001can we get a moment of silence and over begin flag the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all there's no action taken for close session that's later and then student representative report Kylie's last okay hi everyone I'ma the ASP Bo representative for high school and high school and unfortunately this is the last time I will be here to discuss ongoing events at both schools I would like to begin with Cho High School this past month they were able to have an in-depth tour of Victor Valley College their students thoroughly enjoyed the steip and saw the possibility of being able to attend college After High School Mr Naik has started his financial literacy series with them and their students are
002learning a great deal this month they're looking forward to receiving a presentation from the Department of Rehabilitation about services that they can provide their students and putting on a wellness day for their School site and high school after over a year of preparation they have their was visit next week they are anxious and excited about the process and look forward to showing off their school this semester is coming to a rapid close and they're excited about everything students are accomplishing they look forward to celebrating in June now for B High School B High School is currently holding a bears aware mental health awareness and has had lots planned in upcoming weeks we take off the end of the year events with air off being hosted on Friday May 10th at 7:00 in the gym the
003proceeds will be given to the Seven Stars cation Following air probably hosted by the class of 2025 on Saturday May 11th and the pr will be hosted on Friday 10th at 12:38 p.m. due to a testing Powderpuff will be held on May 16th at meld at 5:00 and we invite you to come watch this exciting event every 15 minutes will be held on May 21st and May 22nd to help educate students on team and finally our seniors had an exciting last month with gr night being held on May 31st following the annual step down assignment loc local Awards will be presented on May 28th at 700 p.m. and the HALO Awards will be presented on June 1st from 1 2 p.m. next our spring sports are coming to a close our baseball and softball seasons
004have concluded with our Varity boys winning games against up and EHS and our vars softball team winning games against up and eh EHS as well Golf and track have had a very strong season with members going the CIF finals finally I'm so thankful to have had this experience and will this rep thank you so much so Kylie thank you very much for uh reporting to us we always enjoy seeing students come and talk to us and you're very eloquent and well spoken so uh I know mom's some of your job and teachers and and it's taken a village but you've done uh an amazing job we have a small token card for you thank and so come on up you're gonna do amazing in college soat thank you and then I would also like to
005let you guys know that our next ASB student board representative is Nisha fores thank you guys great you can take your name plate that's right yeah and you don't have toat [Music] thanks all right next we have community staff presentation and I am thrilled to be able to introduce part of our studies committee um f PC and Barbara Lane also worked very much with our entire committee um but key to that committee we have Katherine Williams Matthew fiss David Courtney Tina Fulmer and Cynthia Brit who did just a tremendous amount of work on all of the curriculum I know our teachers were just core for that and I just thank you for all the time and energy that you put in it was a exceptional product when I looked at all the different links and
006really was a representation of our district so thank you so much much Frank now um he began his teaching career at middin high school so he has extensive experience he also served not only as a classroom teacher for history and social studies but also as a curriculum coordinator he moved to the California Department of Education as the coordinator of cde's regional system of districts and school support where he provided guidance to schools and districts across the state as a director of history and social science at Sacramento County Office of Education Frank developed and directed Statewide content literacy inquiry and citizenship helping Educators implement the history and social studies framework Frank currently provides professional development and support to California school districts which we are very fortunate um on all topics related to history and social science
007through the California foundation for history education he is also a teacher preparation instructor at Sacramento County Office of Education School of Education and he holds a bachelor's degree from palal State University Sacramento and a master's degree from oxal college we're extremely great f for Frank and the members of our entire ethnics um studies committee tonight who are here to share their progress and we are very grateful thank you be actually have an audience behind we have a big audience usually everyone is gone by the time I am very excited to present to you and and work with the team because we're all coming up to present different parts of this um this is the culmination of uh well 363 days exactly but a year a year long um process of um helping your District make
008sense of ethnic studies as you know there's an ethnic studies graduation requirement so yes thank SE Bill 101 uh was recently passed you see a few years ago um and this set in in motion a graduation requirement for the class of 2030 so it's the current sixth graders my young is currently in sixth grade um and so they will be the first class subject to um this graduation requirement so um where they get in there the way that the law is written um and as you see there's other bits of the end code that are here so as you can see they just highlighted the the the main points uh the 2930 school year um but starting with the 25 26 school year the U ethnic studies course has to be available in all the
009books for districts and that's simply because there isn't a mandate from the state about when this EIC studies course has to be taken by students so some districts that I've work with and others across the state are making it a ninth grade requirement others are you know moving it throughout so 2526 is the first time and this makes me feel very old now when our current sixth graders will will be freshman now and so um this really is um why it has to be done now and on the books made available um it is at least a one semester course it is reserved for high school so 9th through 12th grade and then we have some options that we that we work with so my colleague Barbara Lane and I worked with uh your team
010to identify what would be the best course to create this ethnic studies course as you can see um it could either be an existing course there are some that already have them on the books uh up where I am in Sacramento one of our local school districts has had it as a local grad requirement for at least 10 years and so they've got courses on the books already those would be okay to use and make available um any of the courses are over currently now three of 400 courses that are approved um for a to G from the UC doorways and so a school district could take one of those courses kind of whole cloth and say we're going to clone or you know use this course in there or or something a little bit
011different it's a locally developed ethnics Valu course and so what we've done here in the conversation is that reles what we're doing we're we're using approved a tog courses kind of you know bringing the best of what what your team and what the team saw as some of these to really create your own and that was the um the focus of the work that we did was how do we make sense of number one what does the education or the ethnic studies requirement mean what are the ins and outs of that but then more importantly what does it mean to us in our community where we are and so through that through the Ed code and again the the the last piece on Ed code here this is where um it helps to kind of
012aay a lot of fears because a lot of a lot of community members a lot of people have fear about it expans they hear this because they hear it's going to be this or that and and haven't had an opportunity to really dig into the Ed code itself and see what it is so there are some Protections in the Ed code AS you can see here that it cannot um looking down at the one towards the bottom you can't reflect or promote bias they could treat discrimination and it's against any person or group of people so one right now so um there are some Protections in in the Ed code that say we can't teach as we hear um that it's all one group's fault that this happened or that happened or whatever because that
013it really is is not that's not the purpose of of ethnic studies um in edod you can't teach or promote any religious you know religious Doctrine you can't do any of of that it really is about um helping students to better understand the stories of different ethnic groups that were identified in law that were identified in this model curriculum so next slide um the the committee stats we brought the committee together we had Parents we had community members we had teachers administrators wide U you know kind of swath of of of individuals um and their task was as you see on the slide there to provide guidance and and feedback to us to you about what this is going to look like how students will satisfy the graduation so we went through this process uh
014the next slide there was a huge um was a huge um note that we wanted to to make sure that people understand that whatever this ethnic studies course was going to be it was not going to change or affect anything that's currently being taught so there's an option that some districts do because it's allowed in there to say we're going to revamp a literature course to be an ethnic studies course and then there's a whole set of parameters you have to follow for that we're not doing that so your 10th grade world history your 11th grade US History your gon are not going to change there's going to be nothing different that's taught in those courses in fact as we get into what this course is going to look like um we are using what
015we're learning in those courses in a very I think Innovative way that I haven't seen in a lot of other places around the state so that's going to be a really important point so the next slide just details the work that we did that year-long process of number one starting with this group to say what is ethic we had difficult conversations we had truthful conversations we built Community you know to to say weaken voice opinions concerns misgivings questions whatever it is in there we really wanted to make sure that we got all of those questions answered and if not fully answered at least out so we knew we can have conversation um so that was a very very important thing for us to to look at what the specifics were the outcomes and then we
016move forward to say now let's look at this model curriculum it's a it's a it's really more of a model for the curriculum it's kind of guidelines that the Department of Education has put together and so we looked at those to see what they recommended the different groups that were uh that had to be included in in our ethnic studies um course in the ethnic studies work that was happening we looked at um a to G courses that were already approved so we we wanted to see some models we wanted to see what was out there um and then we really went through and finalized recommendations and the recommendations truly were from your committee members we helped guide the conversation again working with a number of districts around the state I was able to say
017well you know districts have done this this way and that way and these different angles and these different things to help inform the conversation but everything that you see here and that that the team and our colleagues are going to talk to you about really um was theirs it truly is a locally developed course and a locally developed in every year so so that that's a great thing and Dr SU already identified who the team was but we had our development team so different from our our broader Strokes team where we had community members and others so the development team as you see there are they were they are the teachers the Educators that are going to be teaching the course and really um know their students and know the um the context in your
018community so very well um the first thing that we did one of the first thing that we did was we we talked over these guiding principles and one way one way and and I always I I say it's a blessing and a curse that the state department of Ed said here's what you have to do but they don't tell you how you have to do it in some cases that's a good thing because we get to do this locally in other cases you love to have the the box and do it so what we did is we started with these guiding principles from the ethnic studies model curriculum we went through it we highlighted we struck out we we we had uh questions and lots of discussions about it so what you actually did and
019what this team did is created their own set of guiding principles so these six guiding principles are here they don't um Conflict at all with the ideas of the model curriculums um guiding principles there but these are truly yours these are ones that have been Rewritten and word Smith and made specific for the groups that we're going to be talking about um so that is really um an important thing to look at is these guiding principles as it says did guide the the development the conversation and the constru of the courses that we have stop there there's more is there one more and so yeah we invited students to come and we wanted to hear their voice so AB talk about that what the actual course is going to look like so us on both
020slides but it really took 30 students to really get their use these questions they get to know exactly a little bit to hear from them and on the next slide we'll see what those responses were but we had a total of 30 students participate um they were from differental ethnicities um and also from different grade levels right and then asking these questions was also building what is you what do you want toidentify not only you so on our next slide we look more at what our students have to say and it was really interesting to see even how their voice really was represented in saying I wanted people want people to know that indigenous people are still here you know so it's great to hear from our own students and also stating I think it's
021important to use primary sources to tell different cultures and their stories um you should use stud to best myths about the different groups and we have don't be afraid to tell the hard stories um include nontraditional voices from multiple perspectives and then we have I learn best by doing history not just hearing about it and so I think it's really important to hear them to know and that they be part of that development as so what you have next is this is what your course the course is actually going to look like so so yeah I'll talk about this for a second um so it's going to be a semester right um that a senior year so seniors will be taking this and we did this based on um a lot of thought and and
022decision-making but we decided that the best way for us to go about this was to just piggy back exactly what they were already learning in US history so they're going to be learning all of these subjects they're going to be learning all of these issues we're just going to take it when they're a senior and dive a little deeper in and and get a little bit more specific and learn a little bit more um the way that this is broken down uh we we're first going to learn about the introduction to ethnic studies what is it how does it relate to you how does it relate to Identity all these different things um and then we're going to break it down into four different groups indigenous peoples um Native American peoples or different terms that
023we've used indigenous is what we're going to go with uh for this course um being specific and obviously including be Valley UniFi or be Valley Unified Big Bear Native Americans right and so we need to be able to learn our local peoples and that that ethnic um contingent there uh then we're going to move to the Latino Americans African-Americans and then asian-americans and the cool part about this is it's all in relation to America right we're not going to be learning about Asia or or Latin America per se we're going to be learning about these people and their ethnicities in America and how they are now American right and they're Latin ameran or they're africanamerican and they're Asian-American and so this is going to be a cool way to sort of explore expl that progress
024from over a four weeks um sort of how that progression goes from being you know before they were American maybe or before they were in contact with that and then how that looks today and the progression I'll actually let Matt talk about that because this is his slide but um this is kind of the way so we have it broken down into pretty Equitable chunks for each group we start off with the nous Americans because they were the ones here originally you know there is a saying that we had originally which was at one point there was the land and so if you want to go back to what that looked like we're going to start with indigenous Americans and look at what their lives were like back when it was just the land and
025then we're going to include Latin Americans into that mix as we start to see their groups start to blend together then the third group is going to be when European Americans start to come across and we start to see this effort to really maintain culture despite this Clash of cultures that starts to develop and we get to then explore how those cultures are going to maintain their uh their identities through different challenges such as socio econom IC uh through border changes through Wars through just development over time and we're going to finalize each single group with what their uh struggles are today in more of a contemporary sense so we're bringing them from like what David said from the earlier parts of their time into today and taking what we learn in us and world
026history on a deeper dive I like to tell students a lot you know in US history and world history we have so much to cover a lot of times we're snorkeling or just scuba diving here we're going to get in the sub we're going to go as deep as we can uh and really dig deep into these four groups over these four different weeks so um what you have there is just a a screenshot of what the um UC doorways you know uh application for La terma template is going to be so it starts with this it goes with the descriptions of the the units and then moving through what that's going to be so um another point on that kind of four-week Arc that we have and really again the thing that I that
027I haven't seen in many places around the state is this idea which again I think is very in Innovative and very insightful that we're going to take what was learned in 10th and 11th grade is kind of the prior knowledge and as you said you can go deeper with it you had you had a a conversation with a student when we were talking about Japanese interment right and we really I'd love to go deeper love to go deeper it would be great to do that so now in a course like this we can go deeper into so how did while they were in these in the camps how did they build their culture how did they Main maintain their culture what did they do how did they persevere through and then what happened through and
028Beyond and we can do that for all of the eras of history and all of the pieces that we have so it really this ethnic studies course is really more of it's not an indictment against anybody it's not an indictment against any groups it's really a telling of the story of the of the groups that were here and it's it's is as you said a little bit going a little bit deeper it's taking a a different look at their experience here in America so we have our next steps this it's um going to be submitted to UC this month the the window closes end of June so uh we'll get that in there we'll get some feedback potentially back from from UC doorways from the the people that are going to review that maybe some
029minor changes that have to happen language that they need or whatever once that gets approved then it'll come we've already presented this we're presenting this to you right now uh the lesson development is happening as well so once it is approved by UC doorways then it'll go through this this bigger process of actually getting the public to look at the course curriculum putting all of these elements together uh getting all the resources that are in place what does this actually look like day one to you know the end of the semester and then 25 26 school year you're you're there and you can have it together questions okay the the four groups were were identified in the law um yes so the we call them the core four um so those four groups were identified
030in the ethnics B model curriculum it was expanded to um it's still basically through those core for groups asian-americans expanded to Pacific Islanders and native Hawaiians and a lot of others it really is just giving school districts around the state the flexibility to dive deep into if you have a larger population in your school uh for of a certain group so these core four are at a minimum what we study what what we do and as a survey course those four are the ones to to to identify Focus okay I mean there are other ethnic groups yeah for sure yes yeah the okay it all looks looks good okay um one phrase on the lesson group was gender identity or gender stereotypes I believe was the um I didn't quite see how that fit into
031ethnic so the first unit is about um it's a it's a generalized unit about ethnic studies but also about identity what makes up someone's identity and so that's where it's brought in to say um it is where you're from where your family's from everything from your agend to whatever your your religious you know upbringing um any of these pieces so that that conversation because one of the pieces of ethnic studies in the model curriculum is to show the intersectionality of of all of these groups so where I may be an African-American female whatever what like all these different and all of these different things come together to help me make my own identity and so that that's where that conversation is talked about it's not necessarily going to be woven throughout the core four that
032we have but it's more of a generalized conversation about all the things that come together to make up a person's identity whoever they are the other the other concern okay and this is I don't know how you answer this question the actual teachers are here tonight right they're going to actually be doing it okay and this can be the way you described it I'm thrilled with it okay but my fear is that this could it could slide okay either way with with blaming okay and I know a lot of people that leads to critical race Theory or something okay and clearly we don't want to go there okay and so I'm very glad to hear that we cut that you we don't want to um okay so I'm very happy okay now one thing that
033did strike me however is a significant percentage of our students are Hispanic okay or Latin americ um and we have a whole four-week unit which it seemed like it was more focused on white kids okay and there's a very interesting opportunity I think during that segment for for for the for the Hispanic students to to maybe better understand a white person's perspective and the white person's perspective I mean so there's a real opportunity there I don't know how you and that really is and obviously speak to because you helped develop these but that that really is the um the underlying over really kind of idea of all of those units is not to say we're telling the story from any we're telling the story we're trying to tell the story from the perspective of the
034people that were in that are in that group so like for for instance the Latino American uh unit would be very briefly what was contact like what happened you know when when groups started to come up from you know uh from Mees America from Central America you know from South America and interact with individuals that were up here so there's that conversation but historically historically no historically for sure what is because we've got to give that background of kind of what was before we can get to the what is and what's happening and so that that idea is that we really are focusing on what is the story of how Latino Americans as David said are Americans now so how did that how how was this story um how did they persevere whatever word we
035want we want to say through through challenges through through adversity how did they come to create the the community and the culture that they have today so that really is the focus of each of those units is that um it's not and I can totally understand and respect the fear of it could slide to blaming you know especially when you look at the guiding principles well so I'd like to speak to that just for a second because I mean Matt and I are going to be teaching it and one of the things that we talked about a lot was every student needs to and this is from a guideline from the state every student needs to see themselves in the history book right and that was great but we were very concerned that if we
036did this ethnic studies thing and focused on all these these issues then it was going to be the the white kid to your point the white kid's going to walk out of there seeing themselves as a bad guy and we were very aware of that building every step of this we wanted to have everybody see themselves in the light that they want to see themselves in the history it's good and bad right there's examples of good and bad of everything and everywhere so we wanted everybody to have an opportunity to see themselves in the history in a good light and no blaming and no sort of finger pointing at any point and so when we developed the wording and every step of this that was very much at the Forefront of our decision- making how
037can we make sure that one these kids these groups get to see themselves when they traditionally haven't seen SE themselves in the curriculum but also make sure that these kids who are you know the focus of the traditional curriculum don't get looking feeling like the bad guy and and making everybody in our community feel very sort of um like a community and and and and see each other's perspectives and we were very you know concerned and aware of that and so that hopefully to to sort of ease some of those fears we will also be teaching it so with that in mind every step of it will be um there okay and part of it was the cultural contributions I mean the contributions of each group to positivity we think of it more like a
038celebration of of different groups and how we're all interconnected as as one Community now one thing that struck me I appreciate that okay and I'm really glad you guys are here to say that um but the one thing that I sometimes think gets lost is that values and perspectives change over long periods of time okay the what was right and considered normal in 1650 is not anywhere near what we consider right and appropriate today and sometimes that gets lost and so I think that's one way to make the current students comfortable okay is well something and and that's also sort of to your point why we were so excited about piggybacking the history that they had just learned because we teach that in as a continuous theme there's a lot of examples throughout the classes
039where we it's fun to point those out like would that be cool now and the kids are like of course not right but that's an exciting sort of way of teaching history and so we get to continue that process to your point right and and make sure that they understand like yeah that maybe isn't okay or this has changed and that and we talk about it from a history perspective it's called continuity or change right and what stayed the same and what has changed and we analyzed those things and and that's part of our that's part of our approach that's something we both talk about with our students too on a regular basis you know talking about how for instance War has changed over time or our perspectives on entertainment uh we or religion uh
040so we really are quite honored actually to be the ones to teach this Capstone level course because we get to further those conversations in a responsible way where we we recognize the history like you said what was responsible at one point uh to some groups uh or ethical or right to them may not be at all ethical or right today we totally understand that perspective and we're looking forward to showing uh that that light to students who come to us with a very modern perspective most of them born 2009 and after uh so they don't understand the things like I understood you know I grew up as a kid just 10 years before that so having that uh historical lens I think is one of the most responsible ways to teach ethnic studies and Dr
041folks I thank you for bringing that up because our first couple of meetings were pretty hot and heavy based on that alone and so we all had to get to the comfortable Zone to get to this conversation that you brought up instantly and so it took us a long ways to get to this stage and so thank you absolutely they had some very honest conversations they and and can I turn I'm not in the history Department I'm in the English Department and I was brought in you know because I hear what they teach in history so much in English class because the kids ask these questions and bring up oh Mr fiss talked about you know we were reading animal farm and they're saying Oh Mr fiss and Mr Courtney were telling us and teaching
042us about you know World War I and how the USSR was created and how they you know believed in these things even though we now have this perspective on it now decades later and so these kids are already having these conversations in history class and know these things and they excited to be able to have this opportunity to go deeper with these two brilliant men who have them asking questions of wanting to explore it more but we also want to make sure that they're exploring it with the people who know these information right like it's the internet's a dangerous place they can go look up anything and get information from anyone and we want to make sure the people who are guiding them are people who know the history and know the facts and so
043that's why we want to make sure we really have this do for our kids thank you I have a question do you are you anticipating uh so you guys are doing the lesson development right now and is the majority are the majority of the lessons coming from existing curriculum you're building it totally independently well um yes and yes okay all and how much time is that going to take you do you estimate to do a little bit of a lot for sure um well we got to think about like how it's approached or how it's going to be received by kids and so not only do we want to continue those conversations lessons we've already developed in our own individual sections but we want to try to blend our our minds together to build something
044that's coherent and similar across both of our sections for ethic studies yeah and we've made a sort of made a conscious effort at this point to to focus on like group and project and seminar type conversation uh instruct so that there's um a lot of perspective being shared and so those tend to be um sort of in some ways harder to develop but then easier to implement because they can take multiple days and so we don't need as many of them in the long run but they're going to be harder to sort of build in the front end um projects and things like that but we look forward to to that kind of learning it's going to be fun that's another reason why the senior aspect of it because we could have taught it at
045any level is really I mean I look forward to those conversations uh with you know adults half of them you know essentially so the H I don't know how you do this as a freshman class that's what we agree that's why we did not I would argue you need to do it sooner we had an incident recently at a baseball game that's embarrassing for our community because kids were acting like knucks and saying racial things had they had some exposure to these gentlemen teaching them something even a veneer early on maybe the kids wouldn't be acting like Knuckleheads but you don't have well so so to that to that point um as written I agree because you we are you're leveraging what they're learning in 10th and 11th grade other districts that are doing it
046you know in ninth grade some of them are having as a nth grade seminar or along with geography they're doing human geography and ethnic studies it's a different conversation that's Tab and it's those basic principles then of ethnic studies and and not on as I'll say as sophisticated a level as these conversations are going to be with 11th and 12th graders or 12th graders but it gets to your point of how do we how do we make this happen across I I've done work with a couple districts that we're actually doing elements of this tk12 because they want to say what does what does this look like to not be and you know what does this look like in sixth grade or seventh grade or eighth grade what are the elements what are things we
047can bring in and it's not to the level at all of what's going to happen in 12th grade but it's all the things that lead up to that so the first time they hear about this is not the last semester or 12th grade or whatever I can appreciate the depth that you guys are going into and having truly adult conversations but it I I wish that we could at least get some of that at not to the Deep dive that you're talking about earlier on don't we do days for understanding would be some of that the elective wheel at the middle school some of the classes have that yeah because we were talking about that at the middle school as far as like even the their initial course to one of their electives into their
048sixth grade year try to include something like that along the line because I think Mr Robert is an absolute good point the earlier we do this the better and it it it goes back to elementary school from what we're seeing out of our students what they're experiencing in that dangerous place that she referenc to as far as the internet the earlier we do this the better I think this did open up the conversation because I was a part of the initial conversations with it it opened up a tremendous amount of call them opportunities that we need to be able to take advantage of is how we build this further into our curriculum at earlier ages absolutely because I can see as this is built out further and as you have that then it is the
049almost like the backwards mapping what what do we need to do what should we do leading up to this point so to to get to your point this is not the only thing we can do and there must be I'm sure there's curricular out there going to elementary school if you wanted as far as building it up but yeah yeah sixth grade seems to be where a lot of these things start like sex and you get it twice you get your Junior version then you get your senior version little more I think that way um I had a question about resources what do you expect what are you going to need as far as resources are concerned uh and I'm not just talking about books or things of that nature but also as far as
050scheduling would require additional periods to be taught a new social study so yeah that's going to be uh so for curriculum there is no books out there for this that would be even close to complete enough so we're going to use a lot of different resources and obviously present those to you guys and and get those approved um a lot of them you know digital so they can just be easy financially they're going to be uh hopefully fairly on the on the cheaper side um as far as the um resources I mean we're going to have to have each semester we figured three or four period sections three sections a semester is coming up yeah so that means that we we have 15 sections of history now we were going to add three per semester
051so that means we're going to have we're going to need another teacher for that department so now what's going to be mandatory a through G for a student or not even HG what will be mandatory for social studies that they take what they take World us government econ and then a semester of ethnic studies which will happen first or second semester of their senior year so three and a half years minimum they don't take any history freshman year and that was one of the like kind of chips to the ninth grade thing is we could do a half a year like half of freshman studies would be ethnic studies right then it was that back and forth about whether that was the right time or not and so we ended up stick going with this
052uh time frame but yeah that was part of that is our our staff because we had a long conversation with us in an advisory and in a staff meeting was that we really value our freshman studies and Avid programs and we were afraid that if we put it in our freshman year we would be you you put something in you have to take something out and so we value that freshman orientation semesters and Abit and we didn't want to see that go just as much as we wanted to give them a little bit of ethnic studies in nth grade they can't afford to lose that semester of learning how to be sophomores yes like learning how to be high school students as freshman studies goes and Avid too which is a program we've had and
053lost and it's a great one we need to keep so and that's where we also get our health component is in you know state requirements for um human trafficking our health our drug and Ed all of that St into our freshman and and then we' have to find another placement for those and so as our staff continue to communicate when and how we really in depth looked into it and we really felt at the end of the day it was best to go there a senior year especially when you look at the senior year required classes the required classes are go Eon and English that's it and the rest of it is electives and this is where we get into the issue where I know this committee has brought up multiple times the issue with
054we get a lot of students who sign up for TAS right and so I know bringing aot top I know um you know and we as a staff have talked about that because that's dear and dear our to our heart of going we don't want to lose the things that we do well I teach the freshman and the sophomores and I see I'm in the trenches with these freshman that year with the Freshman studies and the abot and the note taking skills the social emotional learning just how do you be a high school student we can't lose that I'm telling you right now my freshman today I'm looking at at them and I'm like on the verge of tears I'm so proud of how far they've come from day one right like so we don't
055want to lose that especially I hear what you're saying that and I agree but I think we could build better freshman going into sophomores if they're not making racial epithets to my children 100% can work into the correct and and we talk about those things Ines you know I've taught you child and we we talk about those with what with we read and and we we just have to we have to find out how do we do more how do we get to them more and you have already done a great deal of work on I mean just the the draft that you have of all of the resources that you put in that has been hours and hours and hours probably weeks of time and energy and that's what's going to the College Board
056and we'll be sending that to you after the approval there to look at all those resources but thank you for all that I know that this has been a labor of love Frank was you you been amazing so a huge thank you to all of that it's been I yeah I really appreciate the time I remember being a teacher and getting assignments like that which is a whole other job that's being expected of you and especially something that's as important as this and uh my last comment although I don't want to get in the weeds is 100% agree what Steve said but I also believe the other side of it which was I was really glad to see the kids wanted to not shy away from the difficult questions the best definition of of uh
057history that I ever heard heard was from an Alit Survivor who went on to become a history professor and uh on this interview they asked him so do you teach history so that it doesn't repeat itself he said no I teach history to show people that it will repeat itself and that it's not about teaching things people it is teaching people about things that have changed it's also teaching about the things that haven't changed and they repeating themselves and those are usually the difficult questions that we have today are the things that seem to be repeating themselves versus hey everything's great fine you see how far we' come life expectancy is longer so I I would love to see you guys have a tight rope to walk and uh I'm glad I'm not you but
058uh I from what I've heard of both of you and know of you guys that I know we have the right people in the right position which is a blessing for that so thank you that the last thing I'd like to say is I think if you could find a way to ask Tina or whoever uh to get funding to to go and experience the cultures for the kids you know it's a three-hour bus trip to manzanar but that might be really good there's you know maybe go to the San Manu band of mission Indians I mean there's all these cool things so we'll be coming back to ask for money yeah it's important yeah no absolutely that was already on the thought process for sure so was critical to understand do it now generous
059right now leave have a blank check I like a blank check yeah absolutely any other questions Kath well thank you yeah thanks for your hard [Music] work thank you to the whole team for coming just outand please go out and celebrate have fun amazing thank you thank you guys thank than now the back row has been exposed I was looking over there I was looking at Steve and all of a sudden I see this weird guy bending over walking just like what the heck is that then I realized it's your husband the baby down someone sneaking up on the only that makes happy is not figure that all right uh the next section is uh 10 hearing section do we have any public comments to you not anyone want to make a public good now
060I don't have to read half page uh consent calendar item 11 do I have a motion to approve the consent calendar all in favor oppos uh does anyone have any comments on all right Dr Suzuki employee announcements well first off thank you all of you who waited um during our presentation we really appreciate you staying and being here so that we can introduce you first I'd like to introduce Cheyenne Ric who's our new lead cook cafeteria worker is Cheyenne here um Cheyenne started as a cafeteria worker and is excited to become the lead cook cafeteria worker at Big middle school she's a wonderful with both staff and students and we're excited to have her joined the Child Nutrition team at the middle school thank you and then Daniel AR Danny was right here back here
061Danny our new utility worker um Danny began his career with be is the custodian at Baldwin Lane in 2018 six years um he became the utility to worker in July 2022 and is always worked to help those around him Danny has continued to develop his career with Fair Valley and is excited to be part of the m in a whole new capacity he's also grateful to Craig bur for being influential in his career growth and I'm sure Raven as well so congratulations Danny and then we have Juan well Garcia saala is Juan here okay Juan is our new utility worker Juan has worked at the mountain transit for the past five years in the maintenance department and he's dedicated to ensuring the safety of both staff and students and will be a great addition to
062the maintenance and operations team with all of this experience so a huge congratulations to Juan out there and then we have Aur booth and Aur is out here Aur is going to be our new new teacher at norshore elementary school and Aur is a graduate of preper high school she holds a master's degree in teaching and has been our resident sub for two years Aur is passionate about inspiring learning fostering curiosity and ensuring every student reaches their potential and we're thrilled to have you as a Northshore teacher and I know that both schools really wanted her so she was like and Mom and Dad here oh are you Mom and Dad here oh we love Bo did an amazing job what year did you graduate 2016 grade student and we have another graduate of big
063high school who's another new teacher at Northshore is meline Cordo so some of you may know mine I think you said you had her as a student um mine is also a graduate of Big Bear high school she holds a master's degree in teaching and is currently working as a teacher at St Jane Francis de Chantel school as the lead third grade teacher she has led curriculum delivery and Innovative instructional methods that enhance learning outcomes mine's commitment to individualize instruction and Interactive Learning is the Cornerstone of her teaching philosophy so we also welcome mine who's out there in um streaming land and then Chelsea samples our new speech and language pathologist is Chelsea here all right Chelsea Chelsea thank you what a beautiful baby oh [Applause] [Music] you that's the guy and this must be
064your exceptional husband yes this is Cassidy right hi Cassidy welcome we're excited to have Chelsea with us um Chelsea holds a master's degree in communication sciences and disorders from Loma University and is a licensed speech pathologist with seven years experience working in public schools and in clinical settings her listening skills and adaptability make her well equipped to support School District staff students and parents and we welcome you Chelsea and your whole family oh [Music] [Applause] oh and your mom's here too so excited to have her family you're you know here so Chelsea and cassid congratulations and thank you thank you for all being here and then let's we have chela you were the very final so congratulations I know we have been waning speech and language pathologist we' find that every year and we are
065so grateful that you're joining our team so I'm very excited to I uh actually got introduced what almost three years ago um when I started the program at lomalinda in hopes of being in this position today so we areed what is your little girl's name Eloise hello Eloise we're excited you're going to be growing up here too ever what's what's your graduation yet she's not even a year yet that's right 18 42 that's now she's waving now she's waving hi we're gonna move on to the next section you don't have to stay if you got if you want to go celebrate or whatever you don't have to be Tor you can run away now here oh please feel free to go honestly go out and celebrate you really don't have to thank you [Applause] future
066yeah that's right all right item 14 Dr Suzuki dismissed everyone for my comments but then thank you for those who St a huge congratulations to Northshore um they did an outstanding open house exceptional Art Exhibit they had their book for there families were thrilled to be there and I know the students were so excited to show all that they've learned throughout this year so it was really well received and we're looking forward to Baldwin Lane in fallsville fallsville open house tomorrow evening um and if you have not had the opportuni to Big your high school's Adams Family play it is at the pack this Friday Saturday um evening and Sunday afternoon so it's exceptional and then Big Bear Middle School will also be performing on Thursday May 9th and Friday May 10th how to survive
067a Shakespearean play we also invite all parents to attend a 90minut cyber safety seminar designed to equip our families with knowledge and tools to keep their children safe online and this presentation will cover online Predators screen time trending apps and games and then real life School examples and then also practical tools will be what parents leave with they'll be equipped with resources parental controls and privacy settings to navigate Online safety with our students and their children at home and an action plan to give them clear steps on how to immediately save Safeguard their children's online um safety this is all and it's also in Spanish so we do have translators there Thursday I was asked today if it was going to be on Zoom no will we be streaming it or no we we will
068not be streaming but we will be receiving a presentation for 30 days that we will be able to give parents so there will be another opportunity we have a great group coming in to present it so um and it's Thursday May 9th we are providing dinner from 5:00 to 5:30 at Big Bear middle school and child care is also available for children 3 to 12 years old and again Spanish translation so we're really thrilled about it and thank you for setting all that up I know you spent a lot of time and energy on that so thank you okay that is all that's it all right I could go on but no need now that I dismissed everyone fine I'll cut it short all right board member reports I went to the open house at
069Northshore 2 love the art show I like how theyve added that to there in the different contests and all the different medium and the teachers were great walking around and seeing the interact with parents very happy atmosphere yes yeah positive so good stuff going on over there there speaking of that there was a youth art show at the community church so um on Saturday that a bunch of the uh our students were participated in um it was put on by Andrew Wilson in conjunction with um I'm sorry I I don't remember the organization but I saw Andrew there uh and he was up doing the announcements and stuff and uh it was just neat to see encouragement of the Arts and you know kids that I know from other um activities in town never would
070have known their artists and they submitted stuff so it was really to see um I'm glad we got the presentation on ethnic studies today I think it fits directly in with our portrait of a graduate over there I wish we would have had something like that when I graduated because I got that immediately after graduation in in the Air Force and they weren't very nice about that so you couldn't ask a lot of questions so I'm glad that we'll be doing it I have one more thing big public inquiry today everyone's asking asking the big question they want to know what's happening to the flag pool that Big Barrel entry so it got moved over to the stadium oh that's exciting repurpose what oh that's really nice going the stadium history right that makes sense
071I saw contractor to get that and take it over there and then we'll put even Danny said he didn't know that's good steal have a plaque saying it's from Big Bear Elementary you should give the new ility worker one that job yeah there you go put the flag know Rec that school won't be there forever there's always a chance so I can safely tell these people they can't have the poll if they were interested if they're going to throw that out I'll tell love to and then the last thing is uh it's my understanding that they started the work if not finished it at norshore field I haven't seen it yet I have a picture of it to send to you guys in my weekly notes so you'll have pictures this but it is very
072wonderful to look at we went walked it Manny and I when we walking the sites the elementaries as directed by the governing board and we went down there why do you make it sound like a chore it wasn't she enjo wow it was I was you stuck me with it's the I I rode by when the kids were out playing and it was so cool cuz one of the noon Duty Apes had organized the whole game was going on it was awesome and you could see he had to explain how to play which and so they were they're very excited to have it done uh down there and like I said they got it all done in one day at um I want to say it was this past Saturday that they were out there
073that's cool yeah they were there Saturday so they got it all done and the Fine Dirt is all compacted down so it's not like it's loose and flying around so it was nice to walk on it in my heels you I did no I'm teasing thank you to high and thether huge thank you the her thank you very much I just want to add um last Friday was Earth Day at be Valley Electric Service and so um the fourth grade students from both of the elementary schools came and they were having a blast they really enjoyed it they went to each of the booths we had a kid had a booth there so they had each of the booths and they literally these kids were and and from um from Northshore they walked and it
074was it was a cold windy day they walked over they left with these big bags filled with stuff just you know everything that the boots were giving away it was it was really fun but U but yeah I was really happy to see them there and I this a tradition started that it would be fourth grade and I thought that's great because we've got our third grade students skiing and snowboarding learning skiing and snowboarding this is something nice that they can do for just fourth grader so they had a great time it was really nice makes sense my electricity went out that day I did kids hitting buttons over that's all all right uh I 15 administrative report first reading of administrative regulation for student eights so well it's the first reading I think so
075we'll have Lisa sure so this was you know how a couple years ago we instituted that to be a senior TI period off you had to meet these requirements well what we were finding is we probably should have included ETA in that as well because we were getting so many to Eta I think Tina said signed up which they need to be in a class so she this came from her came from her advisory committee at the high school said please change the board policy so that's what this is we've changed it we changed it it was a 2.5 GPA now we changed it to a 3.0 before they allowed to do that they have to be College in career ready or on the track before they can take a TA class so she's hoping
076she thinks so the the um restrictions we put on seniors taking off compar Le I have a question so one of the restrictions was um they had to do they have to take an AP test or they have to get there's multiple ways to be considered that wasn't a requirement was just one of the ways one of the ways I got you okay I wasn't sure I thought well that would be a limit yeah that would that's okay yeah so we're hoping you know this is going to go into P board approval into we so it will change her enrollment numbers of high school as far as hopefully some of those seniors will then take some that's almost a third of the senior class wow wow so we'll bring it back for a second read
077yes yeah we still V okay so I have a first anyone all in favor none oppos Item B updated job description for the Director of Business Services classified Personnel Dr Rosado yes so updating the job description for my position comes with adding the classified personel um being the sitting on the foundation and the CFO and treasure and couple other things so as we get ready to fly for my position we want to make sure that they know all of the exceptional responsibilities they have that you have covered yes so we'll fly if the changing whether they had to be CPO certified and yes we added uh to have that preferably because I do believe having somebody go through the chief business officer uh USC or Caso program is critical to the success of having a
078stable andely absolutely C because they see all that they go through the only part that they don't have is in there is classi Personnel but get out through I thought we discussed that a requirement that it would have to be able to get it with you're right we that they either have it or get it within two years of attaining the position pending board voting and approval we would be flying your position tomorrow tomorrow approval second all in yes I I free I'm free left thank you Dr folks for your encouraging words all in favor huh after all the years be giving you she's got a few months or a month couple months I have five months they have to laugh because they want to cry they don't want to cry I am just looking
079place to visit Puerto Rico be knocking on the door come knock on my door in Puerto Rico where it's warm year round 247 all right uh item 16 California Department of Education request for allance for the closure due to emergency conditions yes yes thank you so we are good Lord allows we won't have any more snow days for the rest of the year and we have to revise this so in order to put forward a request to the CDE for a waiver of the nonattendance day so we don't have to make it up since we don't have it in our calendar to make up we don't lose the Ada we're bringing forward to the board one day for the mountain uh schools and two days for Falls so pending approval we did get that approval
080for the last year 2223 where we had I believe it was four days emergencies and so we put into the contract for uh classified that it's emergency days not just snow makeup days because there was some confusion about who had to come to work and do things in the event of rain and those kind of things so this will make it we have to uh make up those days and we don't lose the Ada on it which is critical to my stress level second all in favor I I thank you none oppos all right item 17 uh separation of employee and placement on the 39 39 monthly as we discussed in session all in favor all right item 18 suggestions for future meeting agendas um well this is coming okay um there's been some significant
081changes to the foundation and their plans for the the Youth Sports H lines and it's going to require well we Linda I and Manny met with uh Harold who's looked at our license agree our our license agreement and concluded did I think he asked the question did we give legal advice yeah he's like where did this cut from kind of thing embarrassing but anyway it's going to have to be redone I mean I don't know if you replied to my comments I did okay um he had some questions that that I think were fairly easy to answer but it's going to be a lease this time um and there's also going to be a lot line adjustment that the board will have to approve um it's it's a multipl step process that we're going through
082but the it's going to be an existing lease on the current license area until we complete the um lot line adjustment adding about 5 Acres so the district's going to have to approve all of that at some point um I'm taking it to the foundation board on May 20th and it'll be coming back in pieces uh for the board to approve so I don't think there's any agenda items it'll just happen in the noral course if you have any questions you can just call me and ask now anyway we're moving forward but it's going to be and then we have to go to DS say um and so it's going to be a very time consuming process but there's still light at the end of the tunnel to get this done all before I retire
083too of course time is perfect under Manny's dire add all of it on everything you can that's right nobody need just you we should get a lot of done before she for September 30th your work on that anything else all right call the meeting at 6:40 thank you for