0015:30. Let's call the meeting to order. Can everyone please stand for a moment of silence and pledge? >> Right hand over your heart. Ready? Begin. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, [clears throat] with liberty and justice for all. >> The report of action taken from close session. There was no report of action. Uh that's item seven. Uh item eight, presentation by Dr. Moran from uh Craftton Hills College. >> Okay. We are excited to have you guys. As the board knows, we entered into a CCAP agreement with Craftton Hill Valley College. We're now with uh Craftton Hills starting for the spring semester. This see it's a very positive move at this point where the district is really excited.
002I know I am. Um I know Tina and Brian have both done a lot of footwork working with them trying to making sure all of our classes are listed all things are available for kids but we invited um Kevin Dr. up here just to make sure we have an understanding, have an presentation of the board so we know what it is we're looking at and a wider picture of this is moving so fast. A wider picture of dual enrollment. It's moving pretty fast in this. We're already seeing the impact of who it's who's getting the services, who's taking advantage of the services. But I will go ahead and turn it over to Dr. Haran and present through. >> I'll stand here so my back's not audience. Thank you for having me. uh really appreciate being
003able to come up and talk about dual enrollment. Um just a little bit about myself uh why I'm very passionate about the expansion of this. Prior to coming to Craftton almost eight years ago, um my focus area was on center development in the community colleges. I built two centers for the Contraosta Community College District at two different colleges and I worked at a center for Cal State Hayward. They changed their name while I was there Cal State East Bay. And um this is one part of our mountain initiative um dual enrollment working with Bear Valley Unified. We're trying to work with Rim of the World as well, but it's more about how do we better serve a community from the community college perspective that has not had a physical presence of the community college in
004its community. And so this is a little bit about first steps to working towards that. So that's just a little bit about my background. Um did I say next slide or do you have a click? >> Oh. Oh, it's a rolling thing. Okay. [laughter] All right. So, um just you all have this presentation. I won't read it slide by slide, but um we are at a critical point in our in our nation with college debt and dual enrollment at its core is the way to make higher education accessible to students at no cost. Um which is a major gamecher for our communities. Go to the next slide. Um, and it it's not about serving the highest prepared student or the most advanced, the students that we traditionally think like, oh, these are our AP, these
005are our honor students. It's about serving students who are more vulnerable um as well as those advanced um student populations. Um, you know, the the high school graduation rate has caught up with the birth rate. All of our school districts have shrunk and we need to be more efficient across our systems. We've got the K12 system, the community college system, the CSU, the UC, private partners. Um so the data here is about these are students. This is this reflects the number of full-time equivalent students. That means um it doesn't mean 300 plus students mean it's probably closer to over a thousand students that equal um a little over 300 full-time equivalent students that live in the mountain community um zip codes. And these are broken down by the classes that they're currently taking through Valley
006and Craftton. Um and the and the green line is the total. Um you go to the next slide. These are the courses that the these students in these zip codes are enrolling in at our two colleges. So you can see there's a lot of similarity between them and there's some differences. There are different programs offered at Valley than there are at Craftton. For instance, fired EMS paramedic are only offered at Craftton. They're not at Valley whereas Valley has a lot more. They have welding and we don't have welding. Um and so but there's it doesn't mean when we're uh talking about offering courses up here that we can't offer valley courses. We have we have actually valley courses that we don't have in our books offered in our service area for craft. So dual enrollment
007is a little bit this is just about access access to higher education for our high school student population. Um and there are three ways that we do dual enrollment. One is standard dual enrollment where students enroll at crafting either online or physically at our campus and they have the same benefits. They don't have to pay uh fees. Uh the second one is the CCAP agreement which you so graciously agreed to partner with us on. What when the law was changed um with CCAP agreements, it means that we could offer courses during the high school day at the high school campus and close those classes just to those high school students. The other option is the third uh concurrent enrollment option where we can offer classes at the high schools outside of the school day, but
008we can't close it to just high school students. They have to be open to the public as well. We've experienced um so I came in 2019 and we really started focusing on our dual enrollment growth and you can see here we've gone from 33 sections to uh what is the number there? uh to 253 sections of dual enrollment which has been a massive amount of growth. Uh and we built a whole infrastructure around it at Craft. These next slides uh I I want to highlight so some people want to know like are high school students being successful in these classes? In every respect, high school students are having higher success rates in dual enrollment classes than their full college age counterparts. And that's because they're in the zone. They're they're working with teachers at the
009high schools. They're in that learning environment every day and they're they're they're succeeding across the board. So these next sets of slides um that my research department put together and they like to throw fancy words in there about statistically significant and substantially significant um to show that it's not just um that our high prepared students or um our students are more likely traditionally more likely to pursue higher education all students. So this goes through and shows that um our actually our Hispanic and our black students are succeeding at an even higher rate than our general dual enrollment population. So this is a very successful tool to create equity and accessibility for higher education. So we can kind of roll through these. I don't want to bore you too much, but these are um English 101
010and 102. These are two main transfer classes, core classes, and later there's a slide about math, math 110, which is statistics. These are the biggest barriers for college success. This is where these are where students get hung up and they and they um maybe have trouble passing the classes and high school students into enrollment pass at a higher rate than other students for African Americans. >> Yeah, >> I know that that number is pretty drastic when you're talking about 50 54% of them don't. It's a so so there's a big we serve the top 100% in California in the community college system. So we have uh last year we graduated a student at Craftton that was 11 years old. Um and then we also the year before had a graduate that was 81 years old.
011So we have the whole spectrum at the community college. So this the math same thing showing us the success of of math. which is the statistics class. There's also accounting pathway as well. Um again showing that uh Hispanic and black students are succeeding at a higher rate as well. So what is Cal Gansy? So the legislature in California likes to tell us what to do. Uh there are there were two transfer pathways. One was the uh CSU Brett pathway and there one was the pathway. Legislature that's inefficient. We mandate you you have one pathway now and now it's called Cal gets it. It went into effect this fall. [snorts] The benefit of it is that it provides a very transparent pathway for students to create to finish their um uh two years, their lower division
012two years and be able to cleanly transfer to either the CSU or the UC. There are exceptions. So impacted programs have some higher requirements or additional requirements like nursing and engineering. They have some different requirements, but Calgetti is 90% of what students need to take. Just to give you an example of dual enrollment. My own daughter graduated from Redlands High School this last May. Uh she finished with 33 units of dual enrollment. She's going to graduate this June from Craftton and she's going to have all of her nursing prere. These are the areas of the Calgetti um that match up uh and they look very similar to your high school uh A through uh E G >> J through G uh sorry A through G requirements. And one of the beauty things about dual enrollment
013is that you have the ability as a as a board to set policy to allow dual enrollment classes to count towards high school graduation requirements as well. So it's very efficient for students. Um they they don't have to take multiple classes um to do that. Students prefer this because it's a very simple system. Um it's universal now across our our three public systems. Uh it's we took a long time to get here. A lot of politics and a lot of stuff going on, but it's actually going to be a good thing for our students. >> I've got a question. >> Yes, sir. So, I have a a senior this year um that's putting in for colleges and a lot of the UC's are saying, "Yeah, it doesn't matter." Uh if you're in a STEM field,
014they don't even want you to pursue a Calgette. Well, so that's where the additional requirements. So, Cal Getty, uh you could take math is a great example because you're talking about STEM. you can take math 110, which is statistics, and satisfy the transfer requirement to the UC. But if you want to be a STEM major, you've got you've got additional math classes that you have to do. You have to do the Cal pathway, you have to do the physics pathway, um, which is not included in the C. Yes. So, it's not it's not a catchall for everything, >> right? But but my concern is they're not saying >> uh yeah, take all the GE, >> you know what I mean? They're they're just saying don't do it. So, as an example, San Diego uh UC
015San Diego looking at it for I think it was um uh computer engineering and uh it basically said that that yeah, don't even bother, you know. So, >> so it's a little bit of also the three systems are fighting with each other. Yeah. For the enrollments. They're saying come to us and do your your still have to do a bulk of the other general education requirements. They're saying they would like you to take it at UC for $30,000 a year rather than to do all for free. >> Okay. >> But they can't deny you the credits, >> right? They can say you need more credits to be an engineering major. >> We're still not perfect. >> I had start two years ago a year and a half ago at Fullerton and her dual enrollment. >>
016Yeah, it was I'll go back to my my daughter wants to be a nurse and she's done all she wants to get her BSN and two of the UC's offer BSN programs. The additional requirements to get into the programs would require one more year of so require three years of community college credits to be able to transfer into the UC nursing program. It's almost the same requirements as going into premed. >> Are you seeing increased uh push back from universities now that this is getting more popular? Are they starting to throw up roadblocks as far as accepting credits or like you said the games they play where it's like >> um not so much. I mean they're they're uh we just had a um call it admit on the spot event yesterday at Craftton and
017they're the CSU San Bernardino is hungry for our transfer students. Um they want those transfer students to come to San Cu San. Um, you do have competition though when you get into these highly impacted majors or STEM majors um where they have a they have a additional requirements. I don't know if that answers your question. >> Yeah, it makes more sense to me that you said that too because it benefits them. You're not stealing students that would have existed. You're creating more students for them. >> We think so. >> So that's a positive. >> So just overall the these are round numbers. Don't hold me to this. This is the last time I looked at it. There's about 300,000 students at the UC system. There's about 500,000 students in the CSU system. There's almost 2
018million students in the community college system. There's not enough seats at the CSU and the UC to house all students that want to be an undergraduate. It's just not possible. The numbers don't add up. We're a critical component getting students to the CSU or the UC. And students that transfer from the community college to the UC or CSU are more successful. They complete faster and they have higher change. >> On that note, do you track your students when they leave? Do you get a sense of what percentage of them do go on to pursue a four-year degree versus not? >> We do. We can we we can track um students that apply to the UC or the CSU. Um and then we can track much later down the line if they enroll and then we
019can see their success rates. Um it's a little bit of a delayed process. There's a couple years until we get that data. Um so it's not uh it's not an immediate thing. We have a difficult time with private schools because we rely on a different clearing house to get the information from them. So if they go to University of Redlands or Cal Baptist University or what have you, it's a little more difficult to track that. >> Do you know that number or have a general guess? Would you say half go on to a fouryear or a quarter go on to a fouryear? um of our student. So, well, that's a difficult question to ask because not all of our academic programs are meant for transfer. So, we're we also have large workforce programs um that
020are, you know, one semester to two years that are meant to go right into the workforce. >> Right. Right. >> So, I I can get back to you with that number. I can send it to Manny because it's it's it's a little it's not a straightforward number to report. I think that's a big subsection of kids or kids who want to use it as a less expensive and more convenient way to get into the four-year school. And it would be interesting to know that stat so you could sell it to people that way. >> Um I probably could answer that better by saying going to like see how many transfer students do you accept each year versus freshmen, right? >> And the numbers be more transfer students than freshman. >> Yeah. I know even at
021UCLA when we did a campus tour there the admit rate for transfer students it was like 60%. It was super high. >> Yeah. >> And we have programs at craft and like the honors institute um which many community colleges have which is governed through the University of California. It's designed to be a transfer tool uh in at Craftton in the Inland Empire. We're the number one transferring institution to the UC percentage wise. we've transferred more students that apply and are admitted um than rest of the colleges community colleges in Atlanta. So I want to talk about minimum qualifications because one of the challenges with offering dual enrollment is about staffing those classes. Uh high schools operate on a 5 day a week schedule. We have different academic calendars. Our faculty generally teach two days a
022week when they teach a class. And some a lot of times those two systems just don't match up really well. And so we're able to work it creatively by pairing classes on a Monday, Wednesday, Tuesday, Thursday schedule and figuring out creative ways to supervise students on Fridays. But it's not the perfect system. Um we realize that there are gaps in it. Um, and what we're trying to do is build a pathway for more K12 teachers to teach the dual enrollment classes. That's our goal. That's the model we see that's going to be the most successful because your teachers are already employed with you. They are already experts at working with this age group and many of them have met the minimum qualifications for us. MQs for us in the community college system are set by
023the state. There's a standard manual, minimum qualifications for teaching at a California community college. And if you roll to the next slide, um it just says we're responsible for monitoring this and there's it's a there penalties if you don't. Uh this is an example. Uh English is one of the most popular dual enrollment classes we offer. This is what the master's minimum qualifications for English reads in that manual. And if any word is different in either the combination of these, let's say they have a a master's in education, they have the ability to go through an equivalency process to see if their masters of education is aligned with um the the degree requirements that are outlined here. We have a district-wide equivalency committee and they look at it a lot of times um because masters
024of education were very have been very popular with the graduate schools they don't have enough discipline content in them to meet the MQs because we literally look at transfers how many courses have they taken subjects for like each um but uh move to the next slide we're trying to be very creative so we've been working with CSU San Bernardino and their graduate studies program to look at how we can incentivize teachers to look at if they don't already qualify to teach dual enrollment classes, whatever their discipline is, if we can incentivize teachers in your district to go and earn their master's degree. Right now, we're exploring a program. It's not really set, but we're looking at trying to provide um we have CSU San Bernardino engaged and they're looking they want to do this in
025English was their that's most willing to play with us right now. They're willing to give teachers, K12 teachers credit for some of their work in their credential program, potentially if they already have a master's like education towards their graduate degree in English. And then we have acquired some grant money where we can provide a stipen that would essentially pay for the the remaining units that would be one year's worth. Now, not everyone wants to go to the CSU. We understand that. Maybe they're online at the University of Nebraska. That's that's the reality. So, right now, we're working on a proposal with our dual enrollment committee. It's made a recommendation that we provide a similar stipend um with agreement that they would teach dual enrollment classes at their school site uh if we provide stipent to
026earn their masters. So, this is something that we're exploring to try to build that pipeline of K12 teachers. >> And CSU likes for something like that. Let's say for English, most of the classes, would they be available online for our teachers? That's the part we're not quite sure yet. Like, so we're trying to do something really innovative and we've talked to them about the barriers of our rural communities, our mountain communities. Um, so this is a really thoughtleading way of trying to build the K12 pipeline. We're doing something very different than other districts are doing. [snorts] That's kind of the gist of it. So, I'm happy to ask answer any additional questions you might have. So, are all of our classes now going to be coming through Craftton or are some still going to be
027coming from San Bernardino? >> So, we uh as a district made the decision to transfer the responsibility to Craftton to run those courses. Now, if Fair Valley wants to offer a course that's not in our catalog, something that's only offered at Valley, say like um hospitality culinary or something like that, we would work with Valley to offer that class up here as well. Are all the guests classes available to our students through right now through the program? >> The Cali classes. >> Yeah. >> Yes. Yes. Through the cohort, >> right? And >> not just the cohort, any student can sign up for >> how many? >> And then how many of those Cal Getty are actual teachers in classrooms teaching the class? >> You mean uh employed with you, your district? Uh is it three
028out of the five this coming spring? >> Um right now it is two two and then the bio and the um world history is going to be through the >> Matt and Joe. No. >> And do we have any [snorts] but he's not our employee. He's >> he's not one of our people we [clears throat] consider live in the classroom. We that's what we like to give the kids live in the classroom. You know Brian and I had a great conversation with our with one of our cohorts on that our sophomore cohort. and they were great, you know, and of course they said, "Yeah, we'd rather have our teacher, you know, but at the same time, we still want to do enrollment, >> right? And and uh we value those same things as well. We
029think inerson classes are most beneficial. Online asynchronous can be beneficial as well for creating access, but it's a little different. >> Oh, I'm sorry. Andrew Wilson. >> I was gonna say is Andrew >> two and a half. [laughter] >> Are there any other perspectives out there that are >> Yes, there's somebody there's one teacher right now working on his on his masters for history. >> Okay. >> Um there's been questions and you know we had that conversation you know about it used to be in the past I think you know u Mr. Roberts and I even had this conversation going in the past when Leanne and I went to school and everyone else you know it was encouraged oh if you're going to get something get your masters get your admin. Okay, not everybody goes
030into admin. Right now, we really need to start having conversations with our younger staff. Hey, if you're going to go into something, go into something that's going to help you long help us and you and students long term. Meaning, get a masters in your field, whether it's math or English or whatever it might be. looking at what look and looking at craft and looking at course cataloges what could my what could I qualify under and making them making they they know the minimum qualifications and we have that conversation with them and even making that part of Brian you know Brian making that part of his presentation when he's when we're hiring new teachers and hey just so you know this is a pathway [laughter] that you guys we have to consider that with all of
031these brand new teachers when we bring them in it changes our world a little bit because we've gone through all this list trying to see who has a masters in And so many people just, you know, you know, so when we we were encouraged to get a masters in Advent, you know, and and that's just kind of a thing of the past. If you really want to go into get a principal ship or something, yeah, we do that. But now we're looking at even if you know, we try to encourage even some of our more seasoned teachers going this put you gives you a foot in the door to college and retirement as well. if you have a retirement gig, if you want to do something past retirement, still be able to teach you, still
032be able to teach adjunk with colleges. Um, trying to look at it for their own benefit as well. You know, some of them it's, you know, they've been, they're not doing school anymore, but we're trying to start as many conversations and really change people's thinking on this. This is a probably one of the hardest hits at education that we've seen in our public school since going technology on on one on kids is this kind of move. It's it's an adjustment for everybody. >> Yeah. >> You know, it is. But it's it's it's been good. We've had a really good path though. We're filling up. We're on a really good path right now with craft. >> And I say, um, our region, many of you know, uh, the San Bernardino County has one of the lowest
033collegegoing rates in the entire state of California. We're on an unapologetic mission to change that. And we want, we have to bootstrap it. We have to think differently. We have to do it from within. No one's coming to help us out. Do uh teachers get stipens? >> So how Yes. So uh if it's uh an employee of Bear Valley uh we they actually work for us while they're teaching the class. So they get compensated for that class from Craftton Hills College or San Community College District um in addition to what they're being paid uh for uh being a K12 teacher. So it's it's a wonderful opportunity for K12 teachers >> and that's a flat rate. It's not based on the number of students they service. >> It's not based on the number of students. It's
034based on a couple of it's based on um their years of experience as they fall on our pay scale. Much like your scale, which column, how many units do they have? >> Um and that's how the the scale is set. >> Might be hard to say, but how long do you think you're away from that process of being able to support teachers that want to get their advanced degree? I think beginning this we're very close to um getting agreement on being able to provide a stipent um starting potentially in the spring or at the latest summer. Um the the partnership with CSU San Bernardino is very complex and I'm not sure if that's going to come together. We're have great conversations with them but it's a big change for them too. Um, and so they're
035they're thinking about also the CSU is getting savvy about uh savvier about dual enrollment and they're seeing maybe that's a way we can recoup some of our enrollment losses. I the number is something like of the 23 CSUs only six or seven of them met their enrollment goals >> for real. >> Yeah. That's because they're more expensive. They're not as geographically available as the community colleges. Um and so we're great partners with the CSU. We couldn't exist without them, but they're trying to also figure out their house as well. >> Talked about centers and some of the >> Yes. to make it accessible and it's a challenge for us. You know, for Ram there 20 minutes down the hill, you know, we talked about Lucern access to Victor. For us, it's a little bit more
036of a challenge and little dangerous for students during the winter. >> What is it? What would it take? What kind of numbers would you need to see for a center for Big Bear to have a center? >> Um, what would make cause that interest to happen? >> It's a It's a great question. There's not really a a firm number. It's a number where we can't lose money. Uh, so it depends on are we leasing facilities? Um, how much does that cost? The cost of having the staff that keep the center open, the support services, and what's that number of students that we have enrolled. So, I'm not so concerned about it being huge or small, but I do have to look at an operation that isn't in a negative. Uh, now initially when we start
037because we have a long-term vision of potentially having a physical space up here somewhere, whether we're leasing facilities, we're buying land and building our own facilities. Um, we're going to end up, I think, with a physical presence up here. Uh, and I see that including the dual enrollment partnership. So, it's it's a It's I don't have a straightforward answer for you, but it doesn't have to be huge. Um, some of our centers um of the 116 17 community colleges, I believe there are somewhere in the neighborhood of 60 centers. In addition to that, um, some of them are tiny uh maybe uh annually 200 full-time equivalent students. Some of them are the size of mediumsiz colleges. Uh the two centers that I oversaw in the contrast county had 3,000 students each of them. Um one
038of them started in an old grocery store. Uh we renovated an old a grocery store started with four classrooms expanded by the time we left it when we built our our permit campus. We had 12 or 13 classrooms and a biology lab. So um but our mission is to be accessible to the communities. Right now, historically, we haven't been accessible as the mountain communities, and I want to change that. >> What's the smallest center that you've ever experienced or know about? >> Uh, it's somewhere it's going to be around 150 200 full-time equivalent students annually. the the magic number for community colleges is 500 because if you get to 500 and you have your own facilities or you have land and you plan to build a homestead you get an additional um allocation from the
039state basic portion. So you get center status and right now that's about $ 1.5 million and that usually covers the operational cost of the center you're able to. So it's a community college system way continuing to be accessible to our our rural communities. >> So >> do you have an abandoned building? [laughter] No. [laughter] Um but we are we are going to be the next step for us. Right now we're focused on launching successfully a dual enrollment program transition from Valley to Craftton. But we are very interested in moving forward and talking with the larger community about what potential partnerships there are available with other employers. What programs we would need to bring up here to meet the most community need and are there facilities that we can uh partner on uh acquire uh long-term
040plan for? That's the next step for us. Those are our conversations that are start happening this spring. >> I think tailoring a unique curriculum to up here would be advantageous too. There's always been a lot of talk about if you build that they will come. Meaning that there are probably a lot of kids that would come up and want to enjoy the mountains and go to college in a place like this and study forestry and study ski resort management. >> Um, >> Hospitality. That's what I was trying to think. Yeah, >> business. >> Yeah. >> And there might be just already there aren't students or adults in the community who'd like to go back. >> Oh, for sure. That's what I was thinking. >> There's an untapped potential up here. >> It would be interesting.
041>> Yeah. >> I'm you can tell I'm really excited by this. >> There is because no matter what, there's a lot of students who still don't have a comfort level online, believe it or not. >> Yeah. >> You know, the world changed postco. We went from 20% online courses to 49 40 almost 50% online and that's kind of the new normal. >> And what we're seeing is that it's a combination for schedule flexibility of students that can maybe do one one or two classes in person, but they're taking picking up one or two online as well. It's it's fascinating to see the statistics that they always roll out as far as the expectations for people who haven't graduated high school, have graduated high school, got two-year degree, four-year degree. And when you can get it
042mostly free of charge or get and get a great head start on it versus the outcomes that you see for those people, I mean, I would think any parent if they actually looked at the numbers of what happens would want that for their child. I think the expense has been the big hurdle in the past and this kind of alleviates lowers that hurdle a good amount. >> You're going to spend a little over $1,600 for full load of classes at a community college for a year. You're going to spend $16,000 at a CSU and you're going to spend close to 40. It's only 7 at a CSU for tuition and it's 1415 at a UC for tuition. Now, if you want to put housing and stuff in there because it's not >> for any students
043up here, that includes housing. >> Well, I can tell you just the housing. >> Well, I drive my son to Craftton twice a week. Um the uh CSUs it's and UC's across the board it's 20 grand for a dorm. >> It's crazy. >> Yeah. So UCLA might be 23 and you know >> the varian is the >> yeah which is required. So um believe it or not I was a knucklehead in high school and I [laughter] did not do well on a few classes. So I had to recover some credit by taking college classes and I did so at Mc Bear High School at night classes. I would like to see that as an option too, not just >> and that's one of the three options. >> Right. Exactly. The concurrent one >> at your
044site just outside of the school day. >> Would that be a good way to start as far as our growth is concerned? >> It absolutely could be. Yeah. Uh it would be a great partnership. Um, and looking at, you know, the logistics of facility usage, access, how that works. You know, every building's laid out a little differently. And we're having the same conversations with the world, too, about can we offer classes in the community at some of their facilities as well. So, one of the things that Brian and I had discussed, you know, with our one of our pathways trying to focus on healthcare is the is being able to offer like you have to be 18 to take an EMT class, but being able to have EMT as a set of periods or 18
045could take it, but offer it as concurrent, meaning community members can do it as well will be a huge plus for a lot of >> Yeah. >> And there we have a shortage of EMTs and paramedics in our region and we're trying to lift that up big time. Exactly. >> So, what would be the ne next steps in being able to offer night classes? You know, I know >> probably a conversation. It might be me sitting down with Manny laying out um um what our needs are, what where we see getting a better feel of what classes would be needed um with the community and um and just experimenting and and moving forward. So, I don't we can build it in flight. We don't have to be perfect when we start. >> We can just
046create the interest. >> Yeah, I I I do I do see I mean when I review the data, when I look at the demographics, when I do the labor market analysis, there's an unmet need here in the mountain communities. And um I think there's a substantial case to create a center. Where it's located, you know, I'm not I don't live up here. I don't know the traffic patterns. I don't know about, you know, is it on the east end, the west end? I'm not sure. >> It doesn't matter where it ends up as long as you don't have to drive an hour to >> Yeah, it was it took me an hour and 10 minutes to get up here traffic. >> Yeah. Both the high school principal and I started our education that way through
047taking night school through Sano Valley College and then driving down the hill >> because it was started old. So there's just a little bit of hybrid at the time that they still made us go down the hill quite a bit. >> But there were like there was a chunk of classes that were offered like a lot of diversity. >> Yeah. I did all my child development classes up here. >> What had there there was a period of time where starting in um really the big hit came in 2008 and there was a big contraction in the community college system and they started pulling back in classes. Um you know where we're like 1.8 8 million, 1.9 million, now almost 2 million. We were like 2.4 2.5 million at one point. Um, and so it's it's
048shrunk. And so those types of programs got pulled back, but we're seeing now that we need to reinvest in those those same type of efforts. >> Any other questions? >> Thanks for making the come back up and provide more information. We're really excited about this partnership. Um we're really excited about how well the staff have worked with our staff at the high school to make this work. Um and it's going to be I think it's going to be a very positive thing going forward. I love coming up to the mountains. I'm a mountain guy [laughter] and like Tahoe. So feels feels homey to me. So >> we really appreciate you coming. >> I have I have one last question. Um several months ago, Sanino Valley came up and gave us a presentation. One of the
049questions we asked what uh was how are specifically our kids doing? I mean [clears throat] you showed some slides where generally how >> Yeah, I can pull that data. >> Uh we'd really like to see that. What I can what I can show you is um you you mean uh let me clarify students that are enrolled in Bear Valley or uh we're enrolled and we're taking dual enrollment at the same >> both time. That'd be [laughter] that'd be great if we could get both, but specifically >> we don't because the Furpa form or whatever we can get the grades we don't know how the kids are doing unless they send them to the counselor to >> I can actually provide you an overview uh uh similar kinds of statistics in a general sense based on
050just about I can do it by zip code and I can do it by students that attended Fair Valley Absolutely. >> Perfect. And then maybe we could just contact keep contact with Brian because you don't need to come here present but Brian could just present the information. >> I told my boss you know anytime the meetings will be earlier though [laughter] >> we could January and February for sure. [clears throat] Well, also in the summer months I write, but >> um so on that you're you're just talking data for students that are at crafting. Is there any way to pull it for >> No, I can pull the whole district. >> Okay. So, even if the kid is taking a class at Victor Valley or >> Oh, no. No. I'm sorry. San Bernardino district. I
051can't I can't get the data >> and that those datas don't they don't talk. >> No. Uh, no. But, um, I mean, I know President Dan Walden at Victor Valley, they have a research office. If you wanted to make a request to Victor Valley, say, "We're very interested to see how our students that either uh, graduated or went to Victor Valley or took dual enrollment online through Victor Valley." Um, what their success rates, but that would be a request you >> because we do have some kids because of it being, you know, I don't know if you know that it's 45 minutes of a m of a windy road down the front wing. It's 10 12 minutes down a windy road down the back way. >> Yeah, >> that's why some students go to Victor.
052>> Jana is not believing your 12minute estimate. >> I mean, [laughter] >> I drive it every day. I can tell you my best time is 8.5. [laughter] >> That's too fast. >> I said it out loud. >> That's using the cambers. [laughter] >> Dang. >> I don't want you behind me. I I will say that um uh ultimately like Victor Valley College, Baro College, all of as a CEO, I meet monthly with the CEOs. We all have the same mission. We want our region to be better off. And if the students for whatever reason are going to Victor Valley, we support that. Um what we want to do is make it most accessible um to Big Bear and the other mountain surrounding mountain. So I I don't feel bad if students go. Victor Valley is
053doing some great things. They're growing like gang busters because housing up there is affordable. It's available. Um so next time you meet with the the CEO from Victory Valley, you should talk to them about their enrollment process for our students. It is streamlined and >> I'm going to let you fight that battle. >> No, I don't need to fight it. >> Oh, you like their own process. >> So much better than yours. >> They do. You're absolutely right. We've actually talked with them about their new enrollment center that they started about two years ago. >> Um, and they're doing some wonderful things. A >> as an example, I just did dual enrollment forms for my two high school kids this week. >> Uh, well, only had to do them for one, the one that's going
054to your school, Victor Valley. They just get it. They the student hashes it out with the um counselor. it doesn't have to come to the parent for a signature which my mind from crafting went right to the junk mail. So, uh the the law changed recently if a student has been enrolled and they already the first time they go through enrollment they have have a parent approval. Uh the law just recently changed that uh if they enroll again it doesn't need to go back to their parent. >> So that's a recent thing. >> It's a recent thing. It's within the last six months. >> Wow. here. >> So, I shouldn't have to sign it again if my student remains at Craftton Hills College. >> And if they are, let me know and I'll look into
055that very specific case because it's a glitch. >> Okay. >> You [laughter] >> Thank you again for coming for your pleasure. Good. >> All right. Thank you very much. >> Nice to meet you, too. Okay. I'm hanging out. >> Before we I really do want to thank Brian because he's Brian Brian's really worked closely with him. He hasn't had time, but who is it that since you work anything with Brian? >> Uh Dr. W. >> Dr. WS president. >> Yeah, he's vice president. So is Tina. Tina and Brian have worked seamless where they haven't been coming. I know what this was like before. Um and it's been fairly seamless. Brian's not coming to me. He's pulling his hair out trying to see what this is. >> We're meeting with them every other week um just
056on this just to check in. And this last week we were all on the Zoom and we're like everyone good like there was and we talked to ask Cat because Cat was there as well about the enrollment because I was such a headache college. >> It's [laughter] so great. >> I almost >> It's unbelievable. They're in the same >> I almost Brian didn't pay his dues and suffer through it. >> [laughter] >> He's like, "What are you guys talking about?" >> This is easy. I don't know what you're complaining about. [laughter] >> Kevin's title. >> Kevin's president. >> That's great. >> Okay. >> Thanks a lot, Brian. >> It's We really appreciate the work that Brian and Tina have put into it. Tina has worked hard on it, too. You know, her counseling background really
057she really kicks into and and the counselors and everybody. And it's it's been fairly seamless for people. Like I said, I'm not hearing, oh, this is a problem. This is a problem. This is a problem. >> What's our number at as far as number number of students that are taking at least one class? >> 157. >> Do you know how many classes like total whatever he calls them? Full-time equivalents or like >> that number? Still 157. >> That's crazy. >> And that's counting all the colleges or only Craft. That's anyone that's enrolling through us. Like cuz if someone just goes out and signs >> Oh, yeah. Yeah. So that's that's the ones going through us specifically. >> That's a quarter of the school. >> The reason I asked is Jesse's taking >> Yeah, something like
058that. We wouldn't be able to >> and then >> so it's 157 bus >> through [laughter] just crafting in Sanino Valley >> and that and that's just going to increase with we have two cohorts going now by the time we have another co another cohort that's going to be a lot of students for the next two years. It it's true, but that cohort accounts for 60 between 60 and 70 kids right right now. >> That means 80 80 other kids are taking classes. >> They're taking other classes. >> Well, that's I don't think you can find another program at Big Bear High School that involves a quarter of the >> find the most popular program there outside of the core classrooms to take. Right. Right. There's not another program that is a quarter of the
059entire school. It's going to be real e interesting with the student tracker to watch the student tracker over the next few years if we're even still doing that to see if our number of students or percentage of students go to two-year college goes up. >> And we had a lot about >> four year college but two-year college obviously is going to go up. We're at 157 going on their own. >> With my kids, if they're looking at, okay, should I take the high school class or take a college class and and if it meets the Calgetti or GE requirements, then okay, I'm going to take the college class. Jesse's going to have like 70 units done when he graduates in May. >> Wow. They're going to be you only need a few extra classes to
060get an associates degree. >> That's great. >> And and and it's available for every kid. Every kid, the poorest, the richest, whatever. That's awesome. >> Cool. >> All right. >> Okay. We want to move on. >> All right. Um, [snorts] we don't have any cards, right? So, let's move on to the consent calendar. Make it a motion to >> approve. [laughter] >> Okay. Uh, I wanted to pull one of the uh I think it's the sorry >> that's not on the concept. >> It's not on the revisions to the >> policy updates. >> Board policy updates. Okay. Then um all in favor >> I none >> opposed. Um no items removed. So employee announcements. >> Okay. We have a few um classified employees which are excited about always. This one's very rare that we see
061a bus driver. Uh Chasse Stanvic. Uh we are thrilled to announce a fantastic addition to our transportation team. Chasse has successfully completed our rigorous bus driver certification program and has officially joined us as a bus driver. Her dedication and hard work throughout the training process were evident and we are confident that she will be a great asset ensuring the safety and reliable transportation of our students. Please join uh join us in welcoming Chassity. I know Sean's put a lot of time into this weekends, things like that to making sure we're trying to get another one. We're still trying to get Shawn out of a bus. I think this might do it for a minute cuz that guy's trying to manage a department and drive a bus, train them and everything. So, hats off to him
062for getting this done because this is we know what it's like trying to get bus drivers anywhere. I was just reading more statistics on that today that is not getting any better as far as nationwide a bus driver shortage and how many districts are having to cut bus services altogether. Okay, we have an instructional aid at Northshore Elementary, Dana Cisneros. Uh Dana is the newest addition to Northshore Elementary Team. Joining as an instructional aid, she brings a strong background in par education. Having pre previously worked in similar support roles where she gained valuable experience assisting teachers and students, Dana is deeply committed to supporting the diverse needs of students and she is looking forward to making a positive impact on the learning environment at Northshore. Her enthusiasm and dedication make her a wonderful asset to
063our school community. So congratulations Northshore on her. uh special education aid at Big Bear Middle School to Elizabeth Schlener. That's hopefully I got that one right. Um we are pleased to introduce Elizabeth who is joining Big Bear Middle School as a special education aid. Elizabeth is passionate about education and is actively pursuing her teaching credential in California. Uh her commitment to professional growth and her desire to work with students with special needs aligns perfectly with our district's values. By joining Bear Valley Unified School District team, Elizabeth will gain practical hands-on experience that will be invaluable as she works towards her goal of becoming a full credential teacher. We are excited to support her in her professional journey and watch her grow. So, it's exciting that we have another Yeah, that's always exciting. Another special education.
064>> Yeah, Elizabeth is a fully credentialed special education teacher in Idaho, >> but because she moved here, she's just getting the requirements to get credit. We have been very very fortunate with that because so many districts are desperately looking for special education teachers. >> Um we had quite a few positions to pull western. We have some floaters out there right now still that are looking to to within the district that are either [snorts] working on their credential or have their credential. So we have lined up just in case. So we're in a we feel safe in that spot considering the fact that unfortunately special education keeps growing. It's you know we're constantly analyzing it. It's a constant conversation for us. So that's my dishes. >> All right. Now it's still you. >> Still me. You
065got to me. Okay. I just want to mention I got we got to go down to Falls to see there. I got to do a Falls visit. Spending time with Shannon. I want to give a shout out to Shannon who uh Shannon B. She's doing a she's doing a really good job. That girl is a learner. You know, she's a young administrator in our district and she's constantly trying to improve. She wants the best for Falls and I love the way she's always looking for new information and really Trump wants to be the best for our district and wants to give everything she can. So, a huge shout out to her. But that I got to see the turf down there and it just looks amazing. It looks absolutely amazing as far as a turf
066that they've never had there before in the history of that school. Those kids have been skidding on dirt for decades and it and it really is wonderful. So, I want to thank the board. I want to thank everybody. You know, we did use a little bit of the money from there um just from their the Grey Stokes donation. Didn't cover all of it, but covered some of it. Uh from a Grace Stokes donation from that community member down there, but it provided something for those kids that is just amazing. I mean, see like all kids should have grass at [laughter] their schools, which is true. It was something very hard to accomplish there. >> York. >> New York. Yeah, like you said, New York. Exactly. Um, I did go to the E3 forum, which is
067the small school districts um, forum. They run these little forums every now and then. Jess has gone to one before for CBOS. I went to this one was on facilities. Really a lot of good information talking about Prop 2, how we utilize this, making sure we're in a good place. We're actually once I realized where we were at compared to everyone sitting in the room. Jess has [snorts] a good place where we've already applied for Prop 2 money to try to get refunded for Prop 2 money. So, we're in a good place. When they asked who's applied, I was one of only two people in the room that raised their hand that have already applied with Prop 2 money. A lot of districts have not even done that yet. So, we're all kind of waiting.
068There is Prop 2 money though that's specifically earmarked for small school districts. The question is, is it's not as big of a pot of money until you pull yourself out of line here and put yourself in line here for a smaller district and they're for the small district money that's separated for you for us. But, so they're still trying to weed through that information. They really are a good organization that focuses in on what's going to support us. The, you know, with all of our building, we've had so many conversations. There was a great guy there. The topic when we were talking about bathrooms and everything talking about using containers as classrooms. That was a challenge. That was a challenge for Terry. It was a challenge for me. It was a challenge for Craig. Just
069all of us trying to find somebody that could do this. Either they didn't want to touch DSA or they went out of business too fast. [gasps and sighs] uh it's new company I'm trying to remember conic something but they are specifically coming in trying to target classrooms um trying to target they're trying to get a pre-built classroom approved by DSA it would be three units put together um and they were really promising had a long conversation with him especially considering they also sell refrigeration units so meaning the conics kind of looking refrigeration units we know we're going to have to look at what we do with CNS with, you know, with child nutrition services. He had a good conversation on what he could do with that as well. Combining those units and doing something special
070for us there might save us some money there might create a great unit and it's a longer l these are longerlasting units than trying to put in a portable uh was what they do. So, it was exciting. He's waiting. He told he's looking at probably May by the time he has a pre-built pre-approved form, standard pre-approved form for a classroom that just be ready to go that's already pre-approved by DSA. So, I thought that was exciting. There's a lot of things that that need to be performed. I I would like to mention on the same topic though in uh March, we're going to I'm going to this CSD the conference for the small school districts. We had that conversation this morning on my round table with them because we do that weekly. I do want
071to encourage a boy if a board member wants to go. It really is. They really are trying to focus on everything for us and it makes sense. You get to meet people that are having the same issues as ours. And like this morning, I was the big dog in the room in our little we went broke out because I was a guy with 2200. Meanwhile, then the superintendent is telling me 187 kids, you know, I got 300 kids. You know, I was the big dog. Um, but these are really small school districts trying to do a lot with very very little. So, a lot of them are to some of those other school districts are taking their board members to Sacramento in um in March. Now, if I would I would like before I make
072a decision, I'm hoping I did kind of grill them this morning looking for a breakdown of the schedule of what their breakout sessions look like, what the whole thing looks like. Once I have that, because it's not till March, I will say share that with the board. That way, if any board member is interested in going to the small school districts conference, I would encourage you to do so. >> Do they have a get together at CSA? CS by chance. They have a you go to that. >> So, we will go to that. >> Okay. Yes. It's a night thing. >> Yes. Okay. >> So, we will go. I think they have a lunchon. >> Okay. >> I think it's one that Jack and I tried to sneak in. I think we got kicked out
073cuz we weren't pre- reserved >> for the lunch cuz then later we hung out with several of them. >> Several of them. U there's a guy Yuri there and he's this guy Yuri Colorado he's extremely I had got to talk to him about he's the one that runs it an extremely passionate person with small districts um who they their whole goal is to lobby for small districts lobby for the fact that our our requirements are out of control. You're asking the same of us that you're asking for >> 30,000 people district. You're asking us to do these you know the what's this called? the um alcap all those requirements and everything with a smaller staff. So they're really lobbying for small districts because they when we talk about online they go, "Okay, go lobby for
074this now. Go lobby for this." And they report back every time where they're advocating. >> How do they get their money? They have to belong to the association and they use that money. How >> this year we didn't pay. San Bernardino County is one of the counties that came in and paid for everybody. >> That's correct. >> They they paid for everyone. Like they even they even allowed and paid for Rim to go to join in. RI is not a small school district cuz small school district stops at the 2500. Um but they allow Rim in cuz I see him on a lot of the meeting superintendent there. So he gets involved too because of the value of it. I'm finding more and more value. Um Laura goes on to meetings as well too sometimes
075and even we're looking at board policies because they're creating a board policy program. We're so much with CSBA sometimes, but talking to them, they're going like there's only eight, you know, so many like 60 policies that we have to have some of it else. We don't have to have some of these policies in place. So, we're really trying to partner with them a lot more. I'm going to have Laura have a conversation to partner with them to be able to understand so we don't have so much heavy oversight with some of this stuff. But I as soon as we have the list of what the breakout sessions will be, we'll share with everyone if anyone's interested in. Okay. Um and then I have ACT meeting tomorrow meeting with those students. Again, I will tell you
076that that with the act that the students have presented, they are extremely interested in pursuing the conversation about having a student board member. The beauty of it is this. They're they're all 12th grade. It doesn't even affect them. These are all 12th graders who are exiting. But they want to set up a standard. They really want to set up a standard for student voice. But they said because I told I said we'll go through the information. This is what I'm helping them with. I'm going to present some information tomorrow. This is what it would look like. But they said we want to understand it because we actually this was their idea completely. Love these kids, right? Their idea completely that they want to come to the board and present and that way they are informed.
077they know what they're what what's being asked of them and we have an understanding and then the board can further a discussion at that point what that might look like for us coming as a student board member what the requirements would be and I'm going to put a bunch of stuff in front of them and make them truly they want they they want to understand it though they're asking me for information that way they can understand for future generations of students to be a part of this to increase their student voice excited about meeting with them and then the CSBA conference is coming up quick here so we have it in the beginning and I think who's just I'm going. Paul, you're going. Everyone's going. >> Uhhuh. Steve's going. Okay, we've all made a flight.
078So, I think we're all set to go. But otherwise, that's it. >> Thank you. [clears throat] Uh, governing board member reports, do you have anything? >> No. Um, the only thing I wanted, we had a great presentation on dual enrollment and I know it's been a ton of work and wailing and nashing of teeth, but it's such an awesome [snorts] opportunity for our kids. So, Brian, it to me it's really important. I'm seeing the fruits of it with, you know, three of my kids that have done it and, um, I'm I'm excited about it and excited about the opportunity. So, thank you very much. It's such a cool program and and and the opportunities that the kids have, it's second to none. I mean, it's offering something that we we couldn't afford to do other
079it. It's it's an avenue of, you know, whether it be CTE or just a broad spectrum of [clears throat] courses that allows kids to pursue what they want and they get to pick. So, it's it's great. So, thank you very much. >> It's so much the high school team. I mean the work that's going into Tina Cat Williams. I mean that's that's where the thanks is due the teachers that are going through all the hurdles to get their minimum qualifications met. I mean [cough and clears throat] it all the credit rests with the high school because they're really just putting in an exceptional amount of work. So please pass on my appreciation to the >> pass the whole board. Yeah, I think it's exciting, too. Just the confidence of getting out of high school knowing
080that is within their reach and it is possible. Even if they just got one class, two classes, they got registered, they got through a class, it's within reach. >> The more the better. >> Well, they know what to expect. You know, a lot of kids, >> I've seen it, you know, since my kids have been going to the schools here for a while. You see it where they they're on the ski team with them and stuff. They go from the high school to college and they're swamped. They can't keep up. They don't know what to expect. >> All right. Uh, next is item 14. Uh, reading and adoption of the governing board policy updates. Did you in item A or B? Should I? >> Item A. >> Okay. One of the policies I want to
081pull um because It's it has to do with the the court decision on uh Mahmood versus Taylor, which was the the LGBTQ story books. and and I'm fine with with everything except for what CSBA is asking to be done is the last bit of it is requires a parent or guardian requesting uh parent or guardian who is requesting that the parent or guardian uh student be opted out of instruction based on religious beliefs, customs or practice. ices submit specified information um and then from there it permits the superintendent or designate to work with legal counsel to evaluate each request to determine whether it be granted. The problem I have with that is superintendent even if it's a designate doesn't need to be getting weeds like that. Um, if if someone wants to have their kid
082accepted from that curriculum, okay, why would we want to fight on that? Why would we want to >> put them through the ringer of submitting specifics on customs of their religion or beliefs that preclude their kid from taking, >> you know, we could rework the policy as far as the whole policy. I mean, the whole policy is bad, but that portion of it is something we'd like to remove. That is our right to do so. >> Okay. >> Yeah. >> Anyone else have anything? >> All right. >> So, should I make the motion to adopt with the exception of that one policy which will come back for an additional first reading or a second reading? >> It is two policies. It's the board policy and the admin regulation. >> Right. Okay. So, I'll make the
083motion to adopt all the policies with the exception of the one that was mentioned and the AR that goes along with it, which I'll come back for a second reading. >> Yes, sir. >> I'll make that motion. >> Second, uh, Sunni second. >> All in favor? I >> oppose. >> And first reading of the board meeting calendar. >> It's the normal calendar that we have to put out ahead of time to make sure we know the organization. >> Second. >> All in favor? >> I curriculum and instruction CTE facility program grant application. Is that you, Manny? Or >> um I'm going to actually go ahead and turn that over to Brian and and have him discuss that. >> Yeah. As a part of Proposition 2, um the state has released about $300 million for that
084can be used for CTE facilities. Um so we brought this to the board a couple months ago of, you know, what direction we'd like to go and the board decided that the patient care route was the way to go. So um we wrote the grant. We assembled an advisory team which um we met this past week which had representatives from Big Bear Fire, Bear Valley Community Hospital District. Um we had Big Bear Mountain Resort or Bear Mountain Resort Ski Patrol. Um as well as our high school staff that's in the patient care pathway. We built up a schematic that is attached to the grant which is two classrooms as well as a simulation lab that can also be used athlete treatment area. Um, and we're submitting that grant to the state. That grant is due
085to the state by December 1st. Um, the only piece we're waiting on is we're still we have letters of support from Craftton, Big Bear Fire, um, and Ski Patrol. We're still waiting on one from the hospital. Um, and so we'll submit that once we receive all the components hopefully next week. And, um, the critical component of that is the board approval of the application. Okay, >> so we're excited about that one. They did discuss that one at SSDA as well and saying, hey, not there may not be that many people applying for this who would hope and they're having a really good shot at this. Just remember it is the match grant. So we apply for the 2.5 and we would have to have, you know, match an additional 2.5. >> So for 5 million
086>> the is the thought that it's going to be an expansion of Medcore we have or partnership with dual enrollment or >> it's going to be both. Um, right now we we stand a little bit conservative in the numbers that we're serving in the grant. We said we're we'd be serving 85 to 100 students a year, which is not too far off at least servicing right now. Um, but Craftton has already committed to um expanding the dual enrollment in the patient care arena. There's two main areas they can support us in. One is CNA or home health aid. They kind of go hand in hand, but um the students have to be 16, so we can offer those during the school day. And the other one is EMT. Um, which as M said is you
087have to be 18 or older. So maybe do it after the school day and open it up to the community, but it's 18 to sit for the national exam or state exams, >> right? And so you could have a 17. >> You could, but just the population serve the high school, it'd be tough to fill the spot. >> Yeah. But what we in our advisory committee um both ski patrol and uh the fire department were saying we can't we can't get them like the ski patrol wants their patrollers to be EMTs. um and the vast majority are and so that's a big leg up for any student that wants to go that route and they were saying the EMT for the fire department is such a high turnover position that yeah they don't have you
088know dozens and dozens of jobs at any given time but they do have a constant need for them and they're actually talking about providing their pay call program as well and this would be a component of that. So we have a lot of support from the local community >> which is one of the reasons we chose healthcare because we know there's going to be all these avenues you can go into because the reality is EMF is an at entry level >> you know just like a CNA entry level and then they that's why they have the turnover problem because they move on >> they move on and they go to nursing whatever they do after that >> Gonzalez is a nurse over at the hospital as well as Dr. over there and they both said
089for the NAS and CNAs, they said, "Yeah, we don't have a ton, but we can't get them." Um, so, you know, it was just there was it was very validating to hear that need is right here in the valley and that there was so much local support for it. >> Edgar was kind enough to come out. looked at the the property area and, you know, gave us the schematic that he needed, you know, and we get approved and Brian has done his job and then it gets turned over to Jess and Jess has to do her job at that point, you know, as far as getting to the getting it built at that point if we get the the grant and then we get more into details of just it's a rough schematic that has
090to be given of what it's going to look like and we'll get into more details later as far as what that building will exactly look like. >> Thank you. >> Yes. All right. Uh, we have to approve the applications. So, make a motion. >> Second. >> All in favor? >> All right. Personnel report management confidential. It's item 16. >> What's under that though? >> 17. >> Theou. >> Oh, just the Okay. Sorry, that didn't look weird. The MOU is just a we in negotiations cuz we started negotiations. One of the thing the reason we have it coming forward is an atou is because right now there was no base on what the teachers were getting paid for doing after school whether it was e-lock program or intervention Saturday school whatever it is and one was
091getting one rate another rate the high school was getting one rate and we needed to make that clear one how much prep time they were getting for depending on the class and then two what was their pay rate and we just needed to put that in rightou making sure it works uh that's why we put and you your time making sure it makes sense. If we have to fix it, we do it later. I will tell you, you know, Brian coming in onto the on the team has been helpful as we enter into negotiations. Sometimes might be a better move on some of this stuff that way before we put into contract. We don't and it's messed up. Also, it's in contract. It's almost better to try something out for a year through anou. So,
092you might see more of that in the future. That way, we're not stuck in a contract with it with the union. We make sure it works. Maybe we had a problem. Maybe maybe it didn't work out for union and we can still renegotiate things that way. And then there's an end to it and we renegotiated at that point. Did it work? Whatever it is right now, we needed to put something in place because there was too many different pieces of who was getting paid what. >> I get [clears throat] a motion to approve the >> second. All in favor? I opposed.