It was the only option. That is why this recognition of LGBTQIA pride month matters the most. Right now, our youth and our educators, excuse me, face a wave of hostility and censorship around the country. But when MBUSD declares that that pride is worth it in collaborating with with such powerful message that we belong, this resolution creates a safe space so I that

084I desperately needed when I was a child. It ensures that our students don't have to to hide, letting them know that they are seen, valued, and protected. Thank you for choosing Cartage over silence and for keeping our schools a sanctuary of acceptance for all. Thank you. Good evening, board president Clark, members of the board, superintendent Dr. Vava, members of the cabinet and community. My name is uh Dr. Damen Weres Ruiz and I am one of the SEOA coordinators for this district and thank you for the opportunity to accept this resolution. As a proud gay man, this resolution carries a deep, deeply personal significance for me growing up. I know firsthand help our family the meaning it is to feel safe, seen, and cared for. Today, our primary mission as a district remains ensuring that every

085single student who walks through the doors experience the same sense of safety, value, and empowerment of all students. This resolution is a public reaffirmation of our commitment to fostering an inclusive, compassionate, and welcoming environment for all of our students, staff, and family members. By celebrating the history, the diverse voices, and the contributions of the LGBTQ plus IIA community, we teach our students, families, and members of the community lessons of empathy, respect, and above all, dignity. Thank you. Thank you. We are now moving on to resolution number 20252694, Global Day of Parents, June 1st, 2026. Can I get a motion to approve as presented? >> I would like to make a motion to approve as presented. >> Thank you. Trustee Lever, can I please get a second? >> I'll second. >> Thank you. Trustee Williams. Miss

086Claudia, please call for the vote. >> Mr. Member hearing. >> I. >> Miss Leva. >> I. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Miss Luna. >> I. >> Miss Clark. >> I. This motion has passed 6 and will be presented by student board member Miss L. Healey. >> May I please have Jessica Rodriguez and Candace Alonszo, parent ambassadors of the wellness, mental health, and community outreach outreach outreach department come to the podium. In 2012, the United Nations General Assembly declared the first ever Global Day of Parents. Global Day of Parents is celebrated on June 1st each year to honor parents and their commitment to children worldwide. Tonight, we would like to honor and thank all parents and guardians in our community who have partnered with us to create positive experiences for

087all students and to build relationships through parent involvement and engagement. As you already know, parents are our first teachers. They lay the foundation for children. Being a parent is one of the most universal experiences. At the same time, it is also challenging experience that comes with countless sacrifices. By declaring June 1st as the day to observe the global day of parents, we aim to increase awareness of the importance of parenthood and its role in providing protection and the tools necessary for positive child development. We encourage all community leaders, parents, children, teachers, and family organizations to to celebrate this special day by recognizing and thanking parents for their tireless efforts every day. Thank you. Good evening, madame board president, members of the board of education, superintendent Dr. Dual Cava, and distinguished guests. I am Lzette Nava,

088coordinator, joined by our d by well, our director's uh support of our program and our parent engagement specialist, Andrea Chavez from our health and wellness center. We are deeply honored for this opportunity to accept the resolution this evening. This resolution for the global day of parents is deeply meaningful as it underscores our shared responsibility to uplift and support the caregivers who are the primary architects of our students well-being and success. Um I was a parent of two graduates of Marino Valley uh Unified School District um Valley View High School and um and I'm you know proud to say actually my son's going to graduate on Saturday with his credential master is actually going into he said he was never going to go into education and he's going to um go into school counseling. Um, I

089was a little touched by um the children, the students, Daryl Daryl Davis and our phenomenal um history day students. Um, it makes us proud to be parents of Marino Valley, but to be able to support our parents of Marino Valley Unified School District. And with that, I'm going to introduce Andrea Chavez, who will introduce these two phenomenal ladies by her side. >> Good evening. Thank you, Lis board president and members of the board. It is an absolute privilege to guide our parent ambassadors as a as they advocate for our youth and build stronger connections across our district. Tonight, we celebrate the incredible parents who show up every day to ensure our students strive. To share first pack firsthand the impact of this work, it is my distinct honor to introduce two of our dedicated parent

090ambassadors, Candace Alonzo and Jessica Rodriguez. Good evening, board president, members of the board of education, superintendent Dr. Uvakaba, and distinguished guest. My name is Candace Alonzo, parent ambassador with the Health and Wellness Center. Thank you for the opportunity to accept this resolution this evening. As a parent in the Marino Valley Unified School District, I value the dedication of the teachers, the strong school resources, extended academic programs, opportunities for parent involvement, and the positive learning environment provided for students and families. Serving as a parent ambassador allows me to interact firsthand with students, parents, and staff while helping connect families to valuable district resources and support services. I also enjoy engaging with parents through informative workshops that strengthen communication, involvement, and partnership within MVUSD community. again. Thank you. >> Good evening, board president, members of the board

091of education, superintendent Carva, and distinguished guest. My name is Jessica Rodriguez, and I'm a parent ambassador. I'm also a proud parent for Marino Valley Unified School District and have had the privilege of serving as a parent ambassador for the last four years. a role that I a role that has allowed me to support families and build meaningful connections and help create strong partnerships between parents and schools. I am deeply honored to receive this resolution and accepted on behalf of Marino Valley Unified School District parents who give their time, love, and support to help children succeed. This this represents the sacrifices, dedications, and unwavering commitment parents make every single day to create bright futures for our students. Thank you. >> Thank you. We are now moving on to public comments on agenda items. any person requesting

092to speak. >> Trusty Trusty CL um President, just to let you know, there are no uh public comments on agenda items. >> Fantastic. We are now moving on to I appreciate that, Miss Claudia. Um we're now moving on to uh public comments on non-aggenda items. The board of education uh encourages public comments. During this section, staff may briefly respond to statements or questions or may ask questions for clarification. The more the board may refer to staff or other resource sources for factual information, direct staff to report back at a subsequent meeting and or direct staff to place the topic on a future agenda. If someone wants to lodge a complaint against an employee, the appropriate form um the appropriate form may be obtained at any school or the community education center. Individual speakers shall be

093allowed to speak for a total of three minutes on non-aggenda items regardless of the number of issues to be addressed by the individual. The board of education shall limit the total time for public input on non-aggenda items to 21 minutes. Per board bylaw 9323, twice the allotted time will be provided for a member of the public utilizing a translator. With board of education consent, the president may increase or decrease the time allowed for public presentations depending on the topic and the number of persons wishing to be heard. The president may take a poll of speakers for or against a particular issue and may ask that additional people speak only if they have something new to add per board bylaw 9323 BC section 5. And we do have public comments. We have three and I will

094start with Miss Cynthia. Miss Cynthia, please forgive me if I I do not like to inappropriately say names, but I think it's Canino. Yes. Very good. Miss Casino, please come to the podium. >> Yeah. No, you're fine. >> Thank you. Yes. Um, so I would have rather have left a note in the front off at the district office for why I'm here and it was to leave a um compliment and but we didn't have that in the front and in fact we couldn't even think of the word because we only knew of complaints and so I hear that HR is rebranding complaints to um I think it's concerns and I think that we can maybe go one step further and change that to compliments and concerns, right? Because I dread having the birth my birthday

095song sing to me. So, right here, having to do I just wanted to write this down and send it into somebody to hear what's going on at Northridge. Um, I just have compliments. Um, and so I'm just going to read it. I can talk to a room full of people, strangers for work, but this is so I'm just going to read this verbatim, so forgive me. Um, uh, my name is Cindia Canino, as you all know, and I'm a parent within the district. I came here tonight because I wanted to publicly publicly recognize the staff at Northridge Elementary. I have had children attending Northridge for the past eight years and during some of those hardest uh, years of my life. The people at that school treated my family with incredible kindness, patience, and dignity. So,

096bear with me. Uh, my youngest daughter entered kindergarten this year. significantly significantly underprepared academically and socially. Uh our family had experienced a great deal over the last several years uh depression, separation, divorce and uh moving homes, personal hardships and a life-changing accident uh that affected my memory and completely changed the direction of my life. During all of that, North Ridge became more than just a school for my children. it became a safe and supportive place for our family. What stands out to me most is not only the quality of educators, but the culture of kindness that exists on that campus. From the front office staff to the administrators greeting students every morning with smiles and encouragement to the teachers and the support staff who constantly pour themselves into these children, there's something special happening at

097Northridge. Uh Mrs. Holene Styles, who is no longer there, um helped create a culture of kindness on campus when she was. And those students truly carry with it them now. You can see it now. I still remember the kindness chain that uh she had a week of kindness. And throughout that week, she had Oh gosh. >> Okay. Um I'm just going to stay on here. I uh a a kindness chain that wrapped around the school where students added links every time they witnessed or performed an act of kindness. The children loved it. Uh but more importantly, the message stayed with them. Uh Mr. Earl, the campus custodian, also left a lasting impact on my family. Years ago, my oldest daughter often struggled socially and tended to keep to herself, but Mr. Earl would let her

098help wipe down the lunch tables with simply listening to her talk about her day. Something that may have seemed small. I'm so sorry. >> I wish I wish you could have heard what the kindergarten teacher did. If you if you don't mind, you can email that to myself or to Robin and Claudia and we make we'll make sure that every one of our trustees gets that. >> Sure. >> Thank you. Thank you. >> That was very nice. Mrs. Brenda Guzman to the podium, please. Thank you. Good evening. >> Good evening board members. My name is Brenda Guzman and I am the parent of a student in this district with significant disabilities including cerebal pulsy, autism, and severe sleep apnnea. I am here tonight because since February 26, our family has been trying to address serious

099concerns regarding my daughter's safety, disability access, and educational support at school. And many of these concerns remain unresolved. One of the most concerning incidents involves a reported head injury at school. Initially, we were informed that video footage had been reviewed and that the footage showed my daughter did not hit her head. However, we later received communication stating there are no cameras in the classroom area where the incident occurred. As a parent, it is deeply concerning to receive conflicting information regarding an incident involving the safety of a disabled child. In addition to safety concerns, we have also been advocating for consistent and appropriate restroom access accommodations. My daughter has mobility and support needs that require safe, reliable, and dignity based access to toileting throughout the school day. We continue to seek clear written agreements and consistency

100and implementation implementation so she can safely attend school and access her education. Unfortunately, due to these unresolved issues, my daughter's school attendance has been significantly impacted. These are not absences due to unwillingness to participate in education. These are absences stem from ongoing concerns regarding disability access, safety, accommodations, and whether appropriate supports are consistently in place for her to attend safely. As a parent, I want to work collaboratively with the district. I appreciate the staff members who have communicated with us and attempted to help. But at this point, our family is asking for accountability, transparency, and meaningful resolution so that my daughter can safely access her education with the support she needs and is entitled to under the law. I respectfully ask the board to ensure that students with disabilities are protected, accommodated appropriately, and able

101to attend school safely without families having to fight continuously for basic access and consistency. I hope no other family has to experience this level of uncertainty regarding their child's safety and access to education. Tonight showed exactly why families are frustrated. A disabled little girl requested accommodations before the meeting started, yet was still expected to sit through 47 speakers before being accommodated. That is not accessibility. That is not inclusion. Please do better. Thank you for your time. Miss Guzman, I know that our team has followed up once, so we're going to be following up again tomorrow just to make sure we have all the details to be able to better support you and and your daughter. Okay. Thank you so much for being here. Can you also acknowledge to I believe it's your sister. I believe

102your sister emailed me. Can you let her know that I received her email and I'm going to be responding in writing. Thank you so much. We have no more um public comments. Moving on to item I, employee association reports. May we please have MVA to the podium, please? All right. Uh, good evening, President Clark, board trustees, superintendent, and members of the community. Uh, my name is Chris Fidas, and I serve as the proud president of Marina Valley Educators Association. So, I want to start by thanking our board trustees, Mrs. Clark, Mrs. Luna, Mr. Jackson, and Mrs. Leva for taking the time to meet with MVA multiple times over the past couple months. Uh to board trustee Mr. Williams, the invitation uh we have is still open to you and uh we hope and remain hopeful

103that you will take the opportunity to meet with us. I'm here to speak again directly to our school board about something that sits at the heart of our moral and legal responsibility to students and that's the urgent need to reduce class sizes in our SDC special education classrooms. For the past two years, MVA has consistently advocated for a reduction in SEC class sizes and case loads at the bargaining table, including a proposal to accomplish this without compromising general education class sizes. Despite MVA's commitment to securing the best possible learning conditions for our most vulnerable students, progress has been stalled by the district's bargaining tactics. Most most recently, the district conditioned any reduction in special education class sizes class sizes to concessions in general education class sizes, a demand NVA firmly rejected. This tactic of leveraging

104one group of our students against another is a prime example of the district replacing or placing other interests above the needs of our students, preventing meaningful meaningful progress on this critical issue. It is important to recognize that as we are facing a second consecutive wasted bargaining cycle to address this specific issue, other local surrounding districts have made progress, including Riverside Unified School District, which has committed to prioritizing the needs of students in special education. The Riverside Unified School District actively has worked to reduce class sizes down to 13. We're at 18. They have allocated additional time for case load management with IEP days to support our teams to conduct IEP meetings at school sites and secure essential instructional aid classroom support for their special education programs. Riverside Unified School District understands that this is not

105a concession but a core obligation and their commitment particularly from their school board sets a clear precedent for what is possible and what our students deserve. In short, other districts are acting while we are simply just talking. Lower class sizes in our classrooms shouldn't be looked at as a financial burden either. Next year, sped funding will increase by 43%, the largest investment in California's history in our state budget. Lowering class sizes is a safety issue. It's an instructional issue. It's also a compliance issue. It is the difference between a teacher being able to deescalate a crisis safely or having to choose between two crises at the same time. It is the difference between a student receiving the individualized instruction written into their IEP or receiving a fraction of the individualized instru or receiving a fraction

106of it because the attention is needed elsewhere in the classroom and it is stretched beyond capacity. It is the difference between academic progress and academic regression. On behalf of our students, teachers, and community, NVA reminds this school board that the primary responsibility of a trustee is to represent all of the students and families in our community, ensuring their needs are met. Your job is not merely to protect the financial administrative interests of the district is to represent the students and families in your trustee are ears. Our district proudly displays a statement as its commitment to our students. The mission of Marina Valley Unified School District is to provide an equitable education for all students to be prepared for college and/or a viable career path for successful life. After two years of discussing the same issue,

107the school board must decide if it is willing to stand behind the statement or not. Or should we add the words sometimes or maybe one day? Should we add the disclaimer only for some of our kids and only if enough people complain? When we talk about special education, we're talking about our most vulnerable students who deserve the same access to meaningful learning, the same chance to grow, and the same opportunity to thrive as any other student in this district. But opportunity doesn't happen by accident. It happens when we create learning conditions for our students to meet their needs. This school board must lead the work on this issue. And right now, you all have an opportunity and a responsibility to do better. Lowering class sizes and case loads and special education is not just an

108investment in staffing or a financial decision. It's an investment in safety, equity, and in the legal promise we make to every family who entrusts their child to our schools. It is time for our school board to work together and lead this district and not simply be a passive bystander on this issue. It is time to start by prioritizing reduced class sizes and case loads in our special education classrooms as a core commitment and not an optional enhancement. Our Marino Valley community deserves a school system that honors its obligations with transparency, integrity, and action. Our educators deserve working conditions where they can do the work they were trained to do. And most importantly, our students deserve classrooms where their learning conditions allow the um allow their needs to be met each and every day. The time

109is now. Let the school board let school board's actions speak louder than its words. If you truly believe that all of our students deserve the best education possible, take ownership of your authority as trustees and use it accordingly. Our association urges you all to make your views on this issue public tonight. NVA has made his position clear. We urge this school board to do the same by committing to what's right for all of our students. Thank you. >> Thank you, President Ris. May I please have um Avantamp to the podium, please? Good evening everyone. Good evening, President Clark, our members of the board, our superintendent Dr. Rivaba, and our distinguished guest. Uh my name is Dr. Nicole Mosheri. I am here as a representative for ANVAMP, our association for Marino Valley Management Personnel. Um, I

110am here in place of Anardo Garcia, our president. And for tonight's report, it's just going to update you on our current scholarships. So, we are happy to report that we are presenting 11 scholarships, each $1,000 a piece. Wow. >> Um, we did um we do try to cover all of our schools. Um, all of our comprehensive high schools, all of our um um Mavoa Bridges, um, March Mountain. This year we are presenting two to all four of our compreh comprehensive high schools. Um we were trying to reach out and get a few more. We extended a deadline. Uh we know students have a lot to do. Um but some students kind of felt like I just don't quite meet the mark. And so what I want to say is for those students, even though there

111are guidelines for the scholarship, we still try to ensure that every school is represented. So, we do want to say for students that think they don't meet those guidelines, please don't give up. Please still apply, still try. Um, every school that I mentioned, we have a scholarship earmarked for each one of those schools. And so, basically, I went out and said, "But if you don't apply, your school won't get one." So, um, but we did. So, but we do not just because they don't apply, we do not just say, "Oh, well, no scholarship is going to be given." So, we actually decided to spread it amongst the other schools for students that did apply. So, we have two from Marino Valley High School, two from Canyon Springs High School, two from Best High School, two

112from uh Valley View High School, and we also have our Ambant member children's scholarships where we have three that will be receiving scholarships. So, congratulations to all of our high school seniors. They will receive those thousand dollars and we are very excited to do so. >> Are there any questions? >> Thank you, Dr. Mishuri. No questions at this time. >> Thank you. Thank you. So, we are now on to comments from the board members, which is item J, the consensus of the board. I'd like to try something new, but no pressure. If I would like to allow us the three minutes or less that the public normally gets and I was wondering if you all would be okay with that or would you like to think about it and continue it as status quo? I

113think um I understand the intent, but I think as board members there's a lot that we should communicate and use our opportunity to communicate with the public. Um so I think 3 minutes is finite for us. Um if we if we take it down to a straw a straw poll, I'm happy to go with the consensus of the board. >> So why don't we table it and think about it and bring it up at the next meeting. But it is something that I have wanted to share. Yeah. >> Okay. >> So with that said, we will start our um board comments with student board member Miss Eling. Um first I wanted to talk about like some events that I attended. Um I think it was April last month. I attended Canyon Springs um inclusive prom

114that they host every year. And I've been attending since freshman year. and not only attending but I've been volunteering because I'm also an ASB and I feel like that event is really special and I also think that there should be more advertisement for that event because I know a lot of people do know about it but I do know a lot of people also don't know about it and it's a really wonderful event for our community and then I also attended the Shine Community Engagement Awards and I think it was really enlightening to see because as a Shine um participant myself I attended the award ceremony for the students and that was really congratulating to see um the students be recognized but it was also admirable to see the community partners be recognized because I

115didn't know that there was that many people that volunteered to help us. So I think that's really it. >> Great job. Thank you Mrs. Healey. Moving on to Trustee Lea. >> Thank you President Clark. Um well I was able to attend many events I feel that many um the events that I attended Dr. have already mentioned them also. I'm not going to mention them, but I do wanted to share something um that it was um sent to me. Um to me it's very important you know the role that we play here as board members and we represent all the students and that's not only students from K through 12 but also you know our students that attend the Morino Valley Community Adult School and um and I feel that when we support our students you

116know we not only supporting um the students but we also supporting teachers administrators um management like every single person that attends um and works at our district, but I'm trying to find um this it's in Spanish. I'll do my best to translate it. I share it with Dr. Ruakava and um and I told her if I was okay with her to to share this today. Uh and she said yes. She said um good evening. I would like to share with you my uh joy that I feel today uh in my heart. I was able to to take my language arts exam today and I'm going to be able to graduate from the Marina Valley Community Adult School and I praise the Lord for that. When I started attending school back in August 2024, I only

117did it to be to keep myself busy and to overcome the pain of losing my father. Um, and barely I initiated, you know, attending classes when my mom got sick and later on she passed away. Um even though I keep you know attending school my body was there but my mind was somewhere else. School did they not only help me learn math um science but it also helped me literally help me save my life. this um made me uh realize that being able to attend a school, it was a blessing that brought me happiness. Um thank you for having an adult school so that we can attend. Um and she shared with me um a copy of her test that she passed. Um and later on she called me and she said that that she

118really appreciates this opportunity to be able to grow. She was um a person who went to the university in Mexico. she graduated in business and management and but coming over here, you know, she doesn't have those degrees, so she needs to take her high school diploma again and she did it. and um she's very grateful of everything and all the resources that we as a district have for them, but especially um seeing that it was a a way of her to find comfort through education. um and seeing that we have a big responsibility as uh you know as a district um supporting like we say all the students and that's something that that I feel that as a board we all agreeing to it supporting all the students and we are doing our best on

119the decisions that we make and um that's all I have to share. Thank you Trusty Lea Trusty Jackson. Thank you, President Clark. I had the opportunity to attend a handful of events. Some of the ones that I will briefly highlight. Um, I was really honored to attend Vista Delago High School's um, commitment to my future day. That was where a lot of our bright students were having their essentially their signing ceremony. I just thought that was really remarkable. That wasn't an u, that wasn't an event that we had when I was in high school. But I think it is just um, a a really great testament to not only what our students are doing, but also to see their parents there and have that ceremony. Those are some things that you usually just see, you

120know, on TV or like, you know, the draft draft day and stuff. So, it's great that we have that in our school district. I also attended the CEA scholarship fundraiser at Cupcake and Espresso Bar and happy to support them and they know how to throw a really good party with bingo. Um, and one thing I want to highlight as well as I was able to attend Value High School's AVID senior banquet and that felt like a double home for me going back to Valley View, but also going back to the AVID programming, seeing AVID seniors doing um, you know, at their senior year and graduation, it was very sentimental. And talking to students that have been AVID since sixth grade, since 8th grade, um, I think it's just phenomenal. And I always will be um,

121a fervent a fervent supporter of the AVID program. In addition, I was able to attend the independent monitoring um their visit to uh to you know just speak with the community and it was good to hear there there were a limited amount of family members there but just to stay there and hear their engagement with our independent monitor was definitely worthwhile. In addition, Viselago High School, they um one of their teachers invited me to speak to some of their government students and civic uh civic engagement students. And it was really an opportunity to speak with I think it was four class periods there and provide an example of, you know, homegrown um a homegrown school board member um from MUSD. And so the students had incredible questions. I'm still going through some of the comments

122that they left me and making sure that I want to respond to each one of them as well. A couple more that I'll highlight. Um, we did have mental health awareness week last week and I was able to attend events at Chapperel Hills Elementary, Serrano Elementary, and Bayside High School. I will I will go back to Serrano Elementary. The students there, it was a great it was a great lunchtime activity, but the students were more focused on having me play with like Roly Poli. So, that was very interesting. Uh, students are so fearless and they just had bugs everywhere. But, um, whatever whatever floats their boat, I guess. Uh um in addition, CSCA, their employee appreciation event at Celebration Park was really great. Um always good to be out there with them and supporting. Job

123shadow day was really great for me. It was I was up bright and early at nutrition services. I was only five minutes late, but just kudos to kudos to what folks are doing out there. And I what I wanted to highlight specifically when I saw that was I was just I was very amazed how how from 5:15 to 8:15 within those three hours our entire nutrition services team is able to make our school breakfastes, lunches, our second meals as well and just be so efficient. So just kudos to what they're able to do with such a limited amount of time. And a lot of them it's it's labor intensive. It's labor intensive. My back was hurting by the end of it. Uh but it was great to make some sandwiches, some pizzas, and get a

124get my hand wet with some dishes. I used to work in catering, so I felt very comfortable. But, um, it was just really good to be with those and see employees that have been there for 31 years, 20 plus years in some situations. This morning, I attended the Latino network celebration that, um, Vice President Luna uh, hosted. I was only able to stay for a short amount of time, but it was great that we still were able to or that the network was still able to revamp that program and make sure that they awarded the um, our Valley View student that that award and recognition. And then today I had the opportunity to meet with our California School Board Association representative just to understand a little bit more about CSBA and what they do um

125and how they support us. And also uh before I'll end my comments by saying um when it comes to reducing classroom size and the SDC classroom size um I am happy to say personally as a board member I I am in support of 13 for our elementary schools and 16 and 16 for our high school and middle school students. So wanted to end my comments with that. Thank you, President Clark. >> Thank you, Trusty Jackson. Trusty Williams. >> Thank you, Miss Clark. Um, I just want to make a few comments uh about our uh students going to the national competition. Um, I was really really happy to to hear their uh passion about what they did uh with the History Day project and and I know they had to um dig dig deep to to

126get a lot of information to move to the national competition. And it's such a great example for our kids coming behind them. And um I just thought it was so cool that they brought someone in from another school. I I mean kudos to the adults because that is coaching and that is teaching on the run. And um I remember the young man said, "We took what the judges uh marked us down on and we never forgot it." So my hats off to these these young people and uh the representation we are getting uh statewide and and nationally is just it's amazing and we just need to keep doing it. And it almost seems like anything we pick up, we can make it happen. Thank you. >> Thank you, Trusty Williams. Vice President Luna, >> thank

127you, President Clark. Sorry, my mic went out. Um, I wanted to I'll try to be brief. Um, I wanted to highlight um, one of the things that that uh, I I did this past week was the job shadowing of our instructional assistant SDS Tiana Brown at La Hoya Elementary. Um, I definitely experienced something that I had not experienced before and that was great great insight for me. Um, thank you to um to uh Miss Brown for allowing me to be there. And I enjoyed um also being in the classroom. It was so nice to to watch the it was a a kindergarten first grade um classroom and it was nice to be around that age group. A lot of fun. I wish I could have stayed all day. Um the other thing I wanted to

128highlight was uh because I we've already went over some of the things obviously Dr. Ruvakaba brought up a lot of the of the activities that we've had. Um but one of the things while you all were having fun at Moachella I was doing the hard work um at CSBA delegate assembly. Um, so, uh, for those that are paying attention, listening, um, CSBA delegate assembly, I I was nominated, I believe last year, by President Clark, uh, to be a delegate representing Marino Valley Unified. And all of the, um, most of the districts throughout the state of California have a delegate. Some of them don't, but, most of them do. And we all get together once a year. Um and this year we did it in Sacramento and um we basically have a big board meeting like

129this but it's on a larger scale. So um some of the things we talked about which I did send you all emails but I I also wanted to in case you didn't get a chance wanted to kind of highlight some of the things that we talked about up there. Um one of the big ones which I will talk about uh later for future agenda topics is um SOS for student achievement initiative. I'll elaborate on that later. Um, also CSBA has some sponsored legislation um that they are encouraging us all to support. Um, there's a there was a significant discussion regarding increasing compliance and reporting demands that are placed on school districts. So, CSBA is a actively advocating for streamlining duplicative reporting uh requirements and improving operational efficiency. So districts can focus more directly on student

130outcomes and district priorities, especially for smaller districts, they have that huge reporting burden on a smaller amount of students that a large district also does. So um and I'm sure Dr. Rioa could talk speak to that. Um we also uh the delegates also reviewed several proposed statewide ballot initiatives that could impact education funding and local governance. Uh we also discussed federal priorities and emerging budget concerns as you know there's a lot of them and also uh the education legal alliance provided updates on important litigation and special education cases that may have statewide implications related to timelines parent notification and procedural requirements. So for any more details on any of this, you all can read my email or we can we can talk about it. Um but uh at the bottom of my email, I provided

131a a very important link that I thought was very useful regarding um effective governance. Um sometimes being on this board, you forget your what your role is. And I think this this link that I sent you is is a good resource in case you you know you're like what wait what do I do? What am I what is my purpose here? Um why was I elected? So this this is a great link and a great resource to have. I highly recommend if you have some time to to look into it. Um but that's all for me. Thank you, President Clark. >> Thank you, Vice President Luna. I actually have um that resource on my phone now and I I I swipe it, you know. So anyway, thank you very much. I I don't have a

132whole lot of comments to make this evening, but I will share this is my favorite time of the year. I've said that uh multiple times and it's because so many things happen and with the awards of history day etc. There are so many students that look up um to you all or to all the students that are presenting and so many parents that receive information that they didn't have before and see everything that's going on in our district. So all the presentations, the awards, just everything that's happening and just celebrating MBUSD and showing us in the light that we deserve to be um portrayed in. It's a great district and but that doesn't mean that we don't have serious concerns. Um, I'll go on to job shadow day. Great. Um, it's always it's always cool

133to put yourself in someone's shoes, right? Sometimes people make it look so easy and it's not. It is difficult hard work and I believe that we have wraparound services at the school. Every job is important. Everything it just makes us all go around and I just cherish it. And it's days like that that reminds me of why Everyone in this district is so very special and near and dear to my heart. That moves me to um one of the things that we have seen on multiple occasions is our MVA representatives coming here talking about our special um uh needs uh classes class sizes, excuse me. And we've heard directly from our educators saying how it impacts them and what we can do. And as a governance board, you ask for it and I I am

134proud to say I am definitely for lowering class sizes. Um I don't think things should be a quid proquo, but I do think that we need to take all of our, you know, I know we don't bargain, but I do believe that we need to take all of the things that our students need and we need to make sure that the students are getting those because they are first. Our teachers are our well our first I guess you know but our teachers are very very important and in order for our students to be successful we need to you know give them what they need because it impacts our students. So I'm I'm proud to say that I stand for lowering class sizes. I also want to say that I haven't asked for this in a

135couple of board meetings because I wanted to give everyone a little break. But how's that DMV uh driver's education and training going? That is my my my um my baby right now. And I just want to make sure that all of our kids have the resources to drive. I know that this new generation um feels as though they can Uber everywhere and uh you know call a friend, but it is really good to drive you guys. And guess what? The resources are here and they're free. Use them. We are paying for you to get your driver's license here at NBUSD or the training to get your driver's license. Let me clarify the training to get your driver's license the education part. So anyway, I wish you all uh um or I thank you all for

136all of your comments and now I am going to move on to the superintendent's comments. Dr. Rubakava. Thank you, President Clark. I just have three items to report back on. Um theme. So, can I'm going to ask our board trustees to put your poker face on. I'm still waiting for one person to respond to my email >> around the theme and then I can it's notice I'm not I'm I'm not making any eye contact. >> Um as soon as I get that person to respond to me, then I'll have the data so I can we can put it out to the community and then find out what's going to happen in terms of the vote for our theme. I think I did a pretty good job with that and know that my evaluation's coming up

137too. So, that's a pretty big risk. Um, >> strategic planning. I just want to give a board an update. We've received several questions about the RFQ process at the SOQ. Um, so we're looking forward to all the entries. Our plan is going to be, like we shared last time, it's going to be um doing sending those out, doing a review, doing a scoring based on a rubric, and then sending you the ones that we feel are the top ones, and then as a board, you can give us feedback on the ones you want us to actually invite for an interview. So, that's going to be kind of the process we're going to take. And then the last item that I have is I want to thank Andrew and Andrea for being here. These are our

138incoming board trustees. It's getting closer and closer to when you're going to be up here on the dis. So, but thank you. Thank you for continuing to be here and doing your homework and taking notes and getting it all in. So, thank you so much. That's my comments. >> Thank you, Dr. We. We are now moving on to presentations uh to the board of education and Do we have any? Wait, there it is. Hold on. Oh, yes, we do. It was hidden. Thank you so much. We're moving on to presentations on the district's mentoring initiatives. Not only do we have one, we have a great one. May I please have Dr. RC? >> Thank you very much, President Clark. I'd like to invite over Mr. Filipos who oversees all mentoring programs in our district. At

139the request of the board, we are presenting an overview of the mentoring programs that we have. Also, we're going to share with you some data some that includes budget that includes um effect uh or in effect. Uh but we also as I mentioned to the board previously um what the next steps are going to be in order to grow mentoring programs from within our district at each one of our sites. Mr. Peoples again good evening board president board members superintendent schools Dr. Cababa cabinet. Um, thank you so much uh for allowing me to speak up here tonight in regards to our mentoring initiatives. So, as I as I look and I I continue with our goals, we have five amazing great goals uh that we really want all of our students to achieve from promoting

140academic growth for every student to establishing college career readiness, providing a safe, welcoming, rigorous learning environment. You actually seen some of those examples today. uh from our young man uh giving the the student speech in regards to from Marsh Mountain. He had great mentoring. He's going A through G eligible uh our National History Day students and what they've achieved, you know. So, we have great mentors within Marino Valley Unified School District that really help guide our students. Now, our mission, I know this was mentioned a couple times, that will provide an equitable an equitable education for all students. Again, equitable education for all students to be prepared for college andor a viable career path. Now, I really want us to make sure that we understand that we are to really make sure that all of

141our students receive the same type of support that everyone else receives. When you look at portraits of the graduate, our POG, I really want to focus on collaboration and perseverance. We cannot after looking at this data, we cannot work in silos any longer. We actually have to be able to collaborate in order to really have a positive effect on our students. But not only that, the perseverance. We really have to make sure that the students intrinsically have the belief in themselves to really overcome the barriers that are presented in front of them every single day. So, I want to pull your attention to I don't know if you know her, Oprah Winfrey. I don't know, she's a amazing lady that really kind of achieved and really overcame. And she stated, "A mentor is someone who

142allows you to see the hope inside yourself." The idea to really again intrinsically believe that you have that ability to achieve. And and again, not all of our students right now have that. They don't have that that belief that they can overcome the barriers that are put in front of them. And it's really those adults in the classrooms, those adults on the campus who really have to have that belief that kids can overcome if given the right support. So right now our return on investment we have several mentoring uh groups within the district and right now we are investing in them about $443,994. When you look at the student population, you're looking at about 200 roughly about 230 kids. um that comes out to about $1,900 per student when you're looking at the investment uh

143for uh again decreasing chronic absentism, increasing our ADA, reducing our suspensions um and really getting them into school and feeling that school connection whether it's emotional resilience, self-esteem, building that social emotional awareness, again elevating students and overcoming those barriers are a key objective. So, as you look at our data from our elementary schools, you're going to see the reporting periods from trimester 1 to trimester 2 to trimester 3. So, that started all the way from August, our first day of school through May 19th. So, we got the data from May 19th. You're going to see the attendance rate, the students that were the number of enrolled days compared to the number of days they actually attend a school or unexcused absences. those those absences again that were not excused. They were ill, they were sick,

144um just unexcused, tardies again, showing up late to school, behavior incidences, any kind of referrals, and then out of school suspensions. We call these OSS's, out of school suspensions. So those are removing students from the learning environment. So what you see there is you see a really a transition from trimester 1 to trimester 2 to trimester 3 that is not in the positive. You know you're looking at a range of attendance rate for the 103 students from 93% down to 90.4%. But you also see that unexcused absences increased from first trimester to second trimester as well as tardies and as well as behavior incidences. Now again I would like to touch base on trimester 3 but we're really not done. I mean that's just the data up till May 19th but it is some data.

145You also see that there's five there's zero out of school suspensions for our elementary and trimester 1 and five in trimester new two but that has uh significantly gone down to one but again it's still one student that was removed from the learning environment. As we continue on we look at our middle schools and again this is not broken down into trimesters. This is broken down into quarters. Uh again from August all the way through May 19th and again the same information the attendance rate again students uh enrolled at each quarter compared to how many days they showed up is the percentage you're looking at those unexcused absences. The period tardies again remember for middle school and high school they go by periods. So it's not just a one like in elementary it's it's by

146periods. So you're going to see us a huge increase in the period tardies. Um and then again the behavior incidences and the out of school suspension. So again as you can see you're going to see a decrease in our attendance rate and you're going to see an increase as we move forward with our unexcused absences and our tardies and our behavior incidences and our out of school suspensions. As we continue on to our alternative schools, again, they are on the quarter track and you'll see that attendance starting at 89% and again through the four quarters, you're looking at 82% ending the the quarter four, but again, we're not done with this with this quarter yet. Um, we still have a couple weeks left. Uh, but you can see the decrease uh in the attendance. You

147can see the increase from quarter one uh to quarter two, quarter three of our unexcused absences as well as our period tardies. And I I know our young man from March Mountain talked about it earlier, zero zero out of school suspensions, which is really good. Um so they're they're doing good in regards to those out of school suspensions or even those behavior incidences. So where do we go? Where do we go when I, you know, we you see this data, you see the the investment that we have in regards to our mentoring program. Where do we go? You know, so what we look at is improving the mentor structure and consistency, right? We have to we have to quit working in silos. We have to make sure our mentors are collaborating with the school sites

148that they're working with. And again identifying the students early, identifying them early. We know at the end of this year who are students who are chronically absent, who are students who have 25 referrals, we know those students right now whenever we leave at the end of the school year. But we also have to strengthen our MTSS behavior supports. I believe tonight you have in front of you some opportunities to really approve uh our PBIS acknowledgement programs, Minga and PBIS rewards. Two great acknowledgement systems that are going to go towards and support our elementary schools and our secondary schools and really building that sense of belonging for our students and not just for some students but for all students. So again, our tier 2 and you're looking at the California MTSS framework as well as the

149continuum of support. You're looking at all students and what they receive, what some students receive, and what those few students receive. So we have great people within Marino Valley Unified School District. We have great counselors, social workers, therapists, mental health supports that really work hard to support our tier 2 or some of our students and those few students who need that extra. We also have great people that are CSAs, custodians, teachers who can also support and mentor our students. You've seen it here today. We had great staff members here that were supporting and mentoring these students. So we have great great people within Marino Valley Unified School District that can support mentoring within. But again, we also have those individ intentional individualized mentoring opportunities. Let's if a student doesn't connect with somebody, they might have

150that opportunity to connect with somebody outside. That's at tier three. those few students that need that connection if they didn't build that connection from within. So there's a mentoring framework that we established and the purpose of the framework is to ensure all mentoring programs operating within a district are highly qualified, datadriven, equitable and aligned to student outcomes. And again, we always want we want to see that increased student sense of belonging. Of course, we want to see the increase in attendance and the decrease in the behavior incidences and most importantly the increase in their academics, but we also want this framework to align PBIS as well as our MTSS. And in the next couple board meetings, you're going to be receiving some board policies that are really going to state the importance of providing preventative

151support, PBIS structures, restorative conversations to support all of our students. So what this framework says, it's really going to ask our mentors who really want that opportunity to come and work in our district, what's your mission? Well, to me, it should be the same mission as ours. It should be the same mission as ours to provide that support to make sure all students have that opportunity for college and career. We're going to align that to our SEAL, our character strong program, our PBIS and MTSS structures. We're going to look at those strategies of delivery, whether it's a very small group to provide that support or onetoone. We're going to make sure that we have that data collection plan, staff qualifications. We want to make sure our mentors are qualified, have the experience and training, but

152most importantly, they commit to ethical standards and confidentiality. We really want to make sure that they understand the importance of boundaries and reporting guidelines. And then before all that begins, we have our compliance, right? We need to make sure they go by the through the FBI, DOJ background checking, they have their liability insurance. And again, finally, they're agreeing to support our MBUSD policies and procedures. So, part of this protocol is really connecting the schools, having the schools be that starting point for our mentors, initial coordination. We want to make sure our mentors meet with the site principles, the point person that's going to be assigned to that mentor as well as the PBIS coordinator. We really want to build in that structure so that mentor has the support at the school site to support the

153students scheduling and space. We want to make sure that there are rooms available for the students whether it's a group or whether it's individual. We want to make sure that that mentor has the space available. When are they coming? What day and what time? Attendance and participation. We want to know who our students are. We want to make sure that their names are listed. We want to know time in, time out. And we want that attendance sheet to not only come to myself and student services, but also the attendance office at the school. So the kids are marked accordingly and they're not marked absent for being a part of this mentoring group. And then of course student progress monitoring quarterly invoicing and budget compliance. No invoice unless we get participation sheets and we can validate

154and then again quarterly mentoring committee meetings. We want to build a mentor committee that's really going to look at these frameworks in regards to making the decision before we present anybody to the school board. And then that that mentoring committee is going to consist of a director coordinator from student services, secondary ed, elementary ed, as well as an an administrator from elementary, middle, and high school, PBS coordinators, counselors, and social workers. We really want to have an array because that's who the mentor is going to be working with at the school site. In the end, expectations for a mentoring program should maintain highly qualified mentors, positive and supportive relationships, strong academic engagement, but most importantly, professional boundaries, and full compliance with mandated reporting laws. And right now, I just went through the CERNA that we

155usually present. I laid a claim out. I gave you some evidence. I gave you some reasoning and I gave you an action uh some actions to think about. So, thank you so much for allowing me to come and speak on the mentoring initiatives within the district. Thank you kindly Mr. Peeles for that amazing um presentation. And now I would like to ask the board if you have any comments uh questions or concerns that you'd like to ask Mr. Peoples about. And we'll start with student board member Mrs. L Healing. Thank you for your presentation. Um, I wanted to mention I think that mentorship groups are really beneficial coming from a student perspective, but I also know that because you mentioned that um like students like this would really be mainly well not mainly for students

156who need it, but it would be really beneficial for students who do need an extra hand or like who are just noticeably struggling. And I feel like often those students don't really have the like desire or the courage to ask or to open up to a mentor. And I feel like like it is a really beneficial thing, but I feel like it would have to be presented to them in a different way than oh like this is a mentor group. Yeah. I feel like I don't know. >> I love that. >> Yeah. >> I love that. Yeah. >> That's just something that I noticed. >> Yeah. Thank you. >> Thank you. Trusty Lea. Thank you, Mr. People's. Great presentation. Um, question. So, if I understood it right, this program will be for kids, you know,

157who are already struggling, you know, with attendance behavior. Are we thinking about, you know, like in a preventive way for other students? Yeah, I I think the idea would be to the the the best way to support a kid is being preventive, right? And really building in a strong tier one program at each of the school sites in which we're working on right now through our PBIS restructuring program. Uh is really building in those strong tier one supports. Uh tomorrow we actually have a tier two uh training with Character Strong with all of our counselors, our social workers, our PBIS coordinators um as as part of that that learning objective for tier 2 to really start out the year the 262 27th school year strong. Um so it's it's really being preventive, identifying those students

158early and identify them to get that support that they need. And that's the the importance of really collaborating together >> with the the really the PBIS MTSS team at the school site is identifying those students who need the tier 2 supports and those ones that still need that tier three, those few students that need that tier three uh support that could really benefit from that mentoring. Um one more thing um I know you know um that I have been able to speak you know with parents students and um they you know feel that need for having a mentor and I was um watching this program where they were talking about how one of out of four you know students they don't have you know a male figure in their homes and how that affects uh

159females and males but mainly males, you know, uh students. And um so how are we going to be able to, you know, to to identify this the the the mentors who are we going to um be um working with? >> Yeah, great question. And so part of the framework there is um again a request for proposal application. And so with our committee um our mentoring committee any mentor who really wants to come in and support our students within the Marino Valley Unified School District, we're going to ask them to submit that request for a proposal which again would talk about the the let me go back here. the mi their mission their mission should be aligned with ours right that I mean their mission should be aligned with ours what's their curriculum are are they

160alignment with seal PBIS are they willing to work and collaborate with our PBIS MTSS teams are they willing to um identify or receive student lists that maybe are going to structure somebody you know onetoone or in small groups of not more than five or 10 >> you know so it's really being structured >> and consistent and what we ask our mentoring groups to do. >> Thank you, Mr. Peoples. Great presentation. >> I'm going to add something to that. I think the challenge is um differentiating the students that are going to need it and how do we provide these services? You mentioned the statistic one and four for a district our size. We just it would be really challenging to to do mentoring for 7,500 students in our district. I mean, it's just really challenging to

161do that. So, I think it's really going to be focusing on the tier one. How many students can we capture with that? That's the all and then the sum, the ones that we don't capture with tier one, we do with tier two. >> And then the few are the ones that we're able to align with our mentor programs. >> Yeah. >> What's the one in four? >> That's the that's the statistic that um Trusty Leva mentioned about one in four um students doesn't have a male father figure. Yeah. Thank you, Trustee Jackson. >> Thank you, President Clark. Thank you, Mr. Peoples. It's always great hearing um the supervision that you have over your team. Um and I just just kudos to what you're doing with your team. Um so, I I I I'm aware of

162the different mentor groups that we have. Thank you for sharing that information previously in some of our check-ins. Um, I think that the rest of the board would appreciate also seeing the current mentors that we the current mentor programs that we do have. So, going back to the attendance, the first couple slides, is this the attendance for students that are currently enrolled in mentor programs? Because I was looking at some of the sample size numbers. >> Yeah. Yeah. So, that great question. So, the N represents the the students that are uh part of the participation sheet lists >> across all of our mentor programs currently. Correct. Gotcha. That makes a lot of sense. Okay. >> Um >> Okay. And a little bit of what um Trusty Label was was asking as well. So, attendance is

163that is that the the leading metric as to our return on investment that we should be identifying attendance? >> Well, there's there's a lot, right? There's that the academics piece as well, you know, because we do want our kids to graduate. >> Um and so there is a piece of that as well. So, we do, you know, look at the academics. Um, but the the attendance, if they're not coming to school, they're not learning. And so, we really need them to make sure we need to make sure that they're in school. Um, and the behavior incidences, we really want to reduce that because any out of school suspension or in school suspension removes a student from the classroom so they're not learning. >> That is a Okay, I understand that being a key metric. So,

164these the attendance charts that we're looking at, it's the total for elementary. So trimester one the total number um sample size 103. So there's 103 elementary school students currently in some of our mentor programs and this is looking at their attendance at their school sites not in the not in the mentoring program. >> Correct. Okay. >> Yes. That's actually a great question. Thank you for the clarification. That is actually like I said trimester 1 103 students in elementary that are receiving mentoring support >> and this is their Okay. Gotcha. Um I I had the opportunity to review the the mentoring framework. Thank you for putting that together. It's very robust. When are the requests for proposals going to be going out for next school year? >> We really want to send them out. And again,

165I'm going to get the direction from Dr. Ruvaba uh and Dr. Arce. Uh as soon as I get the the go-ahad, we really want to send them out. >> And um the mentoring committee. So that has yet to be established, but that's currently underway. >> Correct. >> Awesome. >> Yeah. Uh, all the questions I had. Thank you so much. >> Thank you, sir. Thank you. >> Thank you, Trusty Williams. >> Thank you, U, M. Clark. Uh, I really like the presentation. Uh, Mr. Peoples. Um, how did you develop the mentoring protocol? Yeah. So again, it was really a combination of the two years of experience uh working with the mentor groups um identifying what um what we really need and what we see um what I see that we need and that's really a big

166piece of that is really focused on them collaborating with the school site. And that's why you have that initial >> that's why you have that initial coordination. >> You know, before I got here, they I don't know who where they were coordinating with um but they they they really need to make sure that they coordinate with a principal that there's a point person assigned point person to support them. Um, as well as making sure they're working with the PBIS team if we're going to focus and again uh we're we're revising our board policies at Midregs to really incorporate positive behavior and events of sports. We really want to make sure that we're not working in silos and that we're all speaking the same language. Um and so that's why it was important to include that

167PBIS coordinator um as part of that um group that the the mentors working with because they're going to be the ones that are providing those student lists to the mentor. >> Where do you see the most need at what grade level? >> Um well what we what we looked at is we did look at um the elementary schools that had the lowest um attendance rate and the highest referral rate. Um, we definitely made sure all of our middle schools were covered. Um, uh, even though our middle schools do an amazing job with their OCI program, with their attendance, I I know you see their attendance pretty much every month. Um, but, uh, the the referral rate uh, for our middle schools is is higher uh, than the other schools. And so we really want to

168reduce not only the out of school suspensions but we really want to reduce reduce the referral rates uh from the schools in in the in the middle schools and then of course our alternative schools. We want to make sure that we provide that support for alternative schools. >> Um I thought we had a list of of current uh outside mentors and um I don't see it in the presentation. you do and we've sent that in a Friday update, but we'll send that again. The reason that we didn't want to put it in a in the presentation is because we have to differentiate between two. We have paid mentor groups and we have free groups as well. >> Okay. >> The board asked for ROI on the paid groups. So, that's what we're presenting. We also

169didn't want to um have you heard of what the cone of shame is? Take you take the dog to the vet to get fixed and you put the cone of shame so everybody knows that he's just got fixed. um we don't want to publicly shame any company um because of what they are or are not doing since we're presenting ROI. >> We are going to have those conversations individually with the companies about hey based on your data it doesn't look so good what you know what can you assure us for next time that it's going to look better what are some tweaks what are some improvements but those conversations are going to happen privately >> yeah and um you know we kind of worked together you know back in the day when you were at

170Marino Valley and uh >> the the the the >> the Marino Valley. >> Sorry. Sorry. >> I stand corrected. Um and uh a lot of what you have here is is what was uh identified, you know, uh in the group and in the work. And uh I hope we uh get this program going and uh start to serve the students um because it's sorely needed. And uh you know when I talk to parents um lots of times like you referred to um the single parent, the the mother raising boys, it's it's a difficult situation. um especially in middle school and high school. So um this is going to have to be a comprehensive program and uh we're going to have to pull on the community to get this done. It's going to have to come

171from all corners of the community. And uh finally um when when you looked at the elementary school again. So I understand this first trimester 103 students in all of the programs and then 146 second trimester >> I believe it's 107. >> Okay. All right. Okay, I have different numbers there. >> Oh, it's in the parenthesis. The end. >> The end. I was looking at the behavior incidences. Okay, thank you. Um, so it stayed relatively the same group all three trimesters. Yeah, when you look at the middle school or the alternative school, you'll see the fluidity of the numbers. Um, and I actually looked at these individually because I wanted to make sure that I think what I was thinking was right. And we do have some students that withdrew uh from the school, but we

172also, which is great news, we had some school students that graduated. Um, and as you know with the alternative schools, students graduate as soon as they're done uh and then they come back for uh graduation ceremonies in June. And uh my last comment um I think uh the earlier we get started with the mentoring uh in the elementary schools um will derive more success uh on the back end as as outcomes. Thank you. >> Thank you sir >> Mr. Peoples. Thank you. my colleagues all asked the questions that I would have potentially asked. Um, as you know, I'm very enthusiastic about mental health and and the mentoring aspect and uh thank you for the presentation and um I'm I'm glad that this is going to sound weird. I'm glad that we found that we don't

173have a good ROI. Therefore, we are revamping this so that we can ensure that we're covering all of our students and um you know, meeting their needs. So, thank you. Thank you so much for your hard work. >> Thank you. Thank you. >> Thank you, Mr. Peebles. Great presentation. Uh I did I'm grateful that we're trying to be preventative and starting mentor programs at the elementary level and moving up. I do have a question. Do we have are we thinking about the high schools because I see everything here but I don't see any data on high schools. >> Yeah. So that's a that's a great question and one of the things that uh we're going to look at coming into again is the need >> um and making sure that we hit all levels of

174the school system. Although the high schools have uh the clubs and the sports and the work experience and the CTE programs, you know, there are those few students that need that extra. So again, with the the the direction of Dr. Ruvaba, uh again, the the committee is going to be looking at all facets and all schools. >> I really appreciate that. I have gotten a few um calls or emails about mentorships for the high school level. um it's not every day, but there is a need and I would like to capture that. So, thank you so much for for everything that you're doing. I also wanted to ask um and I'm sure you you covered this, but just because it wasn't mentioned, I just want to put it out there. One of the things that

175I would really be interested in um is something that we touched on today like one of our resolutions LBDT. I can't thank you for um and I would like you know to ensure that we are meeting students where they are. So, a mentor that, you know, is like-minded, you know, someone that they can connect with. Maybe it's a another um mentor that is really into dance, you know, um, you know, but, you know, just to have that first icebreaking connection that says, "Aha, you know, um, working at another institution, you know, I see that even when you go to a university, we have mentor programs. Even when we're advancing in our careers, we get mentors. So this is so extremely important and I'm just honored that you gave this presentation and I'm very grateful for

176things to come. So >> thank you Mr. Bibles. >> Moving on to our next presentation. which is a presentation on the introduction and overview of the community uh facilities district and Miss Susanna Lopez will be um you have the floor. >> Thank you, President Clark. We have some upcoming board meetings where we will be presenting items related to community facility districts or CFDs as we refer to them. And so we thought it would be a great idea to be able to have a quick overview about what CFDs are. And so I am going to go ahead and introduce Jacob Romero, our director of facilities, who will introduce our speaker for the evening. >> Good evening board, uh, President Clark, members of the board, Dr. Vakava, cabinet, and community. Um, hope you're ready for an exhilarating

177presentation on CFDs, bonds, special taxes. Uh, so no, like Susanna said, I thought it'd be prudent just to go over this again. We've done it before, but with a couple few new board members. Um, and these can be a little interesting and new and different. So, I have with me, where'd you go? Mr. Adam Bower. He's uh our uh president CEO of Fieldman Rolaf and Associates and he's our municipal adviser and they usually walk us through a lot of this um with our not only our general obligations but with CFD. So I'll turn it over to him just behind him for any additional questions. >> Great. And thank you and I'll try to make it as interesting as possible. It is a topic that I'm very interested in. And then just one more thing about

178my bio is I went through kindergarten through 8th grade in Reno Valley USD. I was the first class at Vista Heights the year it opened. Um, so that was pretty exciting. And we looked across the street at Canyon Springs, which was brand new, but we moved before I I got to go there. And I already know that's being remodeled. So, um, that was a long time ago. Uh, so community facilities districts, uh, we'll refer to them oftentimes as CFDs. If you hear if you heard of the terminology melus, that's the same thing. So, in the 90s, uh, people heard me a lot and then they they didn't want to buy homes. So then they started calling that community facilities districts. Then they didn't want to buy homes because of that. Then they go to Meeroo.

179So kind of every decade it rotates back and forth. They are the same things. The Meeruse Act created community facilities districts. And so we want to go through and why would you take the time to do any of this? I walk through all that. Why do we have CFDs in California? We'll talk about that as well. And then we get into CFD management. You have about 30 of these overall. So you have quite a large program. other districts like you, Hammet, Riverside, uh, Valverde, Coron, Norco, those are districts that have similar type programs as you. Um, Eastern Minnesota Water District has probably the largest program in the state. So, this area is um, um, a lot of them out there. But then we have three items that were coming up this summer. And so, before

180we sprung those three items on you, we wanted to have this 101. And they're all three a little bit different. One is a run-of-the-mill thing, and the two others are just a little bit different than you typically see. And I'll explain to you why. We'll walk through those as we get to them. So, first thing, the Melus Act was passed in 1982. So, in the late 70s, uh instead of having um outflow into the state, we had inflow. You had folks that the newspaper headline was seniors are being forced out of their houses because taxes, property taxes were going up so much. And so, every year, um they were they were uh they were going up quite a bit because home values were going up quite a bit. At that point in time, California school

181districts were great greatly funded. Um, and we had some of the best schools around. Um, newest facilities, you know, funding has really changed since then and we've done everything we can to keep the programs as good as we can despite the lack of funding. Uh the next thing on so so what happened is the Melo and Roose two state senators got together with developers and said now that we can't build any homes let's come up with a way that people can impose a special tax on themselves on very specific boundaries. So you can't just come in and say the city of LA is going to do a mealoo unless you get, you know, the support level to do that. But you could look at some of these new developments that need roads, schools, parks, and

182you could form a community facilities district on those areas and then you could move forward with your projects from there as long as you had the support for that. Support's a little funny. Support is by the land owners. When these are typically petitioned, there's only one landowner. So we typically have unanimous support. The only time I did not have unanimous support was in Sinto and the owner selected the wrong box. We called him, he rushed over to Sento, changed the votes and we went forward from there. But generally the um land owner is a developer or some sort of land bank. The property owners, it said, get to vote when they sign their mortgage documents. It has to be disclosed to them. And you know in that big stack of papers it typically is the

183highest tax for the longest term is disclosed in there and the your policies say that should we ever need to see that we can see that every now and again developers do fail to provide that and that's an issue between a landowner and the person who bought the homes but a district has goals and policies that say you must disclose these and legally they must disclose them. that bullet point to the top right there is no impact on existing homes. Um so this is only for who are within that community facilities. So when we do your general migation bonds and the new ones passed every home within that community is a part of that. That's not the case with your community facilities districts. Uh another good thing about your CFDs is uh your CFDs have

184an upfront component. So we I'm going to walk through some of the benefits but there's tremendous benefits to the developers for doing this. So, in exchange for that, we need to make sure the school should gets benefits as well. And so, we negotiate that on your behalf, working with district staff. We um I'll show you some of the details of that. So, there's that upfront amount. So, there's amount in excess of what you call level one or level two fees. And then there's also the pay as you go option. So, when we sell these bonds, investors know this is not as secure as your geo bond, right? So, when you look at your geo bond, we have thousands of homes that are securing that. And a geo bond, the way it's structured, if for some

185reason a major employer left, all we would do next year is have to increase the taxes. CFDs are more limiting in that. You can't just increase the taxes. You're not required to just increase the taxes. A geo bond is much more secure for investors. So what investors say is, if you're going to do a CFD and you want me to buy those bonds, I'm going to require a 10% cushion between the revenue and the debt service. Now, that homeowner already was disclosed that and if they discounted the home, they already did that. And so, what we've done with your program or most of your CFDs is we get to keep that 10% on an ongoing basis. Now, if you just had one of these, it's a big waste of time, right? You're going to transfer

186$10,000 over every year. Staff's going to try to figure out how to get 10,000 spent in the right places. But when you have 30 of them, this starts to add up over time. So, two sources of benefit, upfront money and pay as you go. So why though um if we have these school fees, why are we even bothering with all these? So in the early 2000s there was a three school districts that were holding up development. They were saying these developers are not paying their fair share. And that basically made it so that the BIA sued and there was an agreement that was struck and that's level one, level two, and level three fees. Level one is done through a fee justification study and it's a statewide fee based the majority of districts qualify for

187that. If you meet two of four other criteria, you can qualify for level two and then you can get a higher fee based on calculations. But all these are with this program, school districts are only getting about 30 to 35% of the funding that they need from the local developers. If the statewide formulas don't work well for school districts that are growing and the second thing is then the matching fund is equally as poor funded. The state does math differently than we do. What I say equals 35% they see equals 50%. So to make up that difference, we negotiate with these developers to say we're going to have you make up as much of that difference as we think this project can afford. And that and that's what we try to do with the seeds.

188So that's why you have to listen to someone like me talk about 30 CFDs is because it helps make up the funding gap that you don't get from the state and from the developers. So general obligation bonds, you do plenty of these. We did this very successfully with you recently with your um extension and sold bonds on that. That is a major source of funding. Another source of funding is these developer mitigation agreements. When we do CFDs, that's what we enter into. we enter into a mitigation agreement saying should we do this for you developer you're going to provide these things I've already mentioned two most important ones and so kind of how does this all work and how do different um folks benefit I've already hit on the most important one is far left

189but I've already shared that one with you to some degree but I also think it's important if you understand how others benefit from this so these developers that buy these properties they form LLC's and they're notorious for walking away when things go poorly so when the banks loan them money, they they charge a high interest rate. The other thing is most these bank most these builders are NYC type firms. Now, so they're worried about quarter by quarter by quarter management, right? And so they don't want a lot of long-term debt on their books. So when we sell CFD bonds, they're secured by that CFD and only a secure CFD, not you, not not not the district, only by the CFD within those boundaries. That's great if you're selling, if you're a builder, because now you're

190not reporting a long-term obligation on your financials. So, when your ticker symbols bouncing around up on the NYC, you're not showing this debt for a Marino Valley project or maybe dozens of Marino Valley projects. That's a huge benefit for the developers. The school district gets to borrow at tax exempt rates for investors. So, investors who buy your bonds uh don't have to pay federal or state income taxes. Now, most of us are not out there buying a lot of bonds. They're sold in $5,000 increments. It's only the wealthiest individuals that typically do this. They're in a 37.5% federal bracket and a 10.3 or 12.3% bracket in a state. So, these folks are paying almost 49% taxes on every every other type of investment they make. If they buy Home Depot bonds, they're paying 40 something

191percent on that. If they buy Marino Valley USD CFD or geob bonds, they don't have to pay taxes on that. That's a huge benefit and they loan to us for a lower amount of money. But we know that benefit. So we need to make sure the schoolish gets some of that benefit and that's why we're able to negotiate that premium. So that's where developer benefits. Now, how do homeowners benefit from this? When Prop 39 went in effect in 2001, there was a provision in there that allowed for us to carve up a district and it's called SFID, school facility improvement district boundaries. And we all thought we'd be doing that so that when there's a lot of CFDs in the area, we could carve out the CFDs and make it so that those don't have

192as big of a burden on a geo because they have the CFDs on them. As it turns out, the CFD communities are more supportive than non CFD communities. They're generally newer families, newer homes. They have newer facilities nearby them and they're eager to support the programs. And so these homeowners get newer facilities through things like CFDs and generally they're more supportive of the school as a whole because they have those. So in some cases they might get lower home prices and other cases they get more amenities in their community based on paying these taxes. Um hit on some of the process here. We have the formation side of it which we're going to talk about one here. Then eventually there's a funding side. We don't want to sell bonds when these projects first start. There's

193no homes there and one developer already told you they might walk away. We want to make sure and so there's a significant amount of development before we're actually selling bonds that are secured by these properties because while you're not liable as a district for this, you're still dealing with a hassle if these things go into um default. I'm going a little long on time, so I'm going to probably move a little quickly on these. This is just something as we go through a formation that we would want to talk with you in more detail about, but it's just really step by step by step. Um, I already hit on these points, uh, forms of funding upfront and pay as you go. When I told you you have a lot of CF outstanding, here's a list

194of them. Uh, far left, you can see um, they're all listed there. Look at that one. It says 2018 series A revenue bonds. That is we aggregated or combined several together and um, now you only have one series of bonds, but you have several CFDs support that. We did that again in 2024 and we actually did some money and took it out to um build some new school facilities and then but this is a list of all the bonds that are outstanding and they have debt on. When you look to that far right column, it says next call date. We are look to refinance these over time and when just like you do with your home other than we don't extend the term on most of these. Um but you can see there there's a

195lot of these that you can be done at like look at that first one 3124 102. So in in um March of 2024, we could refinance with a 2% premium. So it really didn't make sense. So we will wait until we can get enough of these that down the road we can refinance a basket of them like you've done in the past and then be able to um provide savings either to the taxpayers or for more projects. So what do you have in front of you? We have a 2026-1 CFD formation that's coming up. We have a 2023-3 bond sale coming up and this is the most unique one right here. It's a special tax reduction. When we form these CFDs, there's projections that are done. We look out and say kind of where where

196are things now? Where do we expect them to be? This one had it so that the taxes are over what your goals and policies would allow for your goals and policies are very sensitive taxpayers. They don't want to overburden them. And so your policies have a limit of 2% effective tax rate. We take your geos, we take the county 1%, we take everything on there and we make sure that we are below 2%. This one they're selling at a lower price than they originally projected for and so we're going above that 2%. We knew this was a possibility. We built it in this document, but it does take a board action to change it. So, we're going to present to you what the tax rates need to be lowered to make sure that you can

197do that. You might ask, your first question might come to your mind though, is the district being harmed in that environment? And the answer is no, because we set the funding up as a waterfall strategy. The school should gets funded full mitigation first and then we fund the other things that this developer wants us to fund like the city and the water district. So those things will be then the waterfall is reverse order when we lower taxes and then if for some reason we ever lowered so low that we busted both those buckets and then got to the school bucket they would have to write a check out of pocket. We want to make sure the district gets full funding when we're doing this. It take takes your time. You're listening to me talk about

198this stuff. You listen to me talk about this three other occasions. And so that's what we try to make sure is that you get your full funding on this. So 2026-1 it's a pretty large one 310 units square footage range anything from 1,600 to 3,300 special tax range you can see there and then we listed some of the professionals you will have three more opportunities to look at this over the summer we have a resolution of intention which then sets a public hearing then have a resolution of formation and they have a second reading of the ordinance we're we're working with staff we have a schedule we'll lay that out over the uh 2023-3. This is a bond sale. >> Adam, can can you go back to the previous slide just it's important if you

199look at the right hand of the slide so you get to see the revenue to the district. Just want to highlight that. >> That's correct. And that waterfall Reno Valley gets funded, the city gets funded, Eastern gets funded, and then if we have a if this one ever needed to reduce taxes, it would go in that reverse order. 2023-3. On this one, I told you we don't want to sell bonds day one because those developers are not the most reliable payers. So, look, second to last bullet point, 264 of 269 residential building permits have been issued. That's great. The typical California CFD is about 75% of the permits pulled before we sell bonds. Then you can see here an even better stat and that is 223 of 269 have closed to individual homeowners. This is

200the best we can get. These are the best taxpayers we can get. We have a diverse ownership, a large CFT. So this one was really right to ready to sell bonds. This is the reduction I told you about and I've already I I jumped the gun in this one. I was so excited to tell you we're keeping taxes low. I told you all about this one on front end, but this is one we're looking to keep at or below that 2% and we'll have that to present to you later this summer. So, this was really meant to be a low pressure, no action environment where we just kind of walk through the key things. Both district staff and I are here to answer any questions. Would it be okay if you touch on the separate

201meeting aspect? Is it because we have the three? We could have skipped that. >> I I forgot we had that as last slide. I'm sorry. Um, okay. So, these CFDs are quasi government agencies. And so even though for simplicity sake you all are the same board as that board, same individuals, you're actually serving a different role. And so you're a taxing entity just like Marino Valley can be a taxing entity as well. And so you have a separate meeting for that. What most districts do is they just put it in the middle of the board meeting because they don't have 30. So they might see me two or three times a year. We go through their one or two CFDs and then we just we don't really talk about it again. But when you have

20230, it's going to be on almost every agenda if not more. Right? So what Marino Valley did some number of years ago was started that five o'clock meeting so that you could just meet and meet as like an aggregate CFD meeting and you kind of wear all the CFD hats at once and then you approve all the items related to that and we try to detail some of that here. Uh boundaries, taxpayers, financial obligations, bond covenants. Um that's kind of all the things that you'd be responsible for there. Um, in the really bad times, that board was meeting about some delinquencies and how to send letters to um the community members that were late, try to try to get them to pay before some of the more draconian provisions kicked in because then eventually those

203types of things would come to the board. That's why waiting to make sure we have good ownership is really important. But then here's an example. Um, we have this one. Like I said, yours is a little bit different, but what time would happen a lot of times is a school board would be meeting. You'd get to the CFD item. You would adjourn as the school board meeting. You would um convene as the CFD meeting, go through your list of actions, adjourn, then reconvene as your school board. You just do it, I think, in a more efficient manner with that earlier meeting to avoid the disruption that it might be. Now, where it gets confusing is if you do a bond sale, we still come back and bring it to the school board. So, we have

204the CFD meet, but the uh way a lot of and this is probably the lawyers just set it up this way and now we all live with it is they say that the board is taking actions on behalf of the CFD when we're actually issuing debt. So, outside the debt issuance, it would stay with that quasi government agency, but when you come to debt issuance, you're going to do it twice. So, that 2023-3, you'll see us two times the same night for that. Did that help or did I make it more confusing? >> Well, that was very helpful. Right. So, at this time, would anyone like to ask any questions? I won't go in any particular order, but if you'd like to um say something, well, Trustee Jackson, please. >> Thank you, President Clark. Thank

205you for walking um us through that. My first understanding of metro and CFDs. Um thank you. I definitely probably will need some more support in digesting all of this. um before I personally am able to like you know make make great action. But I feel like I'm almost there. Like I'm almost there. A couple questions I had. Um so we have VCFD developments across our entire city, right? >> Correct. Or your school district which which is similar to your city, >> our school district. >> So is there a stronger concentration on one part of our city where these CFDs are >> or across our school district, pardon? I would say a little bit more to the east, >> right? >> Where I think our first ones were like the early like when they started really

206taking off is early 2000s. You can kind of almost see when they're formed by the year. So that's why it's like 2026 the action you'll take. I think that was in June, right? We're coming back for Junes. Um that's we're forming it this year and that's why a lot of times you'll see us come back in 20 like years later we're coming back for 23 to sell the bonds. Three years to build that community out. So that's why you'll see older CFD dates late like down the line. Um but when I can recall you have some up north and then mostly I would say if you use Paris it's quite a few to the east of Paris. >> That makes sense. >> So south of the freeway east of Paris but they are all over

207the place. Um but I would say more of a concentration around that area. And that revenue generated from the CFDs, does that get concentrated to those schools in that area or is it spread across all of our schools? >> So the school district has goals and policies. Within those goals and policies that says to there's some flexibility, but it says two things. There'll be an attempt to provide immediate facilities in that area. Those taxpayers are paying for it. And if that's not capable, then the secondary benefit. So, um, doing something in one area will free up capacity at that immediate school for those students. But the the goal is to do as much as you can at at the school that those kids will be attending. >> So, the the Thank you for that. The

208goal would be it it sooner or later will balance out. Okay. Okay. Because if we do have a large concentration, then some of our schools are going to get that that that support sooner than other schools. Okay. um these CFDs um or the these are bonds, right? So they'll mature and they'll expire, correct? >> Yeah. So the typical term of the special tax is 35 years after the last series of bonds are issued and they typically would have one series of bonds. >> Okay. >> And so then what that does is um the bonds are 30 years, the tax is 35 years. Okay? Okay. >> And so it gives you some time at the end to come back and do some more facilities once all the bonds are paid off. >> Okay. >> And these

209are prim and the these these funds are primarily supporting facility updates, not programs or anything. So there wouldn't be in the future, you know, any programmatic support that are dependent on these CFDs. Correct. >> These are can only the money can only be used for facilities that have a useful life of five years or more. >> Perfect. Um that's all the questions. Thank you very much. Thank you kindly, Trustee Jackson. Any other questions? >> Trusty Williams, >> excuse me. As you made your presentation, um, you were talking about the homeowner and I thought I saw something that this was put into their property tax and at what percentage So CFD, >> oh, sorry about that. A CFD cannot be percentage based. It can be based on anything else. And so it's based off square footage

210on for most of yours >> on the home. And what we and that typically align to to a certain point that aligns with students. It kind of works out really well for school districts. But um what we look at when we do percentages is we say we don't want the taxes the full tax bill to be more than 2% of the home sales price. And so we look at ours the Mar Valley CFDs and anything else on that property tax bill and make sure that it's at or below 2%. Which is why you have one special tax reduction coming up because they've actually lowered their home prices and are above that 2%. So, we're going to lower those tax or should you take action to we're going to seek to have your consideration to lower

211taxes to get to 2%. >> So, I'm buying a new home today. What am I looking at? >> It Well, it depends on which CFD you're in and but you would have a maximum special tax listed and a maximum term listed in there and that's what you would see. What the board would see is that that number along with anything else may or may not be at at 2%. And if it's not at 2%, you have provisions to lower it to make sure that that overall tax bill is 2%. But the homeowner is unlikely to see in any one spot all the items that are on their tax bill until they get a tax bill. Then when they get a tax bill, they're going to have all the things listed on there. >> Okay. Thank

212you. Thank you. Any other >> President Clark, um, Superintendent, when we when we get ready to to make these actions, um, would we be able to have a map of the Melou districts in our in our school district, the CFDs in our school district? >> Adam, you know what I was thinking? What we did in the other district where the board asked kind of meet an example. So, we can provide that. we can do a map of all the CFDs and give kind of I know it's hard because we have 30 and they're a little bit different but kind of like a to a typical homeowner uh who has a a home of a value of 500,000 this is what it means to their tax >> right to their to the pocket. >> You know

213what we can do for each three different actions we're taking or we're asking you to take this summer. We can provide a sample tax bill for each one of those because one in formation we do it. Two, at bond sale, we double check. And three, we just double checked when we know it's over. Yeah. >> So, we're going to be doing that all three times. We can bring that for you. >> Yeah, we did something similar. So, yeah. Perfect. >> Thank you, K. Any other questions, >> Miss Lea? Just to make it clear. So, we're talking about a tax reduction. We're talking about bonds. We're not talking about adding any other taxation over, you know, property owners. 2000 the 2026-1 would be a new formation. >> Thank you kindly. >> So it's at Cactus and

214Redlands Boulevard and this is a Pacificico development and they have submitted a request to have you form a new CFD on that property. If I can just add, um, the Friday memos that lead up to these items being on the agenda, we will typically include a summary. We will include a map of the location so that you know where the developments will be. So hopefully that is a guide for you as well so that when we do get to the actual meetings where we are asking for action, you have the information that you have in front of you. So, if there's ever anything else that you need, just give us a heads up. But we we try to do our best to make sure that you have all that information up front. >> Thank you.

215>> Have a good evening. >> I don't think I don't think Adam's used to clapping, but >> Thank you. Thank you so much. Now we're moving on to item M. Um, may I please get a motion, which is the consent agenda. May I please get a motion to approve the consent agenda items? >> So move. >> Can I get a second, please? I'll second. Miss Claudia, please call for the vote. point of inquiry. Um because I was absent um just want to just want to underscore that I was absent for that meeting. So um that's I I won't be taking action, but just wanted to point >> note that point of inquiry to you. >> Can you please clarify what meeting? >> Uh the last meeting. We're currently approving the minutes from the last regular

216board meeting. Correct. >> Yes. Or we're can approving the entire consent agenda. So would you like to amend? >> Yes. Can I amend and pull um item A? >> Sure. >> Thank you. >> Can we please get a motion to >> just point of order? So clear clarification. We we need to retract the previous first and a second >> and then we can make a new one. So if President Clark if you're comfortable president Vice President Luna red retracting your original person second. >> Absolutely. I retract. >> Yes, I am comfortable with that. Thank you. >> Thank you. So now I would like to have a motion to approve the consent agenda as amended which is pulling the minutes. >> So move >> and a second. Miss Claudia, please call for the vote. >> Stood

217more member hearing. >> I miss Lea. >> Hi. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Miss Luna. Hi. >> Miss Clark. >> I. This motion has passed. um 6. Now I would like to get a motion to approve the minutes of the regular meeting of the board of education on May 12th, 2026. I would like to make a motion to approve. Thank you. May I please get a second? >> I'll second. >> Thank you, Mr. Rose. Miss Claudia, please call for the vote. >> Student numbering. >> I. >> Miss Lever, >> I. >> Mr. Jackson, >> abstain. >> Mr. Williams, >> I. >> Miss Luna, >> I. >> Miss Clark, >> I. This motion has passed. five with one extension. Moving down to N which is the discussion offormational item Dr.

218Rubakava. >> Thank you President Clark. >> So we're bringing to the board for first reading board policy administrative regulation and new exhibit 1113 which is related to our district and school websites. We're modifying one the board policy in the to make it more um basically more responsibility on our team to make sure that we're updating the website on a more frequent basis. We're also adding the um exhibit which is which includes the accessibility requirement for our websites. Um and so again this is and it also reflects the court decision of Tennessee versus Cardona which again talks about um OCR and Title 9 regulations regard regarding accessibility. This is just the first reading. You have an opportunity to review and then send us any questions or comments. >> Thank you and I'm excited to see it

219being updated um for more frequency. Um we are now moving on or should I say does anyone have any questions or concerns? Thank you. We are now moving on to the business services um discussion items and um Mrs. Lopez. >> Yes. Thank you, President Clark. So, the first item we have for discussion this evening is a discussion around the general education transportation options. And if I can just give a little bit of background and then turn it over for the actual discussion. So we have been including in the last couple of Friday memos a summary of uh first of all our current general uh education transportation program that includes the number of routes the daily writership and our current walking distance also including information that was previously shared by Mr. Berlesen, our transportation director, when

220the transportation plan was presented about the intent to effective the first day of school move forward with offering no cost transportation to all of our eligible students and that was part of the transportation plan. In addition to that, uh you are seeing a couple of phases being outlined. Um quickly summarizing phase one which would begin the first day of school is um adding additional 10 high school routes. Um again there's detail that shows you where those stops would be and the number of buses um that would be transporting to each of the four comprehensive high schools. And then we have a phase two that talks about the next step um being the reduction of our middle and high school walking distances um in there including information about you know there is a need for the

221additional equipment which we anticipate will be arriving in late December early January and then some proposed walking distances. Of course we would be uh presenting to the board recommendations to um update that board policy in order to do so. And then finishing off with phase three about the study of elementary walking distance reductions. Um and so we have um the information again for you and we also have Mr. Berles here for any questions if needed. But at this point I will turn it over back to board president for the discussion. >> Thank you kindly Miss Lopez. >> Um President Clark if I may. >> Yes sir. So I went back because um I wanted to understand why there was confusion about this and and it's completely on us. So last year when we began this

222discussion we actually did send you something in a Friday update that add options and we we had a discussion with the board about we have one option which is to kind of take a rigid approach and look at it by distance or radius and then we had another option which was kind of looking at an equity based model and then the board gave us direction to try to combine both. So, we did. And so, when we presented this back to you, we didn't take the word option out. >> Yeah. >> Because it's really not an option. What we're presenting to you is the plan. And so, under phase one of the plan, starting in August, we would add 10 routes dedicated to high school writership. Phase two would begin in the middle of next year,

223sometime around January. Hopefully now that we have more of our fleet in place, we would look at reducing the radius for our middle school campuses, >> right? >> And then phase three, as we assess how our middle school writership went, really looking at it at at a at the viability or the ROI of reducing the distance, the radius for our elementaryaries uh campuses as well. We might see some greater writership. We might not. elementary parents, they could have a bus across their street. They're still gonna drive their kids to school. So really, it's not an option. It's kind of this is our three-phase approach. And so the question is from our team, does this align with the board's vision? And if it does, then we will then go forward with this phase approach and implementation.

224>> I really thank you for that clarification. Um and I would like to start the discussion now. Would any trustee I can start with um student board member Huing. Do you have any questions in relation to this education I mean general education transportation plan? >> I have no questions. >> Thank you Miss Lea. Um I have no questions because we had the opportunity to come to have a conversation regarding you know like this uh implementation and my questions were answer and clear because I had that concern like the option were part and then Dr. Vava was able to explain to me and you know help me with the concerns that I had. >> So I'm okay with it. >> Thank you Trusty Jackson. >> Yes. Um would you mind walking me through the project the

225the project cost offsets? um maybe at a high level if it's detailed. >> Sure, we can give you some general numbers. Jim, I don't know if you want to come up too >> and Susanna if you want to start with that as well. >> Jim has papers in his hand, so he was ready for >> Yeah, we're we're going to let the expert answer that. >> Thank you, Mr. Bur. >> Superintendent Dr. Ruvaba and cabinet. um the question that you asked I uh so for phase one and two so projected cost the one thing that I'm really excited to be uh in front of you presenting answers to that question tonight is that the thing that's wonderful about phase one the 10 additional routes uh with the work with everybody uh in the transportation department

226they're able to strategically use existing routes that we have servicing middle schools and peel them off and add 10 additional routes we won't have to add drivers we won't have to add buses. We're just building the capacity. Um and that's if if that's fully utilized at 10 buses, that's 500 students. So, um it is a very big impact with uh a very minimal cost. Um so, phase one is the perfect way to strategically roll this out and see what the response is from our families and community. Uh and then as we move into phase two, that is where there would be a little bit more >> uh e economic investment from the district. every route you can 100,000 per uh per additional route. So when we talk about 8 to 10 additional routes, it would

227be about 8 to 10 uh routes times 100,000. So um that's where we'd be at. Um the thing that I'm also um happy about is we're seeing a lot of uh reduced cost and our cost per mile with all the things the board's allowed us to do with moving to EV. So the majority of even the phase two cost when we talk about year-over-year transportation cost um the majority of that we would be able to cover um with our existing budget. So um we're doing really well with that. >> Thank you for walking me through that in in layman terms. So always so it's not always the case that routes equal number of buses because you can So because I'm seeing that we're going to be we currently have it says total number of routes

22813. We're going to be adding 10 new buses. So are those routes going to just be expanded with the same number of buses? You're so you're going to cover other areas. >> Yes. So I see what you're saying. So yeah, routes meaning does routes necessarily mean an additional bus. Exactly. >> So no, like in the phase one plan, we're using buses that are already servicing schools on routes. Okay. >> And just adding to that route. >> Um so that's how they're getting the bus count. So there's three buses, for example, from Marino that'll be going in from Marino Valley High School that are coming from middle schools. Are the times going to be are the pickup times going to be staggered in those cases to the existing routes or are we going to now start

229having like middle schoolers on the same bus as high schoolers? >> No, we would not do that. So, um it's middle school and high school are maintained on separate buses. >> There's no mix. >> Okay. So, the times will be staggered then for the pickup since we're going to be using the existing bus that's taking folks to middle school but expanding that to now cover Marino Valley High School in this case. >> Yes. So, they'll be dropping in a middle and then uh servicing a stop and then going into a high school. >> Okay. >> Because the start times are different. >> Yes. >> Right. Um >> the opportunity to expand to high schools. What is there is there going to be a plan to make sure like how do how do we measure um

230the effectiveness of this like and also how do we like advertise this to our to our students to make sure that this is a a a value ad for them. >> So I think on the advertisement piece that's something I work with NI and her team in the public information office. I think social media is a good one. I think in the handouts that go out to the parents at the uh during registration at the beginning of the year is another good one. We're at the perfect time to be addressing this and rolling this out for uh for next year. And uh strategically, a lot of the stops that are added are stops that have been requested by parents. So that was one of the uh when we're taking different things into consideration, feedback from

231community was number one. Um so I think um we're hoping that all these stops that we have uh we've listed are going to be well utilized. Okay. It would be interesting if we're able to add any like because attendance is so important. It'd be interesting if we could have any academic incentives, you know, if it's extra credit or something that students get because they they are riding the bus to school because attendance is so is so um fundamental. But um that's more on the academic services side of things. But again um if all of our students could take the bus to school, we'd have 100% perfect attendance, you know, in some cases. So, um, anything that we can incentivize to get our students on the bus since we are making this investment would be, um,

232would be would be, I think, in great alignment with the vision to make sure that attendance is is strong for our schools. Those are all the questions I have. Thank you, Mr. Berson. >> Absolutely. >> Thank you, Trusty Williams. >> Thank you. I I just have a question as as outside of it. When we say an elementary bus, we can have anywhere from from a kindergartener to a sixth grader on the bus. Correct. >> Through fifth. Yes, sir. >> Okay. Okay. And will this will these additional routes affect special ed busing? >> No, not at all. >> Okay. >> No, we just be uh supplementing our genet transportation. >> And do we have smaller buses that generally pick up our special ed students? We have 42 passenger buses and I'm glad you asked that question.

233That's another thing I'm very proud of in this district. So, I'm not sure if you're familiar with like a cutaway van. So, it looks like a bus on a van chassis. They're smaller. Uh, a lot of districts utilize those for transportation pieces throughout the district and we kind of stayed high and heavy in Marino Valley. A number of the accidents when I first uh came into the district uh that I saw that were not at fault accidents. the speed involved in those uh were generally higher as anybody who's drove down Paris Boulevard and another of the main thoroughares uh the speed of the traffic is much higher so we have gone to larger capacity buses 42 passenger and the other piece that's good to that about that is with our bus monitors or IAS or

234students that have special needs we're able there's a lot of uh we there's a lot of geographic space in that bus so we can we can place students strategically in the bus uh for their own safety right Okay. >> Because some students sit better closer with others and others need some separation. So, the size of the buses has helped us greatly. >> That's all I had. Thank you. >> Absolutely. >> Thank you, Vice President Luna. >> Oh, my mic's already on. Thank you. Uh, thank you for this. Um, looking forward to hearing how phase one and phase two go. Uh, I was looking at phase three. Um, I see that that is depending on how phase one and two go. What's the timing for phase three? >> That would have to be a group decision.

235I'd be working with uh Suzanna, the superintendent, and the board on um to decide. And I think we will be uh we will be gathering a lot of data on phase one and two to be able to present that um not only from wrership counts, but then uh as Trusty Jackson also mentioned, you know, what does that look like from an attendance standpoint or student performance? We're working with TIA right now to create um all of those uh reports so that we can take the student wrership and then you know combine that to to break that out and see how it's impacting you know the district as a whole. >> So probably like 27 28 school year would be what you're looking at >> realistically. Yes. >> Yeah. Okay. >> Yeah. >> Well, thank you.

236Thank you for this. Um looking forward to hearing how it goes and how many students we have a positive impact on. >> Me too. Thank you so much for your time. >> Thank you. I didn't get to say anything yet. >> It is a great >> not getting off that easy. >> It's a great presentation and I am so excited because as mentioned in many past meetings and and um our students when they say like what's impacting some of your absenteeism and they always mention transportation over and over again. So, thank you for your hard work. I have a question. Um, I just can you speak to after school when it's time to go home and we have our bus routes and they're going to drop them back off at the same place they were

237picked up the students at the same place. So, for example, if you're being picked up picked up for Marino Valley on day and day, um, you're going to drop them off there again. Correct. >> Yes. Correct. >> Very good. And then what happens if some of our students have after school activities? Do we have a plan for that? >> That's one that's a little more challenging and that's it's based because the independent need of each student, the schedule of the sports because and then which sport are you going to support and which ones you would you not support. >> That's something uh that's a little bit more challenging. We're open for discussions and creative ideas on that. We're always looking for uh for input that we can take and increase our services, but that is

238one because the independent need it's very hard to create a wrership count. uh that justifies a full bus. Correct. >> I am so excited about the implementation of phase one and looking forward to two through three and maybe potentially four if we get there with that. And so thank you again. >> Absolutely. Thank you. >> Have a good Thank you, Jim. >> So I know that I I knew that um President Clark was going to bring that up. So I remember when I was in high school and sometimes I was assigned I know it was a long time ago. >> Sometimes Sometimes I participated in extra classes after school, not by choice. >> And so we had something called the late bus. >> And so at six o'clock, the one bus would pick up from

239all the high schools, >> right? So they would go, it would be at my school at 6, be at the next high school at 6:15, the last high school at 6:30, and would drop us all all off at all of the designated spots that were there. Basically, the driver would go, who's gonna who has to get off on what spot and then that's where we get off. Is that something we could look at? It's not going to hit everyone because you're right, some sports go super late. But if we can kind of pick like a optimal time, 6:15, 6:30, 7, something like that, then we can kind of capture. >> We'd be more than happy to look at any other available options uh that the board and the superintendent and yourself would like. um the

240capacity that we're building in that department. I know I always take the opportunity. We have a strong team. Um this team reacted fast to the new requests, put things together. Um we worked very well to, you know, to bring this forward to you and then be able to execute it quickly. And I think we could do the same with other suggestions. uh it would just you know if we can get them compiled you know in a priority list of what you feel would be the most important and then we could do some of the same same work and put it in a kind of a phased roll out and see what the response would be like but I'd be excited about that and you've done a lot with the support that everybody has shown the

241transportation department and what we've been able to do up to this point I'm very excited because the other thing that you're going to impact um it's always students first and the value we're able to bring back to them we generally try to do that with savings and then you know bring additional services. So, more for less. Um, but then the other thing that you're doing is, you know, bringing uh more opportunity to the drivers. So, each time that we add these services, I know we've been up here, it's been some time. Um, but that's going to produce another 10 hour 10 8 hour routes also for our drivers. So, you know, they're very thankful as well. So, I really appreciate that. It means a lot. >> Thank you. Thank you. >> Absolutely. Thank you. And

242now we are moving on to our next uh discussion item 2B which is the first reading of administrative regulation 3311.3 design bill contracts and administrative regulation 3440 inventories. Miss Lopez. >> Yes. Thank you, President Clark. So this evening we are presenting two administrative regulations that both have had uh language impacted by new law. Um I'll go ahead and start with the first one 3311.3 which is language regarding design build contracts. And we have a new law um Senate Bill 956 enacted in 2024 that has additional language that we are looking to incorporate um because the last time this was updated was a couple of years ago. And so some of that new language um has to do with the authorization of entering into the design build contracts. And then you can also see that there's

243additional language uh that's specific to um some of the skilled and trained workforces that are actually spelled out. So we are making the recommendation again this is a first reading for 3311.3 uh regarding design build contracts and our second administrative regulation is 3440 which um is in regards to inventories. And again, we have a new law with Senate Bill 629 that was passed in 2025, which increases the threshold for what is considered inventory. Um, it previously was set at $500 and now the new law is establishes that at $1,500. And so we are looking to update this um again to align with the CSBA recommended language. and do want to share that both of these admin regulations uh were for forwarded to our bargaining groups and uh there has been no additional comments or concerns

244on their part. >> Thank you, Miss Lopez. Does anyone have any questions or concerns about the first um reading of this policy? Thank you. We are now moving on to action items and we will start with 01, the superintendent action items. Please forgive me, my computer just froze. >> Thank you, President Clark. >> Uh, item A is approval of resolution 2025-26-96, which is approving a board member's absence. As a reminder, board bylaw 9250 allows the board um to approve and provide payment for a board trustees absent as long as that absence is acceptable by the board. On May 12th, um board trustee Justin Jackson was absent and so we're asking that the board adopt a resolution so we can issue payment for his absence. >> Thank you, Superintendent Rukava. I'd like to get a motion

245to approve a resolution number 20252696 as presented. >> I'd like to make a motion to approve. >> Thank you. May I get a second? >> Second. >> Please call for the vote. Claudia >> student member Hwing >> I. >> Miss Lever >> I. >> Mr. Jackson >> abstain. >> Mr. Williams >> I. >> Miss Luna >> I. >> Miss clerk >> I. This motion has passed. Five eyes and one abstension. Moving on to action item number two, which is the second reading and approval of the board policy and new administrative regulation 0510, the school accountability report card. Dr. Rubakava. >> Thank you, President Clark. So, this is the board policy and AR that we presented at our last meeting. It's being updated to reflect that when 50% of or more, sorry, 15% or more of

246a school's students speak a single primary language other than English, the SARKC has to be translated into that language. Additionally, the policy is being updated to reflect that the SARKC is to be provided in an understandable and uniform format and to the extent practical provided in a language that parents can understand. The new AR provides required contents of the school accountability report card, including that it be published by a certain day on the websites. >> Very good. Thank you so much. Any questions or concerns? Well, great. Can I get a motion to approve second reading and approval of board policy and new administrative regulation 0510 school accountability report card as presented? >> So moved. >> Thank you, Trusty Jackson. Can I get a second? >> I'll second. >> Thank you, Trusty Lever. Miss Claudia, please

247call for the vote. >> Mr. Member Healing, >> I. >> Miss Luna, >> I mean, I'm sorry, Miss Lea. >> I. >> Mr. Jackson, >> I. >> Mr. Williams, >> hi. Miss Luna >> I >> Miss Clark >> I this motion has passed 6. Now we are moving on to educational service items and that would be O2A. The first is approval of the student discipline cases which we had three cases. Dr. Arce, >> thank you very much. President Clark, we're just requesting approval of re-entry of our three cases. >> Thank you. May I get a motion to approve as presented? I would like to make a motion to approve us for Senate. >> Can I get a second? >> I'll second. Thank you. Miss Claudia, please call for the vote. >> Miss Lever, >> I.

248>> Mr. Jackson, >> I. >> Mr. Williams, >> I. >> Miss Luna, >> I. >> Miss Clark, >> I. This motion has passed. 6. Now we're on to item 2 A. >> Oh, 5. Correcting the record. Thank you. Now we're moving on to item 02B, the approval to adopt world language administrative sign language instructional materials and textbooks. Dr. >> Thank you very much, Miss Clark. In accordance with administrative regulation and board policy 6161.1, we want to assure the board that these items have been on display for the 14-day period as delineated in our board policy. And we are requesting approval of ASL, French, Spanish, and Mandarin. >> Fantastic. Can I get a motion to approve ASL instructional instructional materials textbooks as presented? >> I'll make a motion. >> Thank you, Mr. Williams. Can I get

249a second? >> I'm happy to second. Thank you, Mr. Jackson. Mr. Cler, please call for the vote. >> Student board member Hewing. >> I. >> Miss Lever, >> I. >> Mr. Jackson, >> I. >> Mr. Williams, >> I. >> Miss Luna, >> I. >> Miss Clark, >> I. This motion has now passed 6. Moving on to approve the adoption of world language French instructional materials and textbooks as presented. Can I get a motion, please? >> So moved. >> Thank you. And a second. I'll second that. Thank you. Miss Claudia, please call for the vote. Mr. Debor member Huing. >> Hi, >> Miss Lever. >> Hi, >> Mr. Jackson. >> We >> Mr. Mr. Williams. >> Hi, >> Miss Luna. >> I >> Miss Clark. >> I thank you. This motion has passed 6. Now, moving

250on to D, the approval of um the adoption of the world language Spanish instructional materials and textbooks as presented. >> I'd like to make a motion. >> Thank you, Miss Lea. Can I get a second? >> I'm happy to second. Thank you, Mr. Jackson. Miss Claudia, please call for the vote. >> Student board member Hewing. >> I. >> Miss Leva, >> I. >> Mr. Jackson, >> I. >> Mr. Williams, >> I. >> Miss Luna, >> I. >> Miss Clerk, >> I. This motion has passed 6. And now we are going to approve O2E, which is the approval to adopt world language Mandarin instructional materials and textbooks. Can I get a motion, please? >> I'd like to make a motion. >> Thank you, Miss Leva. Can I get a second? >> I'll second. Thank you, Miss

251Huing. Miss Claudia, please call for the vote. >> Mr. B member Hwing. >> Hi. >> Miss Lea, >> hi. >> Mr. Jackson, I >> Mr. Williams, I >> Miss Luna, >> I. >> Miss Clark clerk, >> I. This motion has passed 6. Moving on to business services action items. We have the approval of resolution number of the board of education and Marino Valley Unified School District considering and approving a maintenance agreement with the city of Marino Valley for the maintenance of public improvements. U Mrs. um Lopez. >> Thank you, President Clark. So, this resolution includes two maintenance agreements with the city of MNO Valley. And this is in regards to Hidden Springs Elementary School, which you know is undergoing a modernization project. And so, as we're working on the project, we have some improvements that

252are needed. Uh we are required to have separate agreements because one is tied to the public right away. Um but they are both dealing with the same project there at Hidden Springs. And so as part of our modernization project, uh we are looking to expand that drop off area. And so that's going to push some of the parking and circulation improvements into city right away. Um which requires us to do an agreement. Uh this is all in in accordance with title five requirements for a safe student drop off zone. Uh so again, both of these agreements are with the city and are needed to so that they because it is city controlled property. So, the district is going to be entering into these agreements with the city and we would be accepting the ongoing maintenance

253responsibility for the improvements as well. >> Thank you. Any questions or concerns? Fantastic. Can I get a motion to approve resolution number 2025-26-90 as presented? >> So moved. >> Thank you, Vice President Luna. Can I get a second? >> I'll second. >> Thank you, Trustee Lea. Miss Claudia, please call for the vote. student member hearing. >> I >> Miss lever >> I >> Mr. Jackson >> I >> Mr. Williams >> I >> Miss Luna >> I >> Miss Clark clerk >> I This motion has passed 6. Moving on to item P which is acknowledgement items and we have one acknowledgement of the updated 2025-2026 management salary schedule. Dr. Verie. >> Thank you board president Clark. As you mentioned this is an acknowledgement item brought forward tonight uh just for the board to review it. It

254encompasses new management positions that have been recently approved by the board. They've just been added on to our current salary schedule with no other changes. >> Thank you kindly, Dr. Birdie. And now we are on to item Q, which is future agenda topics. I will start with you, student board member Huey. >> I have no future agenda topics. >> Thank you, Trusty Lea. >> I have no future agenda topics. >> Thank you, Trusty Jackson. >> None. >> Thank you, Trusty Williams. Um, one thing I'd like to get a update on is uh our program for the elementary and middle schools and and the progress of uh Mr. Stern's work and um just like to know how it's going and where it's headed. >> We can provide an update a Friday update with updated uh statistics

255participation rates. Okay. Excellent. Thank you, Trusty Williams. >> Vice President Luna. >> Yes, I have a presentation. >> Fantastic. I'd like to see it. >> It was It was regarding um I was when I was up at the delegate assembly regarding uh the SOS for student achievement. I wanted to It's Oh, well, it's >> Oh, you only have >> I Yeah, it's it's here. It's something that we can uh provide in the future if requested, right, Miss Claudia? >> Okay. So, again, this is about the SOS for student achievement, closing the state accountability gap, a call to action for California governance teams. So CSBA's SOS for student achievement is a campaign to transform California's governance, budgeting, and operations. The goal is to end decades of stagnant outcomes by ensuring that the state entities share responsibility

256for student success alongside local educational agencies, which is us. So the state account accountability gap we have fragmented systems. California has launched countless programs yet lacks a unified strategy. This results in a scattershot approach of oneoff grants and disconnected reforms. And then we have the one-sided responsibility where we as eleas are held solely responsible for the outcomes but the state is not held accountable for whether its policies, budgets and agencies are aligned to support that success. The reality of our students over 1 million students are failing proficiency. California's national assessment of educational progress results remain unacceptable. Fewer than four and 10 students are proficient in math. Profic proficiency in LEA rests at approximately 50% and Hispanic, white, and black, white gaps are wider or the same as the 1990s. This is statewide now. So make

257sure you guys know what I'm talking about. So the strategy for success is to develop a coherent plan. Adopt a state level operations plan that supports rather than dictates to local agencies. Aligned budget. Optimize state investments to reinforce student success and proven achievement strategies. A shared res responsibility. transition from a complianceoriented model to a customer service approach for leas. So there are four bills here um that are included with the legislative package that will help us in this um AB 220 225 AB 2514 AB 2149 and AB 2202. Uh, I believe I included uh this information in that email I sent you guys. So, if you want to read these, you are more than welcome to do that. So, the time to act is now. California's current approach is too scattered to succeed. Every year

258of delay consigns another generation of students to underperformance. We must modernize state level governance and embrace reciprocal accountability to finally move the needle on student achievement. The vision for California education as set by uh CSBA and the delegate assembly organized for results. A system where every student thrives and state government supports local efforts. Evaluated investments every major investment asks does this help LEAs close the achievement gap? Customer service mindset. State agencies provide aligned tools and services to strengthen local success so everyone would be on the same page instead of everybody developing their own plan. Total transparency, measurable goals and sustained followthrough for state entities. So, how can we as a board of Marino Valley Unified support? We could do a level one basic support, adopt the SOS resolution, this is where my future agenda topic

259comes in, submit legislative letters, which I know we've discussed before, share materials on our district website, and authorize CSBA to use our district name as a supporter of this program. We could go a step further, publish joint op-eds, host public SOS discussions, invite local legislators to hear board priorities, and engage student and parent leaders in advisory groups. So the part of adopting a resolution, we could adopt a formal resolution in a meaningful way to demonstrate MVUSD's commitment to the statewide effort. The resolution calls upon the governor and legislator to adopt a comprehensive plan that in that establishes measurable goals and annual benchmarks for state agencies. Recent polling shows six and 10 Californians believe the state should take greater responsibility for closing the achievement gap. Our advocacy aligns with our community's expectations for academic excellence and

260state level accountability. Do any of you have any questions regarding the information I've presented? Well, yes. First, I'd like to say I am totally grateful for your advocacy as a delegate for you speaking on behalf of the Marina Valley Unified School District and you definitely bringing back um the information because it is really good to know what's going on at the state level and especially being a part of something so important. So, thank you. I want to say that I um I do I would definitely support level one and level two, right? the to me that's easy um framework to support and also adopting a resolution is a good idea. Can we go back to slide number four for just one second that I wrote that down because there was something >> for Oh, this

261one. >> This one. >> Thank you. >> So, um we definitely need to close the achievement gap. I appreciate um um the information. I think we're working on that. Well, working on all of it here at our own local level, but the fewer than four and 10 students in the entire state is proficient in math. That's that's huge and we definitely need to make an impact. Was there anything discussed at that meeting on how they see that happening? >> Well, one of the things that they mentioned was something I actually had mentioned to Dr. Dr. Robocaba before I went up there was having um um technology AI uh some type of system that uh you know instead of just the California dashboard where we get information a year later >> like real time information. >>

262That's an excellent >> you know um so they did talk about something like that. I know at our level we're we're kind of working on something >> like that and and kind of getting ahead of the game, but you know to be able to look at the data with one click that just happened yesterday, you know, uh let's see, you know, the grades, let's see the attendance, you know, that that would be great to have across the state. That way the state couldn't deny, oh, we we need we see some some improvement because we contributed in this meaningful way or we haven't contributed anything and we need to figure out a way to help this district or you know something like that. So that was one of the things that they talked about. >> Very

263good. So thank you again. I would like a copy of this presentation as well. >> So I thank you um yeah for having it. Any other dis um discussion on this item or questions? I would just echo your sentiments, President Clark, and I concur on the level one and level two engagement and maybe our next discussion should be um uh a strategy of attack and you know which one we want to do and how we can coordinate about doing that um outside you know there are several things again I agree level one and level two so it's just coordination timing and planning because I think we should do all of these and maybe you know be creative and figure out what are some level three levels of engagement as well. Thank you so much. >>

264Thank you. Any other >> I just feel the CSBA has been doing a really good job because they have been you know like um u able to to email us with a lot of information regarding this you know how they support and why do they think that it's important that we should support you know as a district. So I feel, you know, like we need to start, you know, doing those changes cuz, you know, just like um what Miss Luna presented, Vice President Luna presented, you know, like changes haven't been visible since so long. It's too many years to be waiting for those changes to happen. So I feel as a district and not only like have we have talked before you know like as districts we need to come together and start fighting you

265know at that level to start seeing more changes and making you know like our you know representatives accountable for this too. >> Very good. Absolutely. Okay. At this time Dr. Aub do you have any? >> Sure. So I want to make sure that we make the discussion actionable. So, would a good first start be uh we can bring back the resolution to our next board meeting. >> Great. >> And then we can go ahead and let CSBA know that the that we're comfortable with them using MVUSD as a name as a supporter of this cause. I think those are two first good steps. >> Yes. >> I'm seeing Yes. Yes. Yes. >> Yes. And >> I would like to read the resolution before I say >> we can put it in a Friday update. >>

266Yep. >> And then depending on what you let us know, we can bring it. Okay. >> We can also bring it as a first reading and then a second reading as well. >> I like that idea. >> So we'll bring it as a first and a second reading. >> Perfect. So before we move forward, first step is bring it as a first reading >> and then we'll bring it as a second reading. >> And can we also identify which materials we would like to also share and amplify on our district website? >> Absolutely. >> So So just because we want to make sure we go in order, I think before we get to that point, you might want to look at the resolution first >> to make sure you're comfortable with all of that language.

267>> Okay? because some of the materials may have language that you may not be comfortable. That's part of the resolution. >> Gotcha. >> I thank you kindly, Vice President. Well, Mr. Williams. >> Yes. Um it was interesting you brought up SOS. Um in our school news uh magazine, they have the article. >> That's right. So you can really get um everything that's around the the slides and submit legislative letters. That's effective. That is very effective. And I'm going to speak with the superintendent after we get done with this meeting because I have an idea I want to run by you. But um pick up your school news magazine and you'll see this article. >> Thank you kindly, Trusty Williams. I do not have any future agenda items at this time. Dr. Urbakaba, >> uh not

268a new one, but I'll have a followup. So earlier in the year, the board asked that we prepare an end of year MTSS report. >> All of our schools came forward. they talked about all their actions and you wanted us to present a report in terms of how did they do on those actions with the caveat that we're not going to have actual data for a little bit of time in terms of the dashboard. So what we're going to do is we're going to put that in a Friday update. So you'll have it in Friday update and based on that let us know if you want a formal presentation or you want more information on that. So the first step is it'll be in a Friday update. >> Thank you. Well, with no further business

269to come before the board of education, this meeting is adjourned at 9:24 p.m. Thank you.