Board of Education Regular Meeting April 8, 2025

001It be like the two people that reconvene to Open session. Our budget weakness This evening, we're on it. Welcome this young about I figured. Great. Along the court. First Princess Kaia Smith, second Princess Alyssa Ramos and third Princess Sophia Gonzalez. These remarkable young women, all high school juniors dedicated five months of preparation for a competition rooted in the value of service, leadership, and personal growth. Ms. Shepherd Valley is a program designed to empower and prepare young women for the future. It reflects the model of self above service, I should say above self. Their journey included a thoughtful essay on a woman living in the Morongo Basin and a study of the Seven Habits of Highly Effective Teams by John Co. We're proud to invite them to lead us in Pledge of Allegiance. Tonight I'd like

002to ask everyone to stand to such allegiance. Please place your right hand over your heart. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Can I now get a motion for the adoption of the agenda for so moved? Second. Second by Roberto. All in favor? Aye. Aye. Aye. Any Mays? Five zero. I'd also like a motion for the adoption of minutes for the previous board meeting on March 11th. I move Seven. Moved by P, second by Carol. All in favor? Aye. Any Mays? Five zero actions resulting from closed session be resolved. The worth education except the stipulation agreement for immediate expulsion for student 24 dash 0 0 8 passed and adopted this day,

003this eighth day of April, 2025 of the county of San Bernardino, California. The vote was five zero. We have resolved that Board of Education. Accept the stipulation agreement for immediate expulsion of student 24 dash nine. Passing adopted this eighth day of April, 2025 and the county of San Bernardino, California. Also a vote of five zero. All right. Looks like we've got some student representatives who would like to start INE palms. All right, let's go. Uh, good evening everyone. I'm ine Palms High School Junior at William Sum, student Representative Board of Education. There's a lot of exciting news to share about our Bobcat community this month. An academic news standardized testing is in full swing. We recently received the test results from PS 18, nine and 10 on that was concluded, uh, was conducted back in

004March. Uh, we would like to congratulate freshman Teagan French and, uh, Cassandra Illa for achieving the highest scores in the PS a T nine. We'd also like to congratulate Joshua, Ian and Alexis Dalberg on achieving the highest scores in the sophomore class as well. CAS testing continues this week, the juniors year up to take the English portion of the test as they strive to meet the criteria for their senior incentives. Senior college commitments have also begun to roll in as we rebuild the OE Places you go all to celebrate the class of 2025 that just this week we have Wildcat commit to the University of Houston, the University of Chicago, uc, Riverside, Cal State, Los Angeles, and Cal State Baptist University. Additionally, spring sports are in full swing as well. We had to reschedule a

005sports spring sports assembly from March 21st to March. Uh, sorry, April 18th. We will celebrate our spring sports games. Both swimming and track have field and, uh, uh, sorry. Both swimming and track and field have home meets coming up on April 16th and the 23rd. Baseball ensemble began DVL play yesterday, baseball ball to Coach Child Valley while the lake had softball. Crushed the Arabs 16 to five. Boy tennis is off to his three to four start. Well, and golf's been very competitive in DVL Play are the running for a playoff spot. Problems coming up next Saturday on the 19th at the Desert Princess DoubleTree Resort and Palm Springs. Ms. She and a SB are bringing back the TPHS Hall of Fame and I'm taking nominations for the class in 2025. The committee is, uh, considering

00617 applications for this year, and induction ceremony will be held on May 17th. This will be the first time since the pandemic that we'll be welcoming a new while alumni into our Hall of fame. That's all I have for today. Do you guys have any questions? Um, Yes. Can you tell me, um, Which one is it? Nevermind. Thank you. We're working through some things. You guys have a good evening. Thank you very much. Yucca Valley appears to have a duet. Good evening. I'm Alia Sid, Dr. Valley High School Executive Board Treasurer. And I'm Jocelyn Gonzalez, valley High Senior Class president. And today we're excited to be able to share the latest and upcoming things happening at my BHS. We have a jam packed schedule of fundraisers and events over the next few months. First up,

007executive board with the Lip Sync Battle and the NPR. These dates of the event was changed from March 21st to April 18. This is very engaging and fun for the student body last year and we're hoping it the same this year. Senior class. The senior class is busy working on the ending of the semester as seniors will pack off their journey with Senior Sunset Monday ninth, which is a our 12th celebration working the end of their high school experience. They're also working on a legacy walk where they will visit their old elementary schools to reflect our junior class. Very busy with preparing for every 15 minutes in our prom. Every 15 minutes is a powerful two day program aimed at high school juniors and seniors to talk about the effects of drinking and dreading our

0082025 prom, which we announced a theme at a recent spring assembly. The theme will be Garden of As and it'll be hosted at the college. So fundraise These events in the junior class will be selling graduation gifts, which includes and necessarily as well as a car wash on May 31st as Sherry Miller to help fund both E 15 and prom to start the planning and the fundraising early for next year's prom. The sophomore class is gearing up to their 2025 of game on May 2nd at the football field from three 80 as well as a car wash in April 26th. As Sherry Miller, their fundraising efforts continue with exciting partnerships from Firehouse Clubs who will be donating 30% of their proceeds and ju it up, who will also be donating 30% on March 21st and

009may last not least. Our freshman class is playing a new event, a stuck versus student basketball game on April 18th from four to sixth in the YAHS gym. As spring begins, our sports teams are stepping into action. Boys tennis, golf, swimming track, and field baseball and softball have all kicked off their seasons. Our boys golf team has a great victory season so far when being an undefeated in league, they're starting sixth and Carlton, Adrian Tamo, Gavin Ham, Chris Time, and Blake Morrison and Marcus Co are all helping their team make their win to the fourth consecutive year of league championship. Our varsity swim team, both boys and girls are also unbeatable so far. They recently went to an event where multiple of their swimmers participated, but the two highlighted swimmers at the meet are Ted

010Williams who played seventh overall in the hundred freestyle out of 125 swimmers and Emma who took eighth overall in the 500 free 12 out of 35 swimmers their upcoming meet against who is fake and will determine if they're genuine. On Wednesday, March 19th, the live HS unified leadership class posted a disability fair, the leadership class research the disabilities and created simulations and at different stations which help replicate what, like to live with that disability. The goal was to bring awareness to serve disabilities and open the eyes to students or other students who struggle tightly. We're so proud of all of our students and staff who came to support the unified leadership class. Thank you for giving your time and support and making every event possible. We can't wait to continue getting our students and community

011more involved in our school pride. Thank you. I do. Um, if Ms. Skipta plays in that basketball game, you probably could charge admission and a great fundraiser. She's right there. Thank you very much. Wait, I wanted to, are you both seniors this year? Yes. So what is the thing, tell me what you're most looking forward to. Um, at the end of the school year, um, probably senior sunset and graduation. Getting outta here. I understand. Okay, then that's first. Thank you. Thank you. Thank you. Once again, per our custom, our student leaders are more than willing to stay or they can leave press. Thank you. That includes anybody in the audience with a t on Next up legislative report. Carrie? Hello. Good evening. All right. Um, first thing, legislative wise, uh, instructional continuing, continuing planning of

012beginning July 21st. School districts are required to develop and publicly post plans dealing how they will provide instruction with intent within 10 school days following an emergency. That district disrupts regular attendance. I was rushing through that because I think we're already there. I think we've had that since covid. So that's a big, a big plus for us. Uh, expansion of alcohol education assembly Bill 2, 8, 6, 5 mandates that starting the 25, 26 school year public schools provide instructions on the short and long term harms of excessive alcohol consumption. Do we already do that in the health portion already ahead there. See, look at go, go, go. Alright. Uh, personal finance curriculum development. And we would Ms. Ms. Woods, if you tell me we have this too, then my report is kind of boring. We

013do though, right? Yeah. Uh, pro, um, the state board of ED is developing a curriculum guide for standalone one semester personal finance course. Uh, this is really good for our students who really don't want to deal with algebra, but learning, budgeting, credit, uh, insurance, mortgage rates, all of that is, I think that would be great for every student. It would've been good for me growing up. Well, so far we're ahead of the curve, so this is kind of boring. Right. Uh, a b assembly Bill four 19 seeks to amend laws to protect student rights to free public education regardless of their family's immigration status. The bill prohibits school officials from co from collecting information about citizenship or immigration status, ensuring that schools remain safe and inclusive for all students. And last but not least, federal

014education funding and policy. The US Department of Ed has issued directives threatening to cut federal education funding over the use of diversity equity inclusion. So DEI programs California, along with other Democratic related states and cities, has opposed these directives asserting there's no legal basis. But we'll have to see how that follows through. And that is my report for tonight. Thank you very much. Next up, classified representative non attendance. We'll move on to certificated representative. Hello. Um, my name is Amber. You won't know that people there might not. Um, thank you for the opportunity to address the board. Um, I know we all like to come to meetings, but one of us out here is super excited to be at the meeting because she likes it's fun 'cause you're five and you go over, your mom

015goes and you do your mom's work. So she wants to know how come you only have board meetings every second Tuesday and you also don't have them every second Wednesday, Thursday, and Friday. And can you move this stage? And, um, what hap and I do have the balloon up there when we have me. So those are the questions that I'm getting asked a bunch on the way here. And so you can answer them after the meeting works. Um, but she's happy to be here. So am I. So are you, but we're all, to be as joyous as the 5-year-old would be here would be great. Um, so I come in with a couple of updates. Um, so we had our first regular bargaining meeting, meeting on, I don't remember, it was before spring break, right

016before spring break. Don't remember the exact date. Um, so in that meeting, it was a first successful meeting. They set norms, uh, MTA, proposed some safety language. And we came to agreement that, um, we needed some committees to work together on developing new evaluation forms. So I have been very busy the last couple of days calling all the people to get on the committee. If you remember at the last meeting I had said that, um, we were talking to our members a lot about responsibility, advocating for your students, advocating for yourself, and that the union is filled with you and I. And, um, so they had to sign up to be willing to help with some stuff. So I had a lot of names that I could call. So I'd be able to produce those

017things after a couple more phone calls for everybody to work together. So with the first successful meeting, our focus during MAR and Vision, we believe our students deserve the best. And we're really focused on safety and shared decision making. Um, because as we go through this, um, things, sometimes a lot of things are going great, but the things that need to change are hard to change. And unless everybody is participating in the process and have buy-in, that changes will either not happen or won't happen to the level we need them to. So we believe that shared decision making is one of the ways to have the most impact. Um, yesterday we also finished a subcommittee met for junior high bargaining, the configuration, the sixth grade to junior high on the east end, we were able

018to develop an MOU very successfully. It is a powerful MOU, it shows some real, um, collaboration and also concern and interest on both sides that this transition goes smoothly. So that's big news. Um, and we're very proud of it and we were glad it got done so that we could continue on with regular bargaining. And then I wanted to talk a little bit about cell phone policies. Um, we had the soft rollout on Monday. Um, and I can tell you they're gonna get everyone to agree should be super strict or super loose. But what I can tell you the teachers would agree on is that we need clarity in the cell phone policy. And, um, we need, um, consequences for this, not for, for not following policies and also for the behaviors that come from

019different inappropriate uses of cell phones, recording fights, or organizing a fight or all of that. But also we really think that education is a big piece of that and to be proactive instead of reactive. So we would encourage there multiple opportunities ongoing, not just as the cell phone policy rolls out, but regularly for students and their families to see why we need a cell phone policy, what's going on. 'cause you know, like not all of us are blessed with a child who lets you believe we're perfect. Some of us are blessed with a child who lets you know that you are not always perfect. And so while a lot of us believe that my child would never, a lot of child would absolutely, and they need to see, you know, just because your child would

020never, doesn't mean that other children aren't. Or also that maybe your child is and you just don't know. And why these cell phone policies are important if needed. And so the education piece is something we think is really important. Additionally, the consequences and that those are clear, and then this is going to be not something that makes everyone happy. So there's likely to be heat. And, and so what we need is support from site district level management and also the school board so that when members of the community come and they're not happy, we need you to stand with courage on the decisions you made and back them even when they're, um, angry. And I know two of you, Ms. Harwell and Ms. Meyers, you've been on the board before with covid and had to

021take a lot of heat for decisions that are unpopular with some people. So I know you did it then. I believe you could do it again. I don't think it would be as bad, but we need the, we need that support if this is gonna be successful, we need that level of support all the time regularly. And we need, um, the education piece I think is the most support. But again, thank you for the update or for the opportunity to update you all and have a good night. Thank You. Next up Marine Corps representative. Okay. As you probably know, we had our job shadow even on March 18th this year. Um, it was, uh, look at that. It's working. Um, it's kicked off at about eight 30 in the morning. Um, we had 94 career

022and technical education students and it was the 18th job shadowing the event that we had at the combat center. This, um, shows the chief of staff reading the students and welcoming them. Shortly after this. They took off for their jobs once they were matched up with their sponsor. Um, the job champion program was established about 18 years ago. So this was sort of a watershed for us, you know, to see how many of these we've done. Um, I think the kids enjoyed it and I show you the jobs that they all went to. There was how many of those? I think there were about 13 or 14 jobs that kids shadowed. Um, they were all very interesting. Um, one of their students helped in the kitchen making pizza, and apparently Pizzas tasted good. They made

023some desserts at the chow hall and they actually did some cocaine. Fire department is always fun. Kids have have a great time getting dressed up as fire people. Uh, and looking at the equipment that some of the EMS people use, I think these are jaws of life where they can try something over if they're stuck in them. Um, they all got dressed up to go and look at the ER and, and, um, some future mechanics. Looked at the big vehicles and had a, a good time playing with those rage Control. Built some drones for us and we're looking forward to next year, which will be the 19th event. Thank you. Any, any questions? I do. How many students? I'm sorry. How many students did you have? 94. This was down from last year. Last year

024we had over a hundred. I should 120 last year. Um, we would like to expand the job shadowing event, so please feel free to send ideas my way on how we can expand it and make it, um, more profitable for more students because I think the kids enjoyed it. I know we did. I I got lots and lots of comments about how fantastic the kids were and how incredibly well behaved, how curious they were, how interested they were in the different jobs and, and, um, just really a really pleasant group of kids. That's awesome. Yeah. It, it was pretty awesome. Any other questions? Thank you. Thank you. Thank you very much. Always read to hear our children making a positive impression out in the public, so that's great to hear. Next step will be Amy

025Woods vice President. No Question. Thank you. Uh, president Claire and board members superintendent Dr. Vargas. I would like to take this opportunity to recognize the professionalism and flexibility of the administration at Yucca Valley High School. Uh, principal Deanna Kinta for being principal, uh, present at the school during the entire weekend of Flying Doctor's event while they were hosting. The visiting was team and preparing the campus for the accreditation visit. And assistant principal Nick Aguilar, who was assisting all day Sunday. I would also like to recognize the CTE teachers who came both days with their students so the students could work the event with actual doctors and dentists and gain valuable in the field training. Kent Weiss, who brought his medical assisting students, Laura Grabo, who brought her dental assisting students, and Sarah who brought her

026pharmacy technician. Students Ani Teon and Caitlyn Gel are culinary arts teachers spent the whole week prior to the event prepping the meals with their students that they would serve to all the volunteers at the event. I also would like to recognize the CTE students from the programs I just mentioned for volunteering at this event and serving our community as well as several 29 Palms and Yakka Valley High School cadets who served community service duty that weekend. 503 total services were performed at the Flying Doctor's event on March 8th and ninth. 21 people were vaccinated. The blood mobile collected 18 pints of blood, which helped 54 people in our community. There were 160 dental patients, seen 43 extractions, 55 restorations, 124 cleanings, and 115 x-rays. There were 139 vision patients where 166 patients received prescription glasses.

027Thank you also to the Flying Doctors Organization and Jeff Grabo for giving us the opportunity to teach not just career technical skills, but also the power of community service after all, service to others as the readily we pay for the place we occupy in this world. There are few more powerful lessons that we can teach our students as we send them out to occupy their space in the world. So thank you to everyone who made this happen. We have Today, we are at preschool doing a in vision for community health. On the vision side, um, people can get new glasses. The adjust has been made on site, on the difficult side, the patient's card get the exam and the x-rays that we needed extensively with bring technical education, uh, such as the Monitor Device Dental

028program. My name, I'm High School Dental. My name is, I am the student in the, um, the class join county colleges nursing program. So I've got great pharmacy, a big deal. We're put them back County What always, Uh, my name is Ramon. I'm, and like to say thank you to everybody. Uh, thanks to inviting doctors. It's, it's a great, great attention. That is great for the community too. Again, thank you to everyone involved with this. Those were our medical assisting students taking the vitals. Those were our pharmacy technician students running the non narcotic pharmacy. Those were our dental assisting students assisting chair side. Thank you very much. Um, next up is Dr. Gutierrez to cover the dual language immersion Program. Good evening board President Claire, board members superintendent Dr. Vargas, cabinet members and audience members.

029Thank you for the opportunity to speak to you tonight about bringing a dual language immersion program to Morongo Unified School District. Earlier in the year, we put out an interest survey to all of our unified school district families to determine if there was an interest in offering such a program for our students to be a part of starting next school year. In addition, we also highlighted the program through our social media platforms. I'm very happy to say that the feedback that we received, the comments that we came across were overwhelmingly positive and in support of offering a program at Morongo Unified School District. As part of the communication that we provided to our families, we highlighted the benefits of providing this program for our students. The research strongly demonstrates that students who participate in a

030dual language program tend to have higher academic achievement, and that students perform better with tasks associated with problem solving and critical thinking skills. And in addition, in a dual language program, as you know, students are taught in two languages, which helps them develop both of them in a fluent manner. This exposure encourages our students to think and communicate in different linguistic and cultural context. And as a result, our students can more effectively communicate, um, express themselves in a broader range of situations, which leads to those enhanced communication skills. As part of our learning, students in a dual language program tend to have a higher sense of cultural awareness and sensitivity, which supports global citizenship. And last but not least, dual language programs prepare students for a wide range of global career opportunities by equipping them

031with the linguistic skills that are necessary by, um, building their cultural competence, which leads to having them being able to navigate that the diverse workforce environment, um, when they get to that stage in their lives. We are very fortunate that we are part of a state that the state of California that supports dual language education through various initiatives and policies. In 2016, 73% of California voters voted to reinstate bilingual education programs back into our schools. In 2017, the State Board of Education approved the English Learner Roadmap in support of embracing the importance of linguistic diversity in our schools and recognizing that having access to more than one language is an asset. In 2018, the state superintendent at that time, Tom Toon, presented Global California 2030, which is a state initiative that is aiming to expand

032multilingual education in, in California by the year 2030. So how does the work and the goals that are outlined within Global California 2030 connect to the work that we have here at Morgo Unified School District in regards to dual language programs? One of the goals within that initiative is for schools across the state to quadruple the number of dual language immersion programs that are available for our students to participate in. And for at least 50% of all students in K 12 schools, to be able to participate in programs that lead to proficiency in two or more languages. In addition, there are goals and connection to the state field of Biliteracy. The State Hill Biliteracy is a prestigious award where high school students are recognized for demonstrating proficiency in more than one language. By offering a

033dual language program at Morongo Unified School District, we will be in clear alignment and in support of these areas and the goals that have been outlined within these areas. The state of California has identified the criteria for a student to earn the state IDE literacy. Students have to demonstrate proficiency in the English language as well as in another language. And that can be demonstrated through the completion of coursework or through an assessment which has been outlined again by the state of California. Last year we had six students receive the state IDE literacy. This year we currently have 37, and we are expecting to assess additional students. And so definitely we have seen a growth, but we strongly believe that that number can continue to grow. In addition, the state Biliteracy obviously is a personal goal

034that is met by that student. But in addition, when students receive the state by literacy recognition, they are helping us as a district with our college and career indicator on the California dashboard. As it is one of the ways that our students can show that they are prepared for college and career readiness, There are a number of different multilingual programs. And at Morongo Unified School District, we are looking at offering a two way immersion program. By choosing this program, we are opening the door for students who are English only speakers to be able to participate as well as English learner students. The instructional component or the minutes allow for 50% of the day to be provided in English and the other 50% of the day to be provided in the target language. In our case,

035that would be Spanish. What you see here in front of you is a draft, and I want to stress the word draft. This is a sample of what the instructional minutes might look like. Now keep in mind we are still reviewing our minutes. We have a total of 330 instructional minutes four days out of the week. And on Wednesdays we have 220. Um, we were able to visit a school district out in the San Diego area that had very similar demographics to our district, um, with similar percentages when it came to English only students and, um, the lower percentage of English learners. And so this mimics what they offer, but at the same time, we realize that we want to make sure that our schedule ultimately reflects our needs. But in order to be, uh,

036uh, to really follow the instructional model, what would not be to change would be the instructional minutes. Um, it would be 50 50. We also have a sample of what it would look like for students in grade four through six. And so the goal is that we would begin this program next school year at the kindergarten level. And so the following year that kinder cohort would move up to first grade opening the door, then for a new kinder cohort to come in. And every year the cohorts move up in grade levels, right? Just like our students currently do now. Um, and so by the year 20 31, 20 32, we would have a cohort sitting at every grade level at the school that we identified to offer the program. As, as far as next steps,

037we have been working with our human resource department to, um, identify the staff member that would be able to fill this lot. Um, in addition to regular credentialing, uh, the individual will need an authorization to teach a second language or to teach that target language of Spanish. We're also looking at the current curriculum and we're determining which of those, uh, publishers currently have, um, what we call, um, like the, the partner curriculum in that target language. So in Spanish. And if they do not offer it, we're looking at alternatives. We are, um, scheduling some parent informational sessions coming up on later on in the month of April as well as into May to not only be able to answer questions and provide program details to the parents that have already expressed an interest, but also

038to see if there are additional individuals who have an interest. Um, enrollment window opened up this week, and so our goal would be able to be able to speak about the program on our school sites, enroll students as they are registering. Um, and that last piece is very critical for that enrollment piece. So not only is it important to train our teacher that we eventually find and the teachers that will be part of this program right as it grows, but it's also important to train the school site where the program would be taking place so that office staff is able to answer questions, they're able to direct parents and be able to talk about the benefits of such a program as parents are registering their children. So with that, I open into any questions that

039you may have. Caroline, Hey Gracie. Hi. Or Dr. Gutierrez. Um, how many participants took the survey? We have a little over 80 that completed the survey. Most of them were from the west end of the district, and so we are looking at, um, Yucca Valley Elementary. They, um, so what the research really clearly shows is that English learners really do benefit from such a program. It allows students to be able reclassify faster. And Yucca Valley Elementary happens to be the elementary school with the highest number. Not that they would be the only students eligible, but it's definitely a very strategic, um, school for us to focus. And the site administration and the staff have been having some conversations for a couple of years about the possibility of this program. So there's definitely an interest. Yeah,

040I think you're gonna have to look at the staff at that school before you, you put this type of program over there. I think it's gonna be really hard to pull off. Um, I think it's great. Don't get me wrong. I worry about funding. We're being told sometimes that we, you know, can't get rid of a combo or we can't do this. So now we have a new program and we can immediately fund it. So the way that this would work, um, is the students that are registering in kinder were already coming to us. Okay. So it's already included. They would be the kinder students that would have registered in the classroom that was providing English only instruction. But instead now those kinder students coming to us have a choice. I want to be in

041the dual language and be able to be part of that one cohort or going to the same instruction that we've been providing, you know, year after year, which is great as well. Um, so we're not necessarily bringing in additional staff members. It would be a full-time employee that was already designated to provide kinder instruction. Now it's just the program of instruction is changing for that person. So they would have, but they would have to have both credentials. Yes, absolutely. They, it, so they would have to have a multiple subject at the elementary level. Of course. Yeah. And in addition to that, by legal authorization. Woo, we got that. Yeah, I was gonna say that's kind of a needle in a haystack. So, uh, that's, so one of the things that I have learned is that

042our universities, because of all of these, these initiatives and efforts that have been taking place across the state is an authorization that universities are promoting. And we are beginning to see more individuals, um, you know, graduate leave college. Um, not saying everyone right, but it is something a little more prevalent than it was a few years back when bilingual education was not allowed. Okay. Is this funded through grant funding? It would be general funds. It's general funds, yes. Because it would be the equivalent of a general funded kinder decision if, well, I don't know. That might under prop 98. No, that wouldn't cover prop 98 wouldn't cover kindergarten. Is that general prop 98? Prop 98 general funding? It's just, so it would just be under the general funding? Yeah. And no extra grants or anything

043for this? No. Okay. I don't know if this is a question for you, so please don't take it meanly, but why so fast on this? I just have a issue with, uh, I'm at home and I get a call, oh, we're doing dual open immersion. And I said, what? I haven't heard of that. So it's getting posted to a Facebook social media page. And then I'm getting bombarded with questions about our program. So we gotta work on that protocol just a little bit. I think it's great. I just worry that we're always, I, what I've seen since being on the board is, what else can we do? New program, new program, new program, new program. Oh my gosh, we got so much going on. We've lost sight of the core programs, you know, especially for

044our special ed students. So that's, that's where I, I'm struggling, but that's just more of a complicated question. So that's how I got, thank you. Oh, thank you. Um, like you said, we're going to be utilizing, you said existing staff for this position originally. If this goes into effect next school year, we're gonna just need one. And, and it may not be an existing staff member, but it, it could be someone that we hire, but it would not be in addition to it would be because, you know, we have teachers that leave. We have, we just went through a hiring fair. So it would be one of those months, um, for what would have been a kindergarten teacher slot. And as we progress throughout the years, like the first year we only need one person,

045then we need two, three growing. And is there, are we seeing by staff and other people applying for teaching positions that this is something they're interested in doing? Or are we seeing a lot of people with this credential to teach? Both. I don't have the answer to that. I, I, I do know of one individual who is about to clear her credential, who is interested in teaching the program, but obviously that would only cover us for one year. Right? Right. It would not be this year. But as far as applicants and them coming through with this additional credential, I don't know what we're seeing, um, on the HR end. Um, and at this time. Okay. Um, my other question is, um, going back to your slide about the state seal of Biliteracy, that's amazing to

046see the 37 students that received that this year. Incredible. Um, when you say the, the English criteria versus the other language criteria, they have to have one of the English criteria criteria as well as one of the other language criteria? Yes. So they have to meet the criteria for both languages. So if I was a student and I just took English and I got a 2.0 GBA, and then I also took four years of Spanish and maintained a 3.0 as long as your average meet or exceeds what is stated, then you would qualify. So that would be meeting it through coursework, if for whatever reason you don't meet it through coursework, that you would meet it through an assessment. Assessment. Yes. And so I would like to point out that as of, I want to

047say two years ago, you had to do both. It used to be coursework and assessment. So now that, or that you see under English and the, or that you see under other language that used to say and before. Okay. And this, how long have they had this? Because I don't remember this being offered when I was in school here. Do you know? So California first offered it in 2010. We were actually the first state in the nation. And since then, every state now has something similar in place. And so we have definitely come a long way from when it first came out. Um, but yes, 2010 was when it was first offered. Okay. And then when you go to the types of multilingual programs, what differentiates the one that you're choosing? The two way Dual

048language immersion from the other programs that are listed? So what we really have to consider is the student population that we serve. Um, so for example, if I were to be at a school district where I had a really high percentage of English learners, the two way model may not be my best model for that particular district. So what we know for sure is that we are looking for students to develop and maintain most languages throughout their schooling. Um, really the goal would be a, a dream goal would be to have students move into their school, like through a language pathway, maybe even into high school. Um, and not have it be a, like a subtractive model where one language gets taken away, but both are maintained. So truly have fluent students that are graduating

049or high school. This program, the two way allows for the development and then being able to maintain that. So it, it allows for native speakers, um, which would be our English speaking students, as well as the English learners. When you look at the developmental bilingual, that is primarily for English learners and it provides more of that language acquisition support. Um, and with developmental bilingual, the goal is also for students to remain in the program throughout their education. However, there is more of an emphasis on recruiting students who are English learners. Um, with the dual language, it would be great if we were to find student population where 50% of the students were eos and 50% were als. That might prove to be a little difficult, but it doesn't matter. The research shows that offering, at

050a minimum, the target language can be no less than 50%. And so as long as we offer, the research does show that students tend to be successful. The one way immersion, um, it provides instruction in English and the target language, but the students that are in that program usually only speak English. And so they all have different nuances and, you know, um, that's what makes them stand out from each other. Okay. And what you said about hopefully providing this pathway into secondary education, how is, what would that look like? So what, one of the reasons why I really want to just highlight that this is a, a draft instructional minutes model, is because from what I have seen school districts do as students go into like fourth grade, sixth grade, sixth grade, where, um, we

051just begin to see an escalation within, not that there's not an academic focus, but you know, initially many times you are learning to read, right? And then later you're reading to learn. And so I sometimes see districts, um, offer both English language arts and Spanish language arts, but then there's an emphasis in like social studies for history being provided in Spanish, which allows students when they go into middle school, that's a really clear path to continue with that. Um, in Spanish, keeping science in English, students are tested. That is one of the state assessments. They are tested in science. And so kind of keeping that one in English. Um, at the middle school level, I have seen where sometimes it's hard to do 50 50, but you get as close to it as you can.

052Um, so you will offer like an English language arts class plus a Spanish language arts class, which ends up taking an elective spot. And so students who participate in this type of a pathway, um, you know, they, they have to have that academic mindset because in essence they're giving away, you know, uh, an enrichment type of an elective for an academic one music. And so, but you do have families and students that are very dedicated to being a part. In fact, my experience, um, and and what we have heard across the state is that sometimes when there is no continuity, students feel like, well, what do I do next? I've been part of this program for six, seven years since kinder, and now I don't have that next step. And so for me, that would

053be the ideal to have it extend into middle and into high school. Um, that's an example of what a schedule might look like, where Spanish language arts, social studies, and one another class would be provided in Spanish. And it gets a little trickier, I'm not gonna lie. 'cause now you have to have a teacher with a single subject credential as well as a Spanish Spanish authorization. Okay. That I, that's it. I'm a, I'm a little bit confused. Okay. I'm a little bit confused about, um, how exactly this is gonna roll out. Are you talking about doing it just at the one elementary school this year? Right now, that would be the goal one elementary school as as much planning as we put into it, you know, we will learn through that first year. And we

054have the major, um, the major elements of the program identified. But, you know, as with anything, we'll be of certain, and we might have to make slight adjustments, but, um, it would be a great opportunity to offer it in different parts of our school district. But at this time, it would only be at that one school to kind of just get it off the ground. So the interest form that you put out was that to Spanish speaking? It went to all the families. So the English, um, language learners, you said that it was priority for this program, or it's supposed to be 50 50? It, it would be open to any student that would be interested in. And so they will have a choice whether they want to be in this particular, is it gonna

055be just one kindergarten class? It would be one class. It would be one class, yes. And then the English learners, they, their parents have the option to put them into that particular class. Is that how it's gonna be? All parents would have, all parents would have the option. Parents of English only and parents of English learners. And then the other question I have is, um, the state seal of Biliteracy Biliteracy, all of the eligible, all eligible school districts will offer it. What makes a school district eligible? But obviously we are eligible. What, what is the eligibility requirements? I don't know quite honestly what would make a school ineligible. Can you think of anything, Amy? If you were possibly a charter or maybe Private, all eligible public K twelves, all public K 12 Schools would be

056eligible. Okay. But one of the things to add to that, though, you could be in a school district that doesn't promote or raise awareness to students about being eligible to receive this. You could potentially have staff not writing reports to see who automatically meets it. Um, you know, so I guess that would be another way to be eligible and not have students get this recognition. I guess I'm a bit worried about the sustainability of it, um, with our current administration. 'cause you know, English has been declared the national language at this point. So, you know, it's, it's a bit of a concern for me. That's all I'm gonna say about that. Thank you. Very good presentation. I, uh, the first I had some questions about it, and I still do a little bit and there

057may be more comments now, but I, I, I have to say, I did go out and do some research on this, so I got a little bit smarter, not very smarter, but a little bit smarter. But, um, you know, when I think about, you know, where we are now in our current academics, uh, we're striving to get better. And not just our school district, but the state. I, I feel we have a long ways to go before we really, or ready to hit something else, maybe. Um, we've got some programs in place. A lot of things are working out there, I think. But I think we need to, or I feel we might need to move on with those before we start tackling anything else. However, this really sounds good. Uh, and then I, I

058think about, you know, we're only gonna roll out one school, one kindergarten. We're gonna give it a shot. And you've been out, you've been looking at all these other schools, so you have a much better field for it than I do. But then, you know, I'm thinking about, you know, we've got this, uh, TK program where we're certifying all these teachers that are going into that. 'cause they don't have all those certifications. Now, now we're gonna have another certification go around and go through and, and they can all I, I think probably all this can happen. I'm just a little bit, uh, concerned, I guess. Can you speak to any of that? Uh, I don't know if any of those were questions. I can definitely speak to the first comment about the effectiveness of the

059program, how we're doing as the district, how we are doing as a state. And so I do want to say that any, anytime that we bring a program forward, there's no reason for us to bring it. If it is not, if the research doesn't show, it will give us the same or better. Right? What we don't want is to bring a program, program forward, um, that is not backed up by research. And so in, in, in looking at research done by, um, Stanford, K 12 collaborative by, um, by the California Association for Bilingual Education, Colier and Thomas, who are very well known for their work around these types of programs, all of the research is pointing to these programs being just as effective or more effective with particular student groups. Um, for example, you already

060heard me talk about English learners. They tend to reclassify quicker because they are using their primary language to make linguistic connections to English as they're learning that language. Um, it was also important for me to look up research about the effectiveness of the program, not only at the elementary level, but what happens to these groups of students when they go into middle and high school. And I did find one, um, one article that talked about at the middle school students who were in dual language immersion programs who were, um, English learners. They, oh, I already talked about the reclassification. But for students who were English only students at the elementary level, they performed pretty much the same. But when they go to middle school, the English only students that were part of DLI programs exceeded

061those that were those EO students that were not in the program. And so that was really reassuring to see that, um, you know, they are continuing, even if the program does not continue at the middle school level, as was the case within the research, but the fact that they walked away with this foundation and, you know, strong foundation in both languages continue to be beneficial for them down the line. I don't want left out. Thank you. Thank you. Um, so I, I assume you selected that Yucca Valley Elementary, something might be selected site. Is that based on the response rate from the individual schools and whoever had those responses from? Is That It is, it is based on just that we have the most responses coming from that end of the district in addition to

062the number of ELs that they have. They are, in most cases, more than double the number of ELs that are other schools. And again, not that they would be the only ones to qualify, but it gives us more of an opportunity to give the those parents choice just given what the research is showing as well. So I'm a family and I live in an zone. Can I get an exception to go to y Absolutely. This program. Okay. Yes. And, and we, that was one of the questions that we were asking within the survey. Okay. And then lastly, I think it's grade too, like everybody else apparently, uh, feels, but what happens, we have a kindergarten program. We go to first grade, we can't find an instructor for first grade. Now what happens to that program?

063I mean, we, we would have an obligation to continue. Um, I'm gonna defer a little to Stacy in regards to credentialing. Um, I'm sorry. I was having technical difficulties because this is not my normal life. Um, Not just so it's clear not already has her own special life, Stacey. This is new stop keeping me new things. Um, so the, just to be very clear, the bilingual authorization, yes, it takes us finding people who are bilingual, and it doesn't have to be someone who is academically bilingual. Um, but the bilingual authorization that Gracie's speaking of is a bilingual, um, licensure exam. So any multiple subject credentialed teacher who is also bilingual in that language can take the bilingual licens licensure exam. Um, and just like with anything, there's often, um, some kind of way that we

064can wait for them to, um, for a certain amount period of time. So yes, we will have to find, um, some bilingual teachers. And I do recognize that we don't have, uh, we do have some bilingual teachers in our, in our base, and we may not have the same number that some of our other districts do. Um, but we, I've not, I do know that we have at least two prospects right now. Um, and we can also see who we might give, bring into the district. So, um, I would hope that, you know, I, I love the discussion on the program. I think it's important that we're having this good discussion, but I wouldn't hope that the board would, um, not support the program to simply staff, because I do think that's a hurdle. And

065just to piggyback to that comment, the good things that were in California, so there are a lot of perspectives and a lot of possibilities to actually find teachers with Credentials. I just have one more comment I guess that I need to add. So you talk a lot about the EL families, right? Um, and, and this would be great for them. What are we doing for them anyways? For instance, as a teacher, my EL kids had laptops. They took them home and we did a karaoke program and some other programs because it's all fine and dandy if they're doing that in school, but it's going home that they're going back to their native language, right? So this program that we developed on the computer with, because Helen worked with the families and we had two kids

066reclassify in one year. I mean, not that I'm amazing, but I was so, I mean, what are we already doing prior to this to encourage families to be on board with also learning English as their second language As far as the students and our efforts with students, it is definitely a, a, a noted need. Um, where I have been working with my directors to put pieces in place, I feel, um, confident with some of our next desk. Not that we would reclassify everyone, but, um, we're having conversations already with our principals about how it is that students are placed. Right now you might have a school that only has one. Well, actually that one is now three at a school. But you know, that is, that is center of having three students only in the

067whole school. So when you only have three in the school or when it was one, how do you as a teacher, for example, maybe feel that sense of urgency? You may not, right? Because you don't have the number right. Driving that. Um, so we are looking at bringing training to our teachers. We've identified already some sources for that training. Um, where we, we have, um, an online type of program called Summit K 12 that, um, our bilingual instructional aide will receive training on as well as the teachers that we identify at the elementary, the middle and high school. We realize that the middle and the high school is a little easier to identify our staff because they're already providing a designated ELD period. But we've identified training for them. Um, we are reviewing the stipend,

068um, position for the site EL coordinator to be a little more intentional. Um, so we have a number of different actions that we've already initiating myself with Dr. Snyder to just really streamline our work for our ELs because we may not have a whole lot of ELs within our district, but for those that we do have, we're still responsible for, you know, their academic outcome and our goal is to reclassify them, right? And so these are some of the things that we've begun to work on already to put into place for next year. One last thing, just because Stacy said we already had two prospects. These are people that are already have the certification to teach, or no, these are bilingual candidates who may be interested in taking the licensure aid. Understood. I have another

069question too. The, the ratio of the English language learners and the English learners is there, um, a 50 50 ratio with that? So there are programs that are strictly designed that way, but there is also, um, the ability to not have to conform to that safety 60. I put it in my notes somewhere. Um, so it is not a, it is not a, a clear mind. It does not have to be. Um, so it, it doesn't have to be. And just to answer to your question, Roberta, uh, the, the programs that we've been looking into is, uh, is districts that are, have similar population to ours. So for instance, if we go to, uh, uh, Yvan Elementary, we don't have 12 kindergarten English learners, right? To join the program. Mm-hmm. So then we say, what

070are we gonna get the 50%? So that's why this program is intended for students that want to be bilinguals where there is 18 English only students and four English learners. That will be the case. And that's okay because, uh, because of our numbers and because of our population, we have to extend the program and provide the opportunity for our English only students so that they'll benefit. And I just wanna make the comment that I'm very excited about this even though it doesn't seem like I am with my questions. But no, back in the day when we had, um, classrooms full of English language learners, and no, I would, I would clamor about why can't English speaking students be in those classrooms? Because we know that young children learn much more quickly, second language. So that's

071why I'm very excited about it for that opportunity alone. So thank you Mr. Okay. You're off the hook. Thank You. You make a run for it. Very Good presentation. Yeah. Excellent job, Maria. With any public comments? Oh, there is one Excuse. Excuse me. There Was also one superintendent though. Okay. We do have a, uh, another, uh, another part of of my comments, I mean, and I wanted to provide just, uh, uh, Sharon's gonna be able to, uh, help us provide a little bit of, of a, an analysis of where we are with the economy and the projection and what we're doing next. So, Sharon, Thank you Dr. Vargas board. I, I appreciate this opportunity to give a federal update. Lots of questions we've been receiving, um, from board members, community members, the media regarding what's

072going on in the federal government, how does it impact schools. So I spent, um, and everybody had a really good time for spring break. It's a real busy time for fiscal. And, um, so I took a deep dive into what's going on with the federal government. A lot of it is unclear, but I do want to give you some of the information that I did, um, gather, um, recently. Um, so first of all, the US Department of Education put out a directive that school districts and states must certify that they're not using diversity, equity, and inclusion, which is DEI programs to continue to receive federal education funds. And we've been told by the California Department of Education that school districts currently are not responsible to do that certification and that they will give us further

073information on that. But the state is required to, um, to give some kind of response to the federal government. Um, the district is being proactive in making sure we comply with the law. So there's some things that we're taking a look at in that area Executive, there's an executive order on education. President Trump and Secretary of Education, Linda McMann, plan to close the US Department of Education. And they, they're emphasizing returning education controls to the states. Um, the US Department of Education is to be broken apart and moved under other federal agencies. They're telling us that the current funding, um, is specifically the formula funding, which is like title and a lot of funding that we receive, um, are gonna be moved with those agencies. Um, there's a focus on school choice, um, and competition

074to improve student achievement. Um, there are soliciting comments and they're working on guidance that'll be issued to, um, issue to us on, um, how that's gonna work and the possible use of federal funds for this purpose. Um, this may impact the Title one funding is what they're saying. Um, there was a letter from US Secretary about agriculture to Gavin, governor Gavin Newsom on concerns, um, alleged violations of the Family Educational Rights and Privacy Act, which is, um, USDA, um, funds Child Nutrition programs. The above mentioned alleged allegations could have an impact on funding for child nutrition. Um, what's an, what's going on in the, um, economy? What's the economic impact? Markets reacted negatively to President Trump's and post tariffs possibly triggering, triggering a, a future recession. That's what the talk is right now. Potential negative

075implications for the California economy, the state general fund revenues and Prop 98 school district funding. So what's our district response to this? The district is being proactive to assure compliance with the law and to maintain fiscal solvency during these uncertain times. Recommendations from the fiscal crisis And Management Assistance team, as many of you know, Mike fine, um, speaks to us on a regular basis, are to make sure districts can fund all federally funded district programs through June 30th, 2026, as the layoff window for staffing has closed for next year. Meaning that, um, even if we wanted to cut programs, we can't cut people because the layoff window has closed. So he's telling us to plan to make sure that if it gets, if for what federal funding does get cut, that we need to plan

076and make sure that we have funding to sustain those pro those people in those programs. Through the end of June, 2026, the district receives 14.5 million in federal funding to fund 18 federal programs. 69% of these funds are used for staffing, and 31% is used for supplies, technology, and contracts. Some of the staffing includes NTSS teachers, behavior, ias, bilingual ias, um, a large number of special ed staffing literacy coaches, ptosis a large number of nutrition services staff, job coaches, um, student workers in the DPP program, stipends and extra duty pay for pd. The good news is that we do have the Learning Emergency Recovery Block grant and the am IM grant that haven't been fully extended. Those are discretionary grants. Um, we are funding some of the positions that we wanted to keep from our

077covid funds when they expired in those positions. Um, the, those balance has 3.6 million, or excuse me, $6.3 million. Nutritional services has, um, over 6.7 million in fund balance that if they had to operate, they could operate all next year without federal funding. Using that balance, the district has also fund balance that can be set aside and committed. The board will be discussing fund balance commitments at a board workshop in May. This workshop will be after the governor's made a revision where hopefully we'll get some updated, uh, information on the state budget, school district budgets. Um, and so hopefully we'll be able to have some more information for you. Then. Um, that's the, um, federal update that I have for you. Is there any questions? Thank chairman. Thanks for that uplifting report. Um, the one

078that I have the most is where definitely we're going into a recession. Uh, I mean, economists are saying it everybody, right? How does that work with our, our bonds? Um, or any interest we may be receiving on any accounts. Does it, so are you talking about, so are you talking about measure C? Uh, yeah, measure. So measure C, um, I'm happy to report that we sold those bonds last Thursday. Um, it, and it was interesting because the tariffs came out on Wednesday, um, and Thursday, the stock market I'm driving in, I'm watching the stock market too. It's crazy thing. Wondering what that was gonna do to the bond market. Um, one of the fun things that you get do when you sell bonds is you get to get on the, uh, bond exchange and watch

079your bonds being sold. So, Dr. Vargas, I believe you were on there. I was on there. It's very cool. Um, we were attempting to sell $32 million worth of bonds. We had $90 million worth of interest in our bonds. So that was extremely, uh, uh, pleasant to see. I was like, I've never, I've seen, we've done two, um, refinancing or refunding of bonds in this district, um, to save the community, um, tax dollars. Um, in my last district, I sold bonds, so it's not the first time. Never seen anything like it. Um, so our bonds are sold. Um, we're gonna close next week, and then shortly out thereafter, we'll be receiving the $32 million worth of bond funds. So there isn't really, um, any risk in that. Um, the payback is through property taxes, and

080we were very conservative in our property tax information to, to generate these funds. Um, so I don't see a problem with that at all. It's the, right now it's federal funding, and of course the state funding, um, due to it, last time we had the great recession, um, those of us that were in these kind of positions was very difficult time. Um, the good news about the, our district is that we are positioned in a very good position with our fund balance to survive. Um, uh, a mile recession or even a medium recession, we have, it will buy us time to make adjustments to our district to right size it to our funding, whatever that may be. Um, hope that doesn't happen, but we are in a good position. So I don't want this be

081a whole downer kind of conversation. It is. Um, it is depressing, but the good news is, is that we do have funds to mitigate on the short term some of the, these issues. And I just want to add, I mean, to the measure fee, when they were, when they were giving us the interest, the projection actually that, uh, they gave us a projection on on Wednesday. Then on Thursday when I, when we met again, it came out lower. And, and they say the savings, what are gonna be, yeah, 400, wait, $430,000 of savings, 32 million, um, based on what the projection was the day before, um, which is a tax sinks to taxpayers, that, that's, uh, property tax, uh, savings to the taxpayers. Um, the other thing that, that was also lower than what they

082usually gave us when you all the sale, um, I think it's, I decide, I think I did the math and it was, we had $1.3 million less at the taxpayers based on the initial proposal. Um, on the interest rate, we did get a double A three rating from Moody's, um, which is an excellent rating for school districts. Um, we did not have to buy bond insurance because we have a such a good rating. And like I said, there was a considerable interest in our bonds, which was fantastic for us. So the, I'm assuming the bond rates went up on Thursday, so that's where the savings is coming from. So what happened, it was interesting that the, uh, the way Raymond James, who was our underwriter explained, is that there was, um, one, um, vanguard that

083wanted $25 million of our bonds, who normally plays in the stock market, doesn't play in the bond market. And so when the volatility happened in the stock market that, or that company wanted safe investments, long-term investments, and so they jumped into the bond market. And that's, I believe why bonds right now is going to be the investment of choice for folks that want conservative returns, but safe or Returns. Yeah. It's the flight to safety. Yeah. Yes, exactly. Alright, that's excellent news. Thank you. Alright, public comment, readout individuals may address the board on issues within the jurisdiction and MUSD Board of Education that are not on this agenda. There's a time limitation on three minutes per person and 20 minutes per topic during public comment. Please refrain from applause or recite commentary to ensure the board

084members can properly hear all public speakers. Members of the public are expected to maintain a professional courteous decorum during their comments, inappropriate behavior, which disrupts, disturbs or otherwise. The orderly contact of the meeting will result in forfeiture of your public comment privileges. The board is prohibited by state law from taking action or discussing items not included on the printed agenda. Public comments are specific agenda items will be deferred to consideration of the item on the agenda. And this evening, it looks like we have just one, which is Mr. Grayville. I'm first off, I want to say I'm deeply, deeply grateful that the council for the opportunity to speak tonight and the partnership we had with the school district, and especially the CT programs. Um, I'm Jeff Rabbo and I'm honored to be the corporate chairman

085of Los Medical Arts Farm Doctors. Uh, during their goal anniversary of 50 years of service on March 8th and ninth, we made a significant impact in Yucca Valley High School, uh, with our annual clinic providing critical, crucial healthcare North Services. And I also want to say thank you to, uh, miss who, uh, really opened up the high school. Uh, it was truly a community event sponsored by the healthcare district, the school district, the VFWs, E 1 0 7 7 Desert Trail, high district star newspapers, CCB newspapers, the M-T-A-C-S-E-A and many others. Uh, we held our largest clinic, uh, in the base that we've ever had. Uh, we teamed up with other professionals, uh, both local and out of the area. We had, uh, several dentists who flew down from San Francisco. We had one California

086dentist you actually drove in from El Paso, Texas. Uh, over half of the 150 daily volunteers were MUSD students. And we could not have done without the, uh, a SD students of Y Fantastic. As were the Cadet Corps of the, the, uh, medical assisting program, the Dental assisting program, culinary program, uh, were all outstanding. Uh, we have been asked to take the Fine Doctor's program to the Central School district in Rancho Cucamonga and, and make it so much simpler if I could just pack up the CTE program and bring it with me. As a result of the clinic, students were invited to visit not only Western Medical University in Pomona, but also Loma Linda University. Both schools have invited the students to have lunch discussed with the students, meet faculty, the admissions department, and the

087financial aid department. When measured the tr the clinic was a tremendous success. It provided over $125,000 of free care to our basin residents at the cost of the flying doctors of approximately 10,000. To us, that is a great return of investment, uh, as we have been asked both during the clinic and in the days and weeks after the clinic. Uh, we are planning to return next spring. Our goal is to reduce costs while increasing the number and types of services provided. We are also planning on providing a vision only clinic in August, right before school starts as well to say. Volunteering with our planning has already be, has, uh, already begun. But we are currently planning for 12, I'm sorry, 14 plannings next year, both in California and, uh, in, uh, Mexico, Haiti, Guatemala. Uh,

088but As I say, volunteering with US planning has already begun. Come see me. Thanks again. Thank you. Next up is the adoption of consent agenda. Any discussion or items Do we need to Approve? Actually, let's have a motion first. I motion. Thank, Um, I don't need anything. I don't think anything pulled, but I do have two tiny little questions. Would you like to pull 'em for me to ask the little questions or would you like to proceed with asking the questions? Now We can go ahead and pull On. Okay. It's gonna be course outline, history of Brock and Roll. Okay. And then the other one is, uh, deed item number five, authorization to advertise BID for the fueling facilities. Upgrade. That's all I have. Okay. We have our motions. Uh, we'll be moving Item six

089and excuse me, two dash six. And then item D by all in favor A. Aye. Any opposed? Five zero Harley, take it away. Alright. Um, The course outline for history of rock and roll. Super easy question. Can this be dual enrollment? No, That wasn't fun. Uh, Why? No. Alright. That was, uh, the biggest, is it because it's an elective Ms. Woods? No, it is because The, The teacher who's going to teach it for us is teaching it for a VA of credit or visual performing arts credit. Uh, A to G uc, portal proof, dual enrollment can never be a to G uc portal. Got it. Okay. Cool. That solves a lot. That was just, I looked at it and I said, Hey, wait, I took that ED will CMC. Um, so we can vote on

090that one. I have nothing else. All right. Can I get a motion to approve item six? So move second. Sorry. We should have motion and I Talked to my Big That's okay. All all in favor? Aye. Aye. Any opposed? Five zero next vote. Alright, Let's, I so move to talk about the authorization to advertise date number 25 dash zero three Second. All right. Uh, is the date I on this, it says May or March 12th, 2024. And does, mine Says something different. I just wanna make sure we have the date right for it. I'll, It looks like that's when the board approved s design services and it looks like just now is when the services have been completed. Is that that's what I wanted. Yeah. That's cool. Okay, great. That's all I wanted. Thank you.

091Proceed, your Honor. All right. All in favor? Aye. Aye. Aye. Any opposed? Five zero Thank you. Action item adopt resolution, that 25 dash 22 to authorize temporary borrowing enter fund borrowing between funds of the MUSD for the fiscal year of 25 26. Second Moved by Carol Lee, seconded by Roberto. All in favor A. Aye. Aye. Any names? Five zero. Next up approve the submission of declaration of need for fully qualified Indicators on behalf of MUSD for 25 26. I have a motion. Move by P Say it. Go ahead. Uh, and then we can talk about it or, yes. Perfect. I'll go second with Roberta and let open for. Awesome. I have a lot of questions. Okay. Take it away. Um, these emergency permits, so there's two, um, different classifications. It looks like we're looking at,

092or several, I should say classifications. The first type is the CLAD English learner authorization. Can somebody speak to exactly what that is? So the CLA authorization is something that California requires, um, all of our teachers to have and teachers who get teacher credential in California get it with their, with their teaching permit. Teachers from out state, they typically don't have an emergency permit. CT teachers also always will have to have an permit as well as, And just to, to an overview as well, this isn't, this is a declaration of need has to occur and be submitted prior to being able to apply for AMY rss. So doing such in April, we don't, these are not tied to particular teachers yet. This an anticipation of a potential need so that when we're in the hiring process,

093we don't have to wait a month and request board approval for, for something that we've already covered this. So by, by approving this, which is pretty much an overestimation of the number of permits that we will probably need, that helps our efficient hiring process so that if we do need to have a teacher coming from out of state who needs a cloud, we've already had the board approval for the declaration and we don't have to to wait to hire them. So this only, these are only going to be used for out, out-of-state teachers? Not necessarily. So it could be for an out-of-state teacher, it could be for a CTE teacher, it could be for another teacher who is on an intern or a pit. It could be for a variety of teachers maybe. And it

094is an emergency because, because California requires you to have an English language learner authorization. And if you don't have it, then they give you an emergency plan. Oh, is there the not requirement to get it? It's just Oh, no, no. They, they then are subsequently taking coursework to complete. Oh yeah. Okay. Yeah. Yeah. Any of these appointments. It just sounded like we're just handing them out. Oh, you don't have one? Here you go. No, you have one. Here you go. I got one. Any of these, have any of these have requirements involved? Involved? And the teachers need to make progress towards that. So, so to me it something like this is a lot, this give some discretion now with that means, I'm Sorry. No, go. Um, would that being said, what sort of timeframe do

095we give them to complete their, their requirements? So the CTEC regard gives them those timeframes and they have to take a certain amount of coursework in a given time. And it varies based on each of the different officer. So it's not Come one, It's not, it is our decision. Okay. Sorry. Anything else beyond, Um, yeah, I'm assuming that the emergency transitional kindergarten is because we're meeting them because of that new, uh, law to have TK every Yes. And to be honest, um, but to be honest, this one we are again is an overestimation. We're not sure how long it will take them. Uh, the CT C to review and approve the child development site permits that the board approved that resolution in February. Um, as, and many of our teachers will be going that route.

096So this would be in case that process takes longer than we would like it to for CTC. Okay. And then when we get to the limited assignment permits, those are, those are our current teachers who are currently credentialed in one subject matter who may be interested in teaching another subject matter. So it would be like an English credential teacher who's gonna teach you math. They can get a limited assignment permit and then they have, again, a certain amount of time to either take the math subject matter competency or the subject matter authorization, um, coursework and they can perform those services on a limited assignment permit. In the meantime. 'cause I was looking at the very specific subjects like world Language and Music and chemistry and physics that don't seem like anybody can just get up

097and teach that. So this is something you would say, we don't have a French teacher next year and we need someone to fill the space. And we say, here, you took French and you can campus credential and as long as you fulfill the, how does that work? Can you walk me through They have to still be qualified and capable of teaching their class? Yes. So for, and for example, one of the reasons that we put these, again, not necessarily anticipating them, but we did run into this last year where we had to revise our declaration of need, I wanna say in October when we were looking for another section of foreign language. And we had a tri trilingual teacher currently teaching French but didn't actually have the Spanish single subject credential. And Amy needed to

098prep purchase, but we had to go back and revise our declaration of need 'cause we hadn't indicated French. So this time around we said let's throw some, some French in there just in case so we don't have to bring it back to revise it for you. Can I admit this because Stacy's just too politically correct. They do this every year. This is to say the district, if they find someone who doesn't have the permit, simple as that. So they can hire somebody as a short term permit. Let's say they just got their bachelor's degree. They are in a credentialing program. Stacey can give 'em a job for a year. If they don't get their rega and there's TPAs and all that stuff died, you're out. But then she can hire me as an intern. The

099short term part where they have two years to do their credentialing and get it all done. But this is just, it's the same with the one right above. They do these these things every year just to, you know, cover yourself. So they just put everything in there because I think we have plenty. We've got physics, we've got chemistry, we have those set. But I don't know, Stacy's more political, I'm just gonna say to have to do this just to cover ourselves each year. It is an annual event and we typically, but it can't be alarming to somebody new. So it can be, and and we do, and I'm glad we're having the discussion because we are putting it on the April board agenda. We, we typically don't have it in until May or June. We

100have a little bit more understanding at that point in time of what we might be, our numbers might be closer to home at that point in time. This year we pretty much did throw it all against the wall. 'cause we want to do it earlier because again, our office can't start applying for these until this is passed. And so if we wanna hire the people that we just interviewed at the recruitment fair and one of them needs an intern credential, this has to pass first before I can offer them the shop. So it's important that we, that we do the process. Um, and then when we, it gets down to the bottom of the performance, says, does your agency have an intern program? We don't have an intern program. And it says we have a

101residency program. But then it says, how many interns do you expect to have this year? 15. And then if you look below at those interns will be coming from the potential, there's a college list of college potential list of colleges. The college has the intern program. Yeah. And we're just, and we collaborate with our COE and S-T-C-O-C and those for district entry programs, those county offices offer district entry programs. Okay. In, in recent history, what percentage of the teachers are not, uh, completing the requirements to go from that status to the full-time teacher? We, the interim requirements? No, just, just in general. So you, some of the emergency credential, I mean, what percentage of those people are those folks are not completing and we just have to get rid Of them? Oh, I, it is,

102I I am not gonna give you a number without being accurate and going it back and looking for data. But typically our teachers who are on an internship or emergency program, unless they create, you know, come up with a stumbling block that's beyond their control, they typically complete the program. Um, or unless we non reelect them because they're not performing. Um, but I would say typically that they do move through their programs, but I don't want to. So What was the percentage again? I do not wanna give you a percentage without actually looking at in, I, I can pull a number, but that Be approved. Fine. I just was curious. Uh, you would like to see them complete, become Absolutely. Part of community. Of course, of course we Would. Gotcha. Any other questions? Thank you.

103Next step is the designation of, oh, we gotta vote. Yes. Uh, let's see. We already have a motion. Uh, all in favor? Aye. Aye. Aye. Any nays? Five zero. Now we're gonna go up to the 25 26 designation of the CIF representative to lead to ensure the district maintains its voting privileges and remains actively involved in CIF decisions is recommended that the board approve the following as CIF representatives would be Michael Ruggiero, principal at 29 High Joshua Art ABD at 29 High. Dina Ssta, principal at Yucca Valley High and Jeremy Johnson, athletic director at Yucca Valley High Vote. Second. First and second. All in favor? Aye. Any nays? Five zero. Confidential adult student parent settlement approved a confidential settlement between MUSD and the adult student parent of number one. 7 3 3 7 1 1

1042 8 6 oh A H. Case number 2 0 2 5 0 3 0 6 4 5. Signed on April 4th, 2025. So Roberta, second by Pete. All in favor? Aye. Any names? Five zero. Next up items for review. So wanna talk about one? Um, yeah, I can, I can do that. Okay. Uh, so second review. We have you go ahead and stop me if there's anything you wanted further or should we just poll and item? It'll be easier. No, because not poll. Okay, Just a session. Yeah. Second read and review is the uniform complaints procedure, chronic absentee, I, truancy first read we act, conduct, we're at mobile communication devices. Okay. So I just wanna say as a comment, um, I know personally from the secondary schools because my Students, that the no cell Phone

105thing is going really, really well. Um, the kids are doing pretty good with it. We've had no issues. Uh, but I wanted to go over this and I marked some questions. I apologize. This doesn't have a way to take notes or anything. It's, I know somebody took notes off of it. Dakota, I need like notes. Uh, yeah, something like that. Okay. Um, is this the policy We're gonna put boards for the cell phones starting in August? Yes. Okay. I just wanna make sure that there's consequences. That's So am I missing something Dr. Vargas on? Because I don't know, I worry about if there's no consequences, what it does to our secondary principles. I read the other one, but this is different. That doesn't count. Well this one's different than that other one. That's Amy. Can

106you tell us which one is which? Well, or it Gets clarification. The Policy 5 1 3 1 0.8 mobile Communication Device Is the Official policy that's been sent to us through CSBA For adoption To reflect the new law 32 AB thirty two sixteen regarding smartphone Limitation. The consequences can be found under prohibited student conduct that includes but is not limited to. And it gives you the list of, uh, disruption, defiance damage to property and also gives you number nine, use of a smartphone or other mobile communication device in unauthorized manner. It also goes on to say that employees are expected to enforce the standards of conduct and when they observe or receive a report of violation, that they would appropriately intervene, seek assistance and refer the matter to supervisor or principal. It also states that

107when a student uses any prohibited device or uses a device in unauthorized manner, a district employee may confiscate the device. The employee shall store the advice securely goes to the principal. And then it also goes on to state students who violate district or school rules. Number nine, smartphone violation being one of 'em, uh, shall be subject to discipline, but not limited to suspension. UL transfer to alternative program, referral to student success team counseling, denial participation, extracurricular co-curricular, other privileges. Basically this gives, um, the administration the authority to discipline on repeated violations of defiance or disruption related to any number of things, including smartphone. There's a, a consequence matrix that, um, I did have sent to the board, um, that the secondary principals actually created and which is, um, they are utilizing right now in their

108soft rollout and we'll utilize next year as we start the under unconscious. That was all. I, it was two different things. So I wanted to your Thank you so much. Okay, next up is headlights. And I actually had a question on this because what, like, the language changed where if a student is, um, found to have headlights, um, they necessarily not sent home the same day anymore. That's the way it sounded like it's worded. Correct? Correct. We are aligning our policy, um, changing our old policy. If you could see the date is from 2001 and we are aligning our policy with the county and the state policy. And that was adopted in 2012. Our policy's failed. So that's the intent of this policy and the change. And we'll be working closely with Wayne Hamilton and

109getting, um, kits to be able to give to the families to help them. So to get rid. So is this in an effort to not embarrass the child by sending them home in the middle of the day if it's detected? Or what is the intention of this kids in school? Just to keep them in school. And so if they come back the next day, they still have life. Save kids, talk to the parents and but keep them in school. Yes. That's the intent. That's the way the policy reads. Yes. So what about the parents that may not like that, you know, I, my child doesn't have lice, but a child like not to be mean, but somebody like, I'm not comfortable with that. What does that look like? Just working on aligning our policies with

110the county and the state and I I shared with you the county, um, we are agree. Did you, okay. I gave you, I put out there for so to read what the cavity has put out on, on headlights because there has some studies on headlights and submits to what, um, headlights was or does and how it spreads and it doesn't cause disease. It's just above. And um, it doesn't jump, it actually crawls. And so there's some myths that have been out there for years and that the county is putting that out. And that's how the policy's changed back in 2001. For the state level, we just have been holding out to align. Do we give out, Do we give out kids? Absolutely. Yes. Oh, okay. So let's say, because we don't have a community center

111thing going on yet, which we gotta figure that one out. Let's say a parent, they're homeless, right? And the kids are homeless. Maybe they live on the BBL M land, they don't have running water or a place to do it. Where I, I don't know if, maybe this might be a question more for Wayne, but where do we come in and Sherman the proper hygiene to take care of that? And I will, but when it comes to that, I can, I will say tag team this With me. So, um, we would Provide the kit You have for, and we have, uh, place, you know, if that's a situation, put get them, uh, hygienically back in shape and then back to what they do. The big deal is everybody, people don't understand that that child life

112probably two to four weeks before. Okay. So the license there, if they don't jump, they don't move. Be keeping children out of school. There are cases where kids go home with every student. If they come back and they're not, then you go out there and that they're being used. Right. Or they need to, My only thing with the policy is I'd like to see that that kit is in the policy somehow that we will provide the kit. That's all I would, I I mean for now, I mean I know this is a first read, but I don't know if we can add that in there where the kid will, because if you're going to say the kids have to go back to school, right. If we follow the policy, it has to be, but in

113the policy it says that the parent or guardian shall be informed, but the student shall be checked upon the return to school the next day and allowed to remain in school if no active headlights are detected. Yeah, I just wanted to make sure. It doesn't say if whether or not they have an active head license. It just says they're allowed to remain if active head license detect. So I I'm talking about a kit. I don't know where you that part, but no, I I I'm, I'm tracking, but I think it, it is, you ask BCA The recommendation by pediatrician, uh, the school board of nurses, the national association for has said that there's not a problem with them coming back. Okay. We realize what's going on. We to that our, is that we have policy

114and that's what we need. Okay. They're allowed to come back if they have send follow up where they get most people that do that. We don't to make sure that RID is something that we, that's the policy that, again, our policy thousand one and the county, the state changed their policy. We're looking to align our work policies with accounting, the state. I just came from an elementary school where there was an active outbreak of life and it went through the classrooms and it was awful. And I remember staying home and lots of classmates had to stay home and get, it was just an awful experience. Um, what, what all the parents had to do. 'cause parents had to take time off of work to treat their kids. They had to stay home with their kids.

115So I understand why it's important to get them back in the classroom, but it, I don't know. It just, I, as a parent, I don't want my kid to catch lights. I know how awful it was. It was not a fun experience and I, I'm just upset that You information on it. You can take, look at it, the package, you decision, you have a question. Once you're looking at, you can still change anything, right? I mean this is, you know, if you see anything that we wanted to change, kind of like we did on that other one, you know, that's Quite, I like this first read for the discussion. And just to piggy up on your comment, the language right now says if there's no active lights, so we can work with the, with the

116school sites to make sure that if a student has active lights, the idea is for us to be proactive, but we don't want to do is, okay, you have lights, okay, out the school, we'll see you a weekend then keep coming out the same. Right? So the idea is if the student has that, then bring the parent in, work with the parent, provide it with the kid, make sure they do the treatment, and then they come back the next day so that we can see it. And if they take the day to the treatment, they come back, then it actually gives us proof that they're working on it. Then they give them back. But what we don't want that is just to shut them away, number one or number two to say, uh, you know

117what, here's a kid, go do it. We have to train, we have to educate 'em and we have to provide the means to do. And if he's recruiting event, that's when Wayne will need to be providing you the other means of support. But we don't want to cause an outbreak. So We do want be proactive. Now, now the kids that are at every site in the district. Yes. And then do they expire for the migrants? There's nothing like that where it's chemicals. They're, they're probably about two years before they fire. Okay, watch that. I do not have it. I don't see I was gonna say to go through them, we give them out more than we have in stock. So we're constantly ordering them and having more. So our services office in a request, would

118they get down to one or two or if they had to move on, they request one. Okay. So Office. So each site's responsible to make sure that they have So well at there, there are gonna cases that not cut. Okay. There is possibility that we can have somebody come out. It's two 50 them to come out livestream. Mm-hmm. Okay. But that's three days of a week because of, you know, something that we could treated that are not Anyone else. Thank you Heidi. We appreciate it. Your expertise On this and I'll send some information on and um, have any questions for. Great. Thank You. Okay. Work policy 51 47 drop off prevention board policy 61 12 school day work policy 61 63 for student use of technology for policy. 61 74 education for English learners for

119policy 61 77 summer learning programs. And lastly, board policy 92 40 board training, informational items, cash receipts, budget transfer, transaction report, and the quarterly investment report. As of 12 31 24. Future agenda items we have quite a, quite a bit coming up as we approach them this year. Uh, board study will be April 22nd, 2025 at 8:00 AM at the Johnson Tree Professional Development Center. Later in that day we'll have a joint meeting with the CMC Board of trustees at 2:00 PM at the same location. And we will be recognizing our school principals on May 1st, 2025. We also have the date of the teacher, which will be May 6th, 2025. We have also added a board study session on May 8th at Josh Tree Professional Development Center. Next board meeting will be the regular

120board meeting will be May 13th, 2025. And we will be recognized our classified school employee week for May 18th through 24th, 2025, as well as one of one of my favorite events. Um, the employee and retire recognition, excuse me, retiree recognition on May 22nd, 2025 at 4:00 PM and the Yucca Valley High School Gym. That leads us to board comments. Um, let's start with p change it up a little bit. Well, I wanna make a brief. Uh, I really enjoy number one, the job day on base. I thought that they did an outstanding job. I put that together folks over there. Really good job. The the kids I think had a real good time. I agree with you. Uh, went to a lot of schools, went to a lot of training over spring break. All

121that was well done, well organized, squared away. Kids were having fun and the, uh, principals there at the sites were great. Teacher training I thought was really good way to go. Um, yeah, I've been having a lot of fun. Thank you Pete, Charlie. Um, Thank you Mr. Au and Ms. Woods for that. Flying doctors. I, I knew people personally who, um, they can't get to a doctor, right? They, they're embarrassed because Health issues and things of that nature that they haven't scheduled a doctor appointment because they were embarrassed and they went and got eyeglasses. So I was super excited for them because you know, sometimes having bad teeth, you're like, I don't wanna go to the dentist. 'cause you get judged, you know. So super cool program. I'd love to help. I'll see what I

122can get Kelly to do. Um, the job pair, I see Jeremy and Stacey, you did it. It was amazing. Um, it was really cute to see and, and Amber Hansen and, and see MTA was there too. Everybody was there. It was really, really a good turnout. Uh, principals were doing interviews. It was super cool. Um, I don't know how many Lois we got out, but it, it was just nice. We had one lady, um, who brought her paintings 'cause she was an art teacher. And I'm thinking, don't have to impress us much lady. We need an art teacher, come on. But I mean, it was great. It was fantastic. Um, so maybe we can get an update on that. I don't know, maybe the next board meeting or something, um, on how the job fair

123really went, because I was really excited we brought them to us even though it was windy and the balloons were flying and I don't know, something happened with Stacy in a banner. But anyways, it was well attended and it was fantastic. Uh, before I go Ms. Woods, is this you, could you just run through this for me really quick, just so I know I would love to and then that's my final comment. Thank you so very much. So, um, in front of you I put two brochures to invite you as board members, um, to the two activities that we have going on in April with, uh, CTE. We have a high school conference at CMC that is going to happen on April 24th. And what's gonna happen there, um, if you take a look at

124the day, at glance they are going, we are going to, um, strand our CTE pathways for the CMC pathway. So we have a medical assisting program and EMS program. They have a nursing program. We have an EMT program or an EMS program. They have a or EMR program. They have an EMT program. Uh, they have a computer information systems program. They have a cybersecurity program, uh, construction trades. We share the same facility. Culinary arts, we share the same facility and we both have early childhood Education programs. So what we're going to do is have junior and senior students that are currently in or have support, have previously taken. One of our pathways that want to go into that field is invitation By CTE Teachers. Um, with students with interest, we can take 125 and they

125will see the EMT, the medical, the construction trade, the childcare, the culinary up close. They're gonna have an overview in the community room at CMC, then they'll go to the pathways. Uh, they'll be able to have hands on demos and a q and a with the faculty. And then in the afternoon they're going to have a q and a session with employers and the faculty with CMC. So If you would Like to go watch our high school kids Do this, Um, this is again, part of our partnership with CMC. Have you bus your bus then? Yes. All of that. Yes. It's a at the field trip? Yes, Please. Okay. Um, and uh, actually I should uh, maybe done this first, but on April 16th we are extending our career technical education intro down to middle

126school. So what we are doing on April 16th at CMC is having a journey to CMC with the CTE Middle School conference. And we will have four departments at CMC, the applied technology department, the health sciences department, business and industry, uh, which is the business department and the culinary arts department and other industry certification departments. And the public service id, criminal justice department, they will go through a round robin. The middle middle school students will go through each one of them and they will, uh, have a CTE faculty brief overview. And then they will go to their extended ground robin and then they will have lunch at the college. And we are going to take eighth grade students from Lata and 29 junior a hundred students may attend first come first serve. Again, trying to

127get our middle school students interested in what we offer and then what we strand to CMC. This is amazing. Okay, great. Thank you. Thank you Roberta. Roberta wants to just ditto and um, Pete's comments because, um, I hit on all of those too. The only thing that I didn't hear mention was our disability fair. Um, that was amazing to watch the students actually teach you about all of the different disabilities as I went through. And they did an excellent job. I knew what they were talking about. It was, it was a very nice event to attend. I wanted, I want to say all of these things that I'm gonna pass it on to our next one. Alright. Um, just to clarify, how did, how did Keith sign up the eighth graders for the, for the

128CC one, because I have a nephew, The flyers go out. Um, Christie Bong, who is our recruitment specialist, is working with the council for all the schools. Uh, and again, first come, first serve for the kids that turn in their permissions, slips for the Filter. Awesome. Um, the Flying Doctors event was just phenomenal. It was really amazing to see, um, all of the professionals and our students working together. Um, and then we had senator, um, present as well, which was amazing just to see, um, support and everything. Um, and I'm, I'm just so excited and happy that our um, CTE programs are growing and it's really amazing to see these kids who are passionate. There's one culinary student who I think you said has been very, very passionate about his pathway. And, um, when you

129see that in a kid, you know, it just, it makes you think that you're doing the right thing. 'cause not everybody's gonna be passionate about the same things. Just to see that we offer something for that, God getting emotional is really, really amazing. So it was really great to see all those kids up there. Um, thank you. And can be uncut. Wow, you had to do that to me. I had to follow her and I did like the whole thing, you know, um, tough to, I mean, you guys mentioned quite a few great things. I also wanna recognize a student rep state. It seems like they get a little bit better every, every month. And really we have some real leaders in this, in this valley. It's really exciting. Um, you know, Lauren, Jeff, I

130always, you know, I love your program and I apologize I couldn't make this year I was actually outta town. But I know the great work that you guys do and hopefully we can continue this relationship far into the future because, um, I just think it's so valuable and, um, can't stress how important it is for our community to get those kind of services. Um, and then thanks to for the, the support on the job shadowing event. All of these just, you know, kind of to piggyback on what, um, Bianca is saying is you don't necessarily know what somebody's interest is or a student's interest is, but if you expose 'em a bunch of things, maybe there's something that they didn't even think about that career path or, you know, maybe pursuing something that they're just

131not thinking about right now. So these events, the career fair, the job shadowing, um, what Jeff does are is um, really, really amazing. So, and obviously the leadership that Amy gives us is, is unbelievable. She's enthusiastic about every single program, which has blows me away. I'm like, that program, but she like, it's really amazing. So we appreciate your leadership in that as well. So with that being said, that's all I have. Thank you. No, nothing else. Yeah. We are going to adjourn to close session.