JUHSD 1.13.2026 Regular Board Meeting

001Um the work is shared, the duties are shared both the prep and inside the classroom. Um so they're able to provide that assistance timelier um more direct uh with the students. Uh class time is smoother. Um within the classroom, it's smoother. There's less stigma for students inside the class to receive help. Um even when you're in a small class, um students can sometimes be hesitant. um they've noticed some of those walls breaking down in a co-eing classroom. And I think the most exciting part of it is that it's allowing for more experimentation with different types of assessments and activities because that work is shared, right? So teachers have a little bit more time to to um you know try something new um maybe um try two different varieties on assignments, which is basically the UDL

002principles, right? So, um you can see some of that experimentation taking place. And then that up there, um on the slide is a quote from one of the teachers. The part that I really like and always catches my eye is that last part, which um addresses how um even if you're not a student with an IEP, right, not somebody with um an accommodation or so forth, we can all use a little help sometimes. So having that um extra assistance, it doesn't just help um our diverse learners, it benefits everyone. Having the teachers um have a little bit more freedom to experiment. It starts to spread to the non-coeing classes too, right? They start they're in their collaboration meetings. They're sharing their successes. They're sharing those tailored lessons that they worked on. It just starts to

003kind of raise the bar for everybody. So, it's it's exciting to see it expand in in English. Another way we're focusing on um our diverse learners is through what I call our RTI team, uh response to intervention. Uh it's uh a team made up of me and two counselors, right? Maya and an um we have a school counselor intern. He joined it today. Uh but twice a month um we meet and we review uh the data for our ninth and tth graders. We examine our progress report grades. Um we review attendance. It's a master spreadsheet. Progress report grades, attendance um any type of behavior indicators. We include flex time data on it. We have our teacher support team referrals. And our goal in looking at all of this is to uh identify patterns. We're looking

004to triage students needs um and start connecting to them to all the different supports. You'll see the pyramid up there. We spent a good deal of time as a staff I would say probably about 3 years ago creating that pyramid and now the R RTI team is using that pyramid to start connecting the students, right? like who who's getting what support, who needs the support. Um, and it's our second year with this format. So, um, we don't have a lot of years of comparison, and every year is different. Um, and even more so when you when you kind of take into account the fact that we have a cell phone free policy this year, but the process overall we found has been extremely effective. We're a something about the way it's laid out in front

005of us. were able to identify trends. We're just having very casual conversations, asking each other questions, not really professing to know all of the answers um and looking to see how and where we can start connecting students. Um today in our meeting we began discussing um the fact that um you know we need more something that came up in our WASKE um process last year but we were able to restart the conversation um this meeting was how can we strengthen collaboration between case managers and general education teachers right so that it's more preventative and less reactive where we're just trying to get you know work turned in so we can, you know, assess something, but how can we be more more preventative? Um, and just um very casual conversation about what that could and would

006look like. So, good results. Um, so far um we found it to be very beneficial. So, um we're sticking with it. And then I'll talk um about our school climate. Um this is our third I believe it's school number three. Um I posted it up there on the slide been a principal for a long time. Um very long time. Um so one thing I know is that that work with um school climate it's never finished right and there's not one solution. Um you know you always want to be a school where students are excited to be on campus. They're feeling connected. They're participating but it doesn't happen by chance and it doesn't it doesn't happen overnight. it requires intentional um and you know yearly effort. We're also at the same time a very vibrant school.

007Um we're a small school. We have a big heart. We have lots to offer um our students and that does come through. Um this is a a snapshot of our WASA student survey data and you'll see that um that is what the students reported right that they felt and feel connected to staff right that they have a high level of school connectedness at the same time though our California healthy kids survey data shows that there's room for improvement right so both can be true we can have high levels of school connectedness and then still know that there's pockets where that is not um shared as equally with the healthy kids survey data. Um it is our Hispanic and Latino students that um do not share as high of um or or I'm sorry are reporting

008lower levels of connection and belonging. And that is an area that we're looking to strengthen and address. And the best way we're doing that this year is through our E teams. So this year we were able to get our student E team off the ground. We launched it. We have 12 students, maybe 14 students across all different grade levels. And then our staff E team has been um working continuously for the past few um school years and that work continues. this school year. They both independent of each other um identified the same equity challenge which is about addressing hate speech for the students. That came out um very clearly in our first student E team meeting. And then from for staff the need surfaced. We did student listening sessions at the end of last school

009year. Um so that's where the need um that's when we started to hear from the students both both the student e team and the staff e team they're working within the national equity projects um framework of safe to fail experiments the work is still early on um student e team is exploring the development of a zen and an assembly while the staff um e team is focusing on microaggressions with the staff And then our link crew um is the other key way that we're looking to support and continue building connections on campus. We've had link crew at Terteranova I think for almost 10 years now. This year um ASB and link link crew they were able to launch a freshman field day. So, I would say for about the last five or so years, um,

010the students have wanted to do a field day. Um, and I've always said to them, "Come back with a plan and then we'll talk about it. Come back with a plan and then we'll talk about it." This year they came back with a plan. Um, and it was perfect for for the freshmen. Uh, we had our ninth graders cycling through different field events. Um, they were with their link le their link club um groups. They had their link leaders. There were team building activities sprinkled throughout and uh was so successful that now it's going to be a yearly event which was one of the goals that Link Crew had at the beginning of the year which was to create a calendar calendar of events so every year they're able to hit the ground running and

011they're not feeling like they have to reidentify um things that they want to do across campus. They also want to um start looking to establish mentoring roles within link crew to support students academically to be able to you know teach the students specifically how to study, the best study habits, how to use flex time, prepare for finals, maybe be um a mentor that we can pull in when we're looking at the RTI data, right? the student might benefit, you know, from hearing from another student um some work habits and um organization skills. Um and we would really love I would really love to be able to get to a point where we can offer a dedicated link crew class. Um we worked with Miss Baka and with Wesmore to draft the course, but unfortunately we

012we couldn't run it this year. We had too few signups. Hopefully, we get to the point where it'll it'll take root, but um not not this year. Maybe hopefully next year. And then finally, just a little something called um our distraction-free learning initiative. Um there is so much to talk about this program. Um I'm going to just be very brief. Um, I really want to walk you through how we arrived at the decision as a school. Um, a little bit about how we implemented it and then share some of the the data that we've uh been able to capture after one full semester. So, our destruction free learning, I think um if you were at the school site board meeting at Terteranova, they were uh the [clears throat] staff was talking about it, but it

013has um Terteranova prohibiting cell phones and other personal devices during the school day. The flyer right there lists what a personal device is. Um and we did not come to this decision um overnight. I would say even before COVID, we were having conversations about cell phone use on campus and in classrooms. When we returned from distance learning, obviously everything was different, right? The use was different, the impact was different. Um, and all of those conversations started to take on uh a different level of urgency and even a different um feeling to it. Um, we started to hear more and more from parents and families in IEP meetings, uh, the PTO, parent conferences where they were asking us to do more and to take a harder line with cell phone use. It even came up in

014our WASK family survey as an area of concern that needed to be addressed. And up until we got to that point, right, we we had tried other interventions. We've we researched um different cell phone policies across the state. We revised our own cell phone policy a few times. We purchased cell phone lockers. We had an awareness campaign. We even had a um student speaker uh come to campus and talk to the staff and to the students and held a digital detox challenge. Um [clears throat] nothing really uh stuck. Um and none of those interventions really were successful. So when Newsome finally passed the cell phone bill, we found it to be an opportunity to revisit the issue. We did our surveys. We surveyed uh staff, families, and our students and then engaged in pretty much

015a semesterl long series of conversations as a staff. They were they were very honest, open, and constructive. We shared, we discussed challenges, um the impact of phones, even the benefits of phones, right? Like in what ways were phones being a tool in the classroom and could that be replaced um with with another piece of technology? One of the options that kept coming up was Yonder, right? The Yonder program. Um, we when we were talking about it as a staff, um, [clears throat] knowing and learning about it as I did, I knew that for that program, a program like that to be successful, that it had to be it had to have the support of the staff, right? It couldn't just be a Megan decision. Um, we really wanted to to be something that the staff

016um, came to an agreement on, right? So, we fleshed out the details. Um, and again, all of this is happening over multiple, we're talking months of conversations as a as a staff. And ultimately, we got to the point where we did a take a stand activity. After going through the um few different options of what cell phone policies could look like on campus, debating the pros and cons, we did a take a stand exercise. We wanted there to be a physical a visual representation of where staff felt and in the caf it was in the cafeteria. Every staff member was there. It was all of the there was I don't believe anybody was absent. um every teacher, every classified paraprofessional, the office staff, our campus supervisors, counselors, wellness, um library tech, right? College and career

017aid, everybody um was in the cafeteria. Um again, we debated everything. We talked about um the different options and then we, you know, ultimately took a stand. even admin. Um we had to take a stand and it was ultimately unanimous where we were all in the same the same corner um voting for yonder believing that it was the best program where we that we could implement that would address student learning, right? That would benefit student learning and address cell phone use. Um so then it got about it became about implementation. Um it was very thoughtful and phased. We held parent meetings in May and August and then when school uh restarted uh we met with students by grade level and then uh made sure all students heard what the program was about. We like I

018said held another parent meeting. students received a yonder pouch and a district Chromebook because one piece of data that we found out was again students were using cell phones in the classroom um as a piece of technology um and we were fortunate enough to be able to uh while launching Yonder also launch the district's one-on-one onetoone device program we were piloting it. So, every student received a yonder pouch and a Chromebook as that's the only piece of technology um that's truly permitted. Um and then um the primary concern raised by parents was school safety uh which is to be expected and in so in response to that we installed uh unlocking bases in every classroom and learning space right they're to stay locked during the school day when a student needs to unlock their pouch

019at the end of the day they go to the ones um throughout campus and then we purchased multiple um portable unlocking bases so we have additional staff out um and around campus. Um and then it was, you know, day one um which was probably the hardest day. Um but by the end of the week, there was a noticeable change on campus. In talking with Yonder and some of the other schools, we were told to expect um to see changes um over the course of several weeks, but it it was it was different by the end of that first week. by by Friday the air felt differently and today it's it's a part of the school right um it's just part of what what happens at Teranova we came back from winter break was wondering are

020they going to remember are they going to just show up like oh I forgot all about it um but no it you know they they followed the process they their yonder p they brought their yonder pouches back to school um so what initially was unfamiliar it like I said it's just part of the school day. Um I mean I could lit I can go on and on and on about it. There's so many different um longer attention spans. And then these are some quotes um from staff and from students about how the yonder has been this past semester. Um, I think the one from the 10th grade student is the one that um really got me when um they say how they can analyze text better in their head uh now than what they could

021have done in August when when self when they were on their cell phones as often. Um so again, I can keep talking about it, but uh I'll stop talking and open it up for questions. Thank you. >> Thank you. >> Yeah. >> Thank you. >> Uh, Principal Carrie, uh, any student trustees have questions or comments? >> Uh, yes. I would like to ask a couple questions related to the distraction-free learning initiative. Firstly, this one isn't only tied to that, but since we've had this initiative, we've seen that there's been stricter um consequences, especially for being caught with this technology out >> as students get one detention the first time they're caught and then [clears throat] three and it goes further on from there. So, I was wondering if we're planning on implementing stricter consequences for

022other issues like behavioral issues. We have not had that conversation yet um as a as a admin team if we were going to model that yonder consequence for something else like other common problems on campus. We haven't had that conversation. >> Yeah. I was just wondering because of the success we've found from this program. >> Yeah. No, it's a great it's a great question. Um it's very clear, right? Um it's black and white. um which is um a huge um value to the program. There's no there's no questioning, right? When you're in violation, you're in violation of it. Um I don't I think that's a worthwhile conversation for us to have. How can we model that for some of the other behaviors? And then the other question I have is have has the school been

023thinking about ways to prevent um technological issues now that Chromebooks are the only type of device we can have in school because the systems that Chromebooks have are not very advanced compared to other laptops. And so students have been facing a lot of technological issues and when that's the only thing they can rely on in class instead of before when they could switch to their phones as an alternative. Is there a way we could um fix that? >> Uh yeah, I think there's a way to address it. The best way to start is for me to to have a really good idea of what those techn technology issues are. Um, when I hear the first two people I connect with are Jake Meyer and Karine VA. If there's something right related to Wi-Fi, um, if

024there's an issue with the Chromebook and memory, um, I then go try to find out information. Is it a is it an isolated issue? Is it something is it something bigger? It did look like tonight that um maybe new Chromebooks were being purchased for Teranova, which I think is going to um address some of the concerns that some of the the Chromebooks that students have um are lagging and slow. Um and that there were some Wi-Fi compatibility issues. Um, in terms of other technology concerns and like limitations, um, I would say let's talk cuz I don't think I know exactly what those would be. >> Yeah. I've totally seen the ones that you were talking about and I think that all I would like to see is faster um or more transparent information given to

025students about these issues because it's not really enough to know right when these are being fixed, but maybe we could know when um the school is having these discussions even >> so students know that they're being heard on these issues. >> Yeah. The best um way I have heard about uh computer issues have been when a student has either emailed me or done a stop it report. Um so why don't I look at getting something out to the students. Um even maybe if it's a Google form about what some of the common issues have been with the onetoone and the Chromebooks just to get a snapshot. Um and then we can go from there. I'm not the most tech-savvy person, so [laughter] but no, I I hear you what you're saying. All right, that's all.

026Thank you. >> No problem, >> Mr. Pa. >> Yeah. >> Hello. [clears throat] Um, from speaking with people that I know who go to Turnova, I think that this is actually like at the beginning, I think there was a little there's a sentiment of like, oh gosh, really? Like, oh no. But um [clears throat] after like this last semester speaking to them, I think there's been like actually a really great improvement in like the social culture at Terranova. So I want you to know that from the student perspective, I think there's a good like not just from like the data that you guys have seen, but like a good really like social impact from the student perspective at Tanova. >> Thank you. I appreciate that. I really appreciate that. My kids told me, "Don't do

027it, Mom. They're not going to like you." [laughter] I said, "I need to. It's the right decision. >> Any other students? >> Trusty Gyos. >> Yeah, I have a I have a couple questions and you could be brief in your answers. I'm not looking for a whole lot of detail. I was just curious about um I wonder if you could elaborate a little bit on the the CER um >> program or or whatever that you're using. Just kind of where it came from a little bit and how how you're implementing it. More a little bit more on on that. >> Yeah. So um outside of the right the achievement data right where we saw um we see lower uh CASP ELA scores than we would like. uh the need to focus on literacy uh came

028from teachers, right? Informal feedback, conversations in the hallway, conversations in collaboration meeting um about how literacy um writing, making sense of information needed to be more in-depth outside of just English classes, right? Um we I think the cell phones kind of addressed some of this too. Um, and the teachers were feeling as though they had to pull teeth to get students to provide um and to provide evidence and really demonstrate their thoughts um their answers, articulate their answers um and articulate and defend the points that they were making. And so we got we were they were there were some struggles there. Um so some of those conversations were well how can we make this easier for certain teachers, right? What are your struggles? why is it working in this classroom? Why is it more challenging

029in this classroom? And so that's where the shared focus on literacy came uh when we like I said, we noticed the improvement with distraction-free learning right away. Um and so it just we just kind of took off with it. What's a shared um skill? Um how can you do more? Right? Like they're paying attention. They're they're doing their work. maybe they were writing bullet points last last school year, but this year they're able to um put a paragraph together um faster than they were last year. So, just wanting to leverage that um and really for students to see the connection that um it's not just in English classes, right, that you're having to to write and produce evidence of your thoughts and evaluate that info. >> Thank you. >> Yeah. Um, also, well, first of

030all, thank you for the presentation. Um, it's always nice to kind of get that feedback from, you know, how the schools are doing and the programs they're trying to implement and how those are working out for you guys and just to >> give us a chance to to ask these questions and kind of see if there's ways that we could help. Um, uh, the other question I had a couple, you know, the for the co-t talk classes, I know you, it sounds like you guys just kind of started ramping those up a little bit more or getting a little bit more access to them. I was curious if you're able to track like >> the results of those, you know, those co-t talk classes kind of in real time just to see how well those

031are working out for you guys as far as >> Yeah. results. >> Yeah. Last year we noticed it um significantly um that the students with um disabilities if they were in a co-t talk class that they had a higher um chance of passing the class than they than they had if maybe if they weren't in a in a co-alk class. >> Um again it's a everything's it's like a whole new set of data this year, right? It's very it's kind of hard to go back um and compare in previous years. Um, so it's because the failing rates, right, in English 9, right, are down across the board. I haven't yet broken that 10th grade class data down to see if there's, you know, a comparison with a co-od English and a non-cot English. Um, I

032haven't done that yet. >> Thank you. Um, uh, I had a few other little ones, but I think I'll let some of my colleagues get to them. Uh, the the last one I want to ask you real quick is for your E teams, you know, your your student E teams and your staff E teams. Do you do you guys meet together or you do it separately or how is there times where you guys all get together? And >> we have not um brought the two groups together yet. So, the student e team is meeting uh separately. myself and um another E staff E team member um campus supervisor Juan Venegas we facilitate the student E team with support from Dan Arzaga >> um and so that's completely separate from the staff E team >> so

033wanting to really kind of let both groups move forward >> like organically on their own process um I there's going to be room and opportunity for overlap But they just >> not yet, >> especially not yet. >> Yeah. I think I just from our experience, I guess, as you can see, having students up here with us and what we've learned from them over the years of just having them sit in with us, >> I think it could be, you know, pretty helpful for especially for something like that that you guys are working on those E teams. >> I agree. I agree. Uh the staff E team really wants to sit down with the students. Um, I want the students to have a little bit more autonomy, >> um, and to let their work take shape

034a little bit more before >> us adults get in the mix. >> Yeah. >> Okay. Thank you. I appreciate your time. >> Yeah. Thank you. >> Great presentation. And just to pick up on that as a followup on the team since Trusty opened the door. Um, with regards to the student teams, what are they specifically working on? Um so they came up with three possible projects or experiments. Um one was centered around Zen right um little pamphlet that they could um student created um share with with other students. Um they came up with the desire to have some sort of an assembly or presentation and then they wanted to talk about like uh policies consequences right. Um the one that we've been spending the most time or they've been spending the most time on is

035the assembly, right? Um so it was assembly. Um it's now sounding a little bit more like presentations, classroom presentations. Um and it's all it's all really coming, you know, together. Um they we started meeting in o I want to say November the student e team um we've had maybe five meetings and they're moving quickly. Okay. >> They're moving very very quickly. They really know what they want to do. Um it's I can see us I can see them um getting into classrooms before the end of the semester and doing some sort of presentation and activities with with certain classes. >> That that would be great. I mean it I think it'd be great for us to get an invite or or followup or something about about those presentations. >> Absolutely. >> Um what is the

036makeup of the student E team? Does it mirror the student population demographics? >> It does. um all grade levels um different um uh racial and ethnic um ethnicities and um other different student populations. So um we had um also targeted some invitations to leaders of our affinity clubs around campus um so our GSA um our BSU um we um kind of tap some shoulders of some >> So there's some so there's intersectionality there. >> Yeah, exactly. That's the right word. Yeah, we really wanted to make sure some students, hey, we really want you to be a part of this. >> Awesome. That's great. Fantastic. >> Um, with regards to data, I'm glad to see that you did, you know, show the all student data against the student with disabilities, but it would be nice to

037also see the breakout with the Hispanic students in particular and is 28% of the student population >> and given and especially given what you shared about their their connectiveness or not connectiveness. But I do suspect that with the work that you're doing on the culture piece >> that we'll start to hopefully see some of those positive results as well. >> And with regards to the staff E team, what are you doing specifically? How many people are on your team and what sort of projects are you are you doing >> or the internal work that you need to do? >> Yeah. Um I'm like looking at their faces in my head trying to count. I'm going to say maybe eight of us. um staff staff e team a lot more internal work so far this semester

038um as adults um I've spent a lot of time talking about it with um superintendent prea as a as adults >> [snorts] >> um you know we feel we feel the shared burden of wanting and needing to solve it um we feel of the problem right um the hurt um that the that the students feel we also you know put the burden of kind of solving it for the world outside of Terteranova, right? Um and then we just kind of trip ourselves up. Um and so that's where that national equity project that safe to fail um experiment framework has been real lifesaver for us because we're able to um kind of break it down into small uh more, you know, smaller bites. Um just recently we met maybe right after right around Thanksgiving. um we

039decided to focus on microaggressions. Um and we haven't met since um December was a little rough for the for the team. So we're meeting again next week. >> Okay. >> We pick up the conversation. >> Well, that's that's encouraging to hear cuz I know I know being able to lead in that work requires doing the hard work of looking within. And I know >> when I started the journey 8 years ago and and looking at having to look at my own biases was not fun. >> Yeah. you know, but it's a it's a process and we're never going to get there. But the fact that we're all on this journey together, I think is a is a good thing. And so I encourage you to just keep going. It's because it's it's awesome work. I'm

040really glad that you guys are doing it. >> Thank you. >> Um and lastly, Delta Bell No Cell. That's that's fantastic and I know you guys are very excited about it. I mean, I I know you'd probably still be talking about it right now if you didn't stop yourself. So, I'm really grateful to hear the successes. I'm very excited to see what additional data we will start to see. It'll be fun to follow this nth grade cohort and the 10th grade co cohort over these next few years because I would imagine that we'll probably see >> some incredible um improvements in both scores >> as well as probably the A throughg completion rates and and college [snorts] and career readiness. So that's good. My last question given that the dramatic improvement with the the number

041of students who have who are uh the decrease in number of students who fail the class >> what's the typical followup with the students who fail a class just procedurally? >> Yeah, absolutely. So, uh of those uh we'll just take the freshmen, right? So, of those 12 students, um, we are looking, um, has somebody talked with them, right? Just the most basic of questions, right? How many counselor check-ins have they had? Um, is it an attendance issue? Do we need to pull um, parents in um, for an attendance conference? >> Um, we're looking at um, you failed, let's say, biology. Um, how many times did you go to flex, >> right, with that teacher? Was it once? Was it none? Was it 12? If it was 12, what were you doing 12 times? Right? So,

042we're asking ourselves questions um and then determining who needs to be that person to follow up. Is it a counselor? Is it an uh VP because we're looking at attendance um as part of it? So, we want to bring the parent in. Um is there some maybe behavioral um issues that have maybe come up? um some of them um are um students with disabilities with IEPs, which led us to those conversations about case managers, right? Like what what's what are the case managers challenges? Um what's going on in study skills? Is it right? Um conversations that we need to have with the case manager and the gened teacher. Um so that's what the follow-up looks like. No two students are the same. Um, but I would say of those 12 students, um, just cuz we

043did it today, all but two of them, right, um, had been triaged throughout the semester in one way or another. I would say two were kind of sudden. >> Mhm. >> Like like nobody saw them coming. >> Right. >> Yeah. Right. Right. Well, thank you. That's that's helpful. But also the fact [clears throat] that you only have 12 is a that's a lot less work for you as a team as well. >> Save some paper. Yeah. >> Yep. Great work. Thank you. >> Thank you. Thank you. >> Hi Miss Care. >> Hi Rosie. Um a really great presentation. And I'm glad that you provided a lot of um this was very thoughtful and I think you've probably seen a lot of um presentations to the board and and have been before us before and you

044know what we like to see. Um so thank you for providing a lot of that for us. Um so I had you answered a lot of the questions I had. um for the RT RTI model. That's is that similar like PBIS? >> Kind of kind of kind of >> but this is for students with IEPs. >> Um it's for for all students. Yeah. You're looking essentially you're looking >> um to see if a student um in an intervention that you're going to provide to the student, what their response is, right? Has it been successful? Um um when are you giving them that intervention? Is it a schoolwide system? Is it a teacher intervention? Um, and so that's the name we came up with. Um, we had a book we were using to model ourselves after

045it. And then we just >> just kind of trusted our instincts, me and Karu. Um, and my Lazowski. So, three counselors by training just kind of >> Yes. >> coming in together, not expecting to know the answers to any questions that we're asking each other. Right. >> Yeah. I bring in conversations from teachers, they bring in conversations from students, and we just try to, you know, kind of bridge the gaps. >> Yeah. But I like that it's a bi-weekly review. >> Yeah. >> Um Yeah. >> And so, um, what is the makeup of the RTI team? >> Yep. So, me and the two counselors. >> That's just we wanted you being a former counselor. >> Yeah. And then we have our school counselor um counseling intern join us today. We wanted to keep it small.

046Mhm. >> Um and um just focused um so aca the academic counselors um only wellness um we bring in if there's um we bring them in as an intervention right um but we we focusing strictly on the data right um >> I can bring in um you know the the perspective of the principal the lens of oh no I know English is talking about this I've been talking with you know the department chair or this teacher, right? What are students saying? This teacher specifically is having challenges with this class or we've had a lot of outofclass referrals with this class. So, we're able to bring in all all different facets of it. >> Um um as opposed to maybe what the counselors could do on their own in their office and what I could do

047alone in mine. >> Yeah. >> Oh, that's great. That's great. Um, yeah, starting with the ninth and tth graders. I mean, setting them up for success. >> Um, getting to know them >> and then it's the next crew of >> incoming students. I really like that. >> Um, >> yeah, they fall off their freshman year. It's so much so difficult to get them back on track. So, >> that's where we want our effort to be. >> Yeah. And then the link crew works with the freshmen. >> Okay. [clears throat] And do they mentor them or they >> they do I mean it primarily right now focuses on you know the overall transition to high school. >> Um Rob Kovic, Sarah Meskin and Maya Wasowski are the link um crew advisors and they have a desire

048to start >> um branching into um that academic mentoring role. That's where the class would truly be beneficial. Exactly. >> Um if we can get that in the school day. >> Okay, great. Um, let's see where my other when we were on campus uh for the on-site schoolboard meeting when you all talked about the Andre pouches, it was >> just really incredible. And uh so I do look forward to seeing, you know, more data later >> because I think it's really making I mean there's so much that you're doing there. Um I'm really glad that you're digging into the equity work. M >> um but there's so much that you're doing there that because you it seems to me that you understand that everything is tied together. >> Um the climate and culture I mean

049everything is tied together >> and um let's see. >> Yeah, I don't have any more questions. Great great presentation. Thank you for the work and please thank your staff for us. >> Thank you. >> Hello, Miss Carrie. >> Hello, President. >> Um, thank you. Um, I don't know that I could quite put something like this together. Um, everyone's asked all the questions I had. Um, we were at Westmore last week and they were talking about Link Crew. Um, and I said to myself, "What did I hear about Link Crew? Don't they have some special?" And I said, I just now, maybe 10 minutes ago, I said, "No, there's supposed to be some program at Tteranova where students are supporting student activities, >> maybe." Yeah. >> Sports specifically. >> Can you talk about that? >> Sports.

050>> I heard about it, I think, at sportsmanship night. Was it the sideline crew? >> Yes. >> Okay. Yes. Yes. So, that's a new club. Um, and I'm um Oh. Um, I'm probably going to miss speak. I'm going to probably >> Well, then just forget about it. Big. Is it awesome? >> No, it is a So, it's a growing club. Um, essentially what it is. Um, so it's a sideline club. They have a really long name. Um, I don't have it up. um right now at the tip of my tongue, but it's a sideline crew and we are taking students who are interested in sports, right? Athletics and they are getting trained in um all different types of being um involved in athletics. They are being trained in how to keep stats. So, they'll be

051the um the students behind the um desk, the table in basketball games. So, they're keeping the home book. They're learning how to run the clock. Um they're going to start interviewing students um after games. Um they take pictures during um so they do photography um during games. They're going to learn how to announce. So when we have um football games next season, we're going to uh look to have student announcers either um one quarter or maybe part of the JV game um where they're you know first down Terteranova. It'll be a student. So, we're going to train them on that. Um, and basketball games as well. So, just the whole world of um, you know, all that the world of sports and athletics um, encompasses. Um, it's a sideline crew. >> That was great. >>

052It's new. Yeah. >> Um, thanks for your presentation. >> Yeah. >> And, uh, thanks to you and your staff. >> Thank you. >> Um, we looked forward to seeing you on site. Um, please join me for JB soccer. >> Yes, it was raining the last home game, so I thought of you from the gym. [laughter] >> Thank you. I talk to you all the time. So, in the interest of time, I'm not going to ask any questions and I'm just going to say thank you for that great presentation and I echo the sentiments when I say please thank your staff and thank you Marlene for being here to support Megan. No, thank you to Marlene and the staff. Um, yeah, super appreciative of their support. >> Very nice. >> Yeah. [clears throat] Thank you. Thank

053you. Thank you. >> Uh, that was good news. That was good. Uh, item 15 C1. Um, we're going to talk about a board policy update. And here to give us all the news is uh associate superintendent of student services and human resources Darin Basuino. >> Ah good evening. Uh this is uh board policy 5141.5 mental health. This is the first adoption of this policy for the Jefferson Union High School District. This policy gives guidance in supporting student mental health focusing on preventative care outreach uh student referrals and staff training. It also provides specific guidance on a variety of mental health com notifications to students and families throughout the school year. >> Are you directing us towards some action right now or is this first? Yes. >> Thank you. Uh anyone fantastic first read thank you.

054Um 15D, human resources. Uh number one, it's a board policy update. Let me uh take a quick look here. Looks like we have five board policy updates. Um let's start with the first one. Director of human resources, Dana Luhan. >> Good evening everyone. Um all of these policies are also all first read. So um this is just the first pass and I welcome any questions as I go through each of them. The first policy update is board policy 4000 which clarifies that um we are focused on academic achievement, personal growth and the well-being of the district students um as well as the success of district programs. It also highlights the importance of the relationship between the uh the union and the district uh leadership. So that way we work forward together and collaboratively. >> Any

055questions? >> Move on. Yeah, sure. Thank you. >> Okay. The next one is board policy uh 4119.1 along with the 4219.1 4319.1. Um, this policy was updated to reflect a court decision in which a uh coach, a high school coach refused to follow a directive to not pray before games. Um, so we are recognizing that employees have the the right to exercise their personal choices during their personal time. Um, but during work they do need to be mindful of district policies. Any questions? I see none. >> Okay. The next one is board policy 4119.25 along with the others. Um it uh updated to recognize that employee political activity, voting, civic engagement are all very important. But when employees engage in these activities as individuals, it is important that they rec that they clarify that they

056are acting as an individual as opposed as to acting on behalf of the district. Um, I think I have a small question. >> Um, >> so when does the employee need to do that? >> When when they're engaging in political activities, we're supposed to maintain a neutral stance. >> Okay. Any other questions? Thank you. >> Okay. And the next board policy, board policy 4121, um this one is uh actually the ED code change to allow substitute teachers who work for our district for 30 days or more. They are entitled to 40 hours or 5 days of sick leave. So we updated our collective bargaining agreement to reflect this, but we need to also update the board policy to reflect this. >> Okay. No questions. >> Okay. And finally, thank you for hanging in there with

057me. The last board policy update is board policy 4127 along with 422743127. Um, this highlights the importance of uh athletic coaches who are trained. All of our athletic coaches can attest to the fact that we do require them to complete all uh required training. So, a general coerc coaches training um concussions, those kinds of things. And they cannot coach until their training certificates are completed. >> Is this um a bar to them performing duties or a prerequisite to being hired? >> It's uh they can still be hired, but they cannot start until they've completed all California Intercolastic Federation required trainings. Thank you. Anyone else? >> Um, thank you, Miss Lawk. >> Thank you. >> Uh, 15e1, uh, partial tax survey results. Uh, Deputy Superintendent of Business Services, Tina Van Raphorst. >> Thank you, President Walker.

058Good evening, trustees. In December, the district's financial consultant, Dale Dale Scott and Company, conducted a survey of likely voters to assess attitudes towards the potential renewal of one of the district's parcel taxes. This evening, Dale Scott is here with Joe Crump and they will present the survey findings. It's recommended that the board discuss the results and provide direction to staff regarding next steps as desired. Good evening. I am not going to go through every page [laughter] just to be sure. >> Um, >> might as well sit here. [laughter] >> Let's see how it goes. Um, I am going to start with this slide. However, um this is a slide that shows the voter turnout in Sonteo County on the left and the districts uh voter registration on the right by political party. What I find

059really interesting about this slide, [clears throat] which is voter turnout, it's in all of Sanonteo County, not just in the district. Look at um the blue is presidential and the dark gray are gubernatorial. Look at November of 24 and November of 18. November of 18 was a gubanatorial election, Newsome's first term, and obviously November 24 was the last presidential election. Turnout was almost exactly the same in the county, which is very surprising. I mean, compare that to November of 22, which was the gubernatorial race right after we had the recall. There was really no turnout. turnout in 24. Compare that to turnout in November of 20 which was um a presidential election and how much off it is. So what my point is I do think that the turnout is going to be fairly substantial

060in the gubernatorial race coming up. The [clears throat] survey that we undertook of voters u was completed with 409 participants. Most of those were text to web. They get a text, they're encouraged to go to the web and fill out. You have to be a registered voter. Um the first question that is asked is, "Do you plan on voting in the next election?" If they say no, then they're thanked for their time. The average time was 10 almost 11 minutes and the margin of error is roughly 5%. Meaning when you see the amount that we're going to talk about in terms of this number of voters supported, that's plus or minus 5% talking about. I'm going to go through a couple of these a little quicker than normal. This one, I think, however, on slide

061six is really interesting. This is information about the district. We asked the voters, and I'm going to give just some demographic information, then I'll get into the into the questions. We asked the voters, what is the main way you receive information about Jefferson Union High School District? Look in the uh area around 3:00 to 6:00. You have 22% of these voters. Again, we're talking about registered voters. 22% of these voters who say district communications, district social media, public meetings, and district website. That's pretty amazing. I mean, that's pretty amazing. You compare that to the 6:00 to 8:00, which are the traditional news services, Mercury News, local radio, Pacifica Tribune, local TV, that's only 15%. So, in other words, you have more voters getting information from you about you than they're getting from news feeds, which

062I think is a great change. Something I know you've worked hard to do. However, there is also some bad news. Um, we asked the voters, again, we're talking about registered voter voters, do you now have or have you ever had children or grandchildren who attended or are now attending? Have you now had or have you ever had children or grandchildren who are now attending who who have attended or are now attending a school in Jefferson High School? 60% of the voters say no. >> 60%. Not a shock, but it's something to remember as we're looking at these questions. The way these surveys um work, I'm going to cut to the questions, is we start out once we get the voter on the line or once they're filling out the survey, they're given the ballot language

063that we believe will be close to what the ballot language is that is put on the ballot without any information. That's their first question. Here's what is we're going to put on the ballot. Read it, hear it. How would you vote? So without any information in this survey we did what's called a split sample. A split sample is half the half the voters get the question one way half the voters get the question the other way and then we compare how they do. So the first one we asked uh this question and the only difference is the beginning of the ballot language. We asked with funds that cannot be taken by the state or federal government and must stay in our district. the other half of the voters the words federal government are left out.

064So one's just the state, one's the state and the federal government. In this case again we have um without any information. We look at the people that say yes comp and we also add in the people that say that lean yes. How that works is the person says, "Well, I don't really know." And then you say, "Well, is that a is that you don't know your yes or you don't know your leaning no?" and then they say it sometimes and then you get a lean yes that would be 64% when you combine those two remember parcel tax takes 2/3 when we ask the question and we leave out the federal government we just say funds that cannot be taken by the state and must stay in our district that goes up to 67%. Not a

065huge jump but it's curious that there's a change at all and I think it's just that that's just a lot of words and we'll talk about more about that when we get to it. We then begin to give the voters and these are randomized by the way, but we begin to give the voters a number of questions about different projects, different uses of the funds for a parcel tax. And in this case, then we take that information and we sort it. So you can see it high to low. It's not in given in this um in this order, but the number one uh project we asked, we're just talking about projects is if you knew that the funds would be used to expand classes and programs for career readiness and college preparedness and a form

066of that was in the ballot language that we asked voters to begin with this that gets a little bit over twothirds to hire and retain highly qualified teachers, counselors, and staff. that gets a little bit over twothirds. That was also in the ballot language. And pretty much everything else kind of gets you there. It doesn't work great. Pretty much everything. If we can go to the next page, however, there was one more that was in the ballot language that I want you to think about and and and remember, and that is the second one down on this page, protect quality academic programs, which barely breaks twothirds when we add in the no difference. I'm a yes voter. >> Remember that because we'll come back to that number. That doesn't really it has to get over

06767% to really make it make sense. So, the projects themselves don't really move people. Um, and I didn't mention, and I should have at the beginning, that what we're testing here is when we put that ballot language in front of them, it's an increase in the tax rate, even though it is even though it's um going to replace it. And as I was preparing for this meeting, I went back and looked at in San Monteo County, how many measures in the last 10 or 15 years, how many partial tax measures in the last 10 or 15 years that have been these kind of replacements? Not new ones, but replacements. How many of those have won that were on a November ballot of presidential group? And the answer is all of them. So, I mean, the

068numbers are great in in the aggregate. There's always a chance, of course, one of them won't work, but I just wanted to point that out. So, now we look at taxpayer protections. Again, a set of questions. This was the first one we asked, we mentioned already. The funds cannot be taken by the state and spent elsewhere. This, you can see the difference in that blue. I mean, this has over 75% of the voters saying, "Yes, I'm I'm for this." And this is consistent, by the way, across the state. It doesn't matter what the demographics are of the district. Be it the old, young, blue, red, large, small, rural, urban. Every voter supports this language uh at the 75 to 80% range. Funds cannot be taken by the state or federal government. It's essentially the same.

069And I'll get into some of the nuances in a minute, but it's essentially the same. Remember I said about that that previous remark it only got to barely got to 2/3 but look down at the bottom of this page. Funds would stay in the district and support school projects. Even that gets way over 2/3 compared to trying to be the specific project. So I think the answer here is as you start thinking about how do you communicate with the voters is about the big picture stuff that's happening in the district and not the specific use of the funds that moves them. We asked the question. Sorry, I'm on the wrong slide. We asked the question, um, if you knew this fund would replace the parcel tax approved in 2018 doesn't really move. It's not a

070new tax. We'll replace the parcel tax in 2018. Doesn't really move people. I think they're either for it or they're not is what's what we're seeing. and this kind of information doesn't seem to get there. We also asked them questions about the different amounts. The current parcel tax is at 50 $58 uh per $100,000. So, this would be a replacement and an increase in that parcel tax. We asked them $65. We asked them how they feel about $98. These are asked uh and and and they're not rot they're not in this order. They're randomly selected. So if some person gets 98 first person, some person gets 120. You can see the the real story here is when you get over 100, it falls pretty quickly. Um whether it's 65 or 98, I don't think it

071makes a huge difference, frankly. But when you start getting over that $100, that just tanked. Um didn't even get close. So once they get through all of these questions, we then come back and have them read or have them hear the ballot language again. So in this page, you see in this case, this is the federal and the state government question. Remember, we split them. In this question, we see the before information, which was 64. Now after information, this goes up to 78%. Again, this is with the state and the federal language in it. For those voters that received only the state language in it, it started out stronger at 67%, but it didn't increase as much. Again, I have some theories about this I'll I'll give you at the end. >> But still, those

072are great movements. You know, going up to 73% is a great place. So one more one more set of slides. Not all voters are the same. I guess obviously some are very reliable voters. Some are reliable voters and some are very unreliable voters. And we quantified that. The reliable very reliable voters that's a voter that votes in every election. Um the the reliable voter is three out of four, two out of three, however you put it. And then the unreliable voter is one really a presidential election. They're one out of four or one out of three. This is that question that last question that we asked about the ballot language. And this is how these different groups of voters vote. So if we look again, this is the state and federal. The very reliable voters,

073they just come out at 2/3. If you add the yes and the lean yes together, they're just a two-thirds, which is good because that's the one you need. The reliable voter, very good, 85%. The unreliable, yeah, they love this, [laughter] you know. I mean, they love that. I mean, they just the federal stuff, boom, you know, they're they're all for it. Now, they're all for the the projects in general, but they don't vote that often. That's the problem. Um, we looked at that with the other alternative where we just added the state in and look at the difference in the unreliable voter. Huge. I mean, I'm going to go back and look at that. So, we're at 87% yes, where the state and federal mentioned and that drops down to 61%. with the unreliable voter.

074I think that's just a person that hears sound bits and and reacts to it, frankly. Um, so as you begin to consider this, my recommendation would be, yeah, put the federal the federal language in there. I mean, it doesn't move the reliable voter. It doesn't move the very reliable voter, but it moves that unreliable voter, and you're going to get some of them show up, and you need them. I am going to pause there for any questions you might have and then I'll just go over the time table. >> Um I have a question. So briefly you mentioned um that being more brief about the language used in the ballot would get more voters to lean yes. And I'm just questioning if these are taxpayers voting, shouldn't they get to know more specifically where this

075would go to in terms of school projects or curriculum? >> Yes. Uh they should. Um the state law limits so there's two parts of the ballot. The first part is what we think of as the ballot, which are those words what everybody has on their ballot, and they're limited to 75 words. Um, of those 75 words, about half of them are mandated by the state of what what pieces of information have to be put in there, like what's the cost, uh, what's the what's the if there is there oversight, um, how is it what are the years that it's going to be put into place, etc., etc. So, you don't have a lot of choice in those remaining 40 words. And what we're looking for here [clears throat] are words that communicate to the voters

076what the projects that are going to have that they can then say, "Oh, if I knew that, then I would be for it." Or, "If I know that, I'd be against it." And that's why we do these polls. In the ballot, the sample ballot that a voter is mailed, there's a much longer list of projects, which is the resolution. So for the voter that really wants to know that, yes, they go to that ballot and they can read all of that information and figure that out. But we're so limited by the number of words that we can put on those 75 that we have to be very careful which ones we choose. And um we try to use a combination of projects and um larger issues combined to get the voters to understand both pieces.

077>> Yeah. Thank you. I was just wondering cuz I'm not very knowledgeable in this subject. >> You're not alone. [laughter] >> Good question. [clears throat] >> Mhm. >> What else? >> Um I'm wondering if you can explain to me a little bit slowly the difference between the state only language and the federal language. the difference on the voters or the difference in the actual language itself. >> The difference in the languages. >> Okay. um right around um the beginning of COVID, we began we do a lot of test survey research across the state and we began to throw in a question into the surveys and we'd always ask this question. if you knew that um your these funds could not go to the state and would have to be used locally and we saw that

078answer the that yes I would be more likely to vote for this if I knew that we saw that around CO begin to rise and it was never a big it was never a big deal frankly I mean it was a good question a great answer but not a great answer and then suddenly it was in the 80% statewide and we said no this is really you know this really marks a difference in the way people are seeing the state and the state's impact on education. And that didn't matter what, as I said earlier, the type of district that we were, it didn't matter whether it was a strongly Republican district or a strongly Democratic district. It was really universal. For this survey, I wanted to test, well, what if we put that you couldn't

079take away state funding or federal funding or the state couldn't take away that this funding or the feds couldn't take away this funding? Would that resonate with a more democratic district such as yours? Um, we haven't tested it in many other districts, so I can't tell you what that difference is, but my instinct is that is more of a is a more of a wording that would work well in a stronger democratic district just because of what's happened with the federal government and local school districts across the country. So, it is really just a way Now, let me just say one more thing. Um, for reasons I still don't exactly understand, I'm a member of the San Diego County Taxpayers Association, even though I live in San Francisco. I don't quite understand how that happened,

080but um, I go to all their meetings and I they use me as a sounding board. And one thing we do in San Diego is we conduct classes for citizens and and board members and whatnot. And this issue came up, you know, where when we use this language, the head of the taxpayers association said to me, "Well, you're just trying to manipulate people." And I said, "No, we're trying to educate people. We're not trying to maneuver like that." So when you cuz when you tell a voter, "These funds that you are going to vote for, these tax dollars are going to stay in this district and be used in this district and cannot be taken by either the state or the federal government and used elsewhere." They say, "Oh, okay. Well, then I'm in favor

081of it. So, that's and that's the background of that language. Thank you. Quick question related to the very reliable and reliable voters demographically speaking. Are are they generally older voters in the very reliable category? >> Yes. >> Okay. Yes. And and I will say it used to be they were typically Republicans because the Republican party did a great job of doing vote by mail programs, ironically. Um and that's changed. That's changed. I think that uh that consistent voter is becoming more and more a Democrat. >> Still an older Democrat, a Democrat. >> Okay, great. Thank you. >> Um so we're talking about replacing an existing parcel tax, right? Correct. So, so that existing parcel tax has some time remaining left on it. >> Yes, it expires in um fiscal year 2728. So, you could still

082if this doesn't pass, you could still be on the ballot in 2028 and try it again. >> Got it. And then if this does pass, >> how long does it last? How much more >> that would be up to you. Um that's purely that's purely a district driven decision. Um, you can have it have no ending date. I don't recommend that, but you could. I would probably use the same that you had in this last language, which was 10 years. >> Right. So, we got to put that in the language. And but that language wasn't on the survey, though, right? Like how long would >> I don't believe it was. >> Yeah. >> Because I think that matters to, you know, to the taxpayers how long they think they're going to be paying on a

083parcel tax. >> Yeah, I would think so, too. Although, I'll tell you, we've tested that uh a lot. um trying to see well does it make a difference if it's three years or does it make a difference if it's seven years and we haven't really come up with very good evidence that that's the case >> okay >> but I I agree with you instinctively but I haven't seen that in the research >> okay thank you >> all right one more slide um and that is what you need to do um the county deadline for getting on the ballot in November of 26 is roughly the first week of August. Um, now I don't recommend you wait that long. Um, but we have a fair amount of time to put this together and then you can

084take this action whenever you wish. It requires a simple majority of the v board in order to put the item on the ballot unlike a general obligation bond which requires twothirds. Um and um I will work with uh your assistant superintendent for business in in putting this on in the on the district's agenda if that's the direction of the board. >> Hi, >> I missed my chance a moment ago. So, I wanted to just clarify that with all of the language, it all points towards the voters will vote for a raise for raising it. So, there's no question. So, I just wanted to make make that clarification that, you know, that's I think for me the one that I was, you know, curious about if there was um the tolerance for that. And it seems

085that that that is the case. So, >> I agree with that, but I wouldn't draw I wouldn't cross that $100 line. Yeah. Okay. Okay. Very good. >> That was the only thing that popped out at me. >> Okay. Good. Thank you. >> Yeah. I guess I think um just kind of thinking about future terms like I guess my only concern would be given the current state of affairs here in our country and state. Um looking forward to to that election. Um it's a long ways away. A lot of stuff has happened in a short amount of time uh since the new administration's taken office. And um you know I could see that kind of if it gets any worse than it is and it's kind of hard to imagine um it's that could obviously impact

086you know uh voters thinking at that time. Um but I guess you can't really think about that too much right now. >> Can I make one comment on that? >> Sure. >> Um these measures in involve two different pieces of the puzzle. One is what you just talked about. How do the the voters feel about it? The second is who votes? Um what is the voter turnout? And we can look at the last 20 years of data and we know that the higher the turnout um the more probable um a passage of a bond or a partial tax. >> So even though I agree with you that it may cause people a pocketbook issue, um it'll also stir more people to vote if they're angry. >> Yeah. Yeah. [clears throat] Yeah. I went back and

087just double checked what we passed in 20 November 24 and that went pass at 76.97% and that was and we didn't do any campaigning for that. Right. So, so I think there's a couple of things. one is that we know even I mean what the results you're showing us as well as I know just in conversations with people in the community there's people have a lot of trust in us and we need to keep working to maintain that trust and and that's that's the biggest thing um I feel pretty good about being able to go to the $98 mark in November and in the in the event that it doesn't pass we do have some time so it's not like we're up against a clock in terms of the parcel tax itself. So I my

088I would say let's go for it at 98 in November of 26. >> I'm with that. >> Can we uh have student trustee press to ask a question? >> Okay. [clears throat] Sorry. Adding on to your point that you just made, do you think that because of like the political climate currently and the sentiment in this community, do you think that there'll be a greater voter turnout for this election? Do you figure you have any data on that? You think so? Yeah. >> Yes, I do. >> Okay. Thank you. >> Let's do it. >> So, we've done so many of these campaigns, >> you know, and I have faith in Dale. >> Thank you. Um, yeah, thank you for putting this together. >> Yeah, thank you for doing the the hard work and and getting

089this out there like that, giving us some good information to be able to do this. >> Thank you very much. Always >> parallel parallel world. >> I could do this although I don't. [laughter] >> Thank you. >> All right. Uh 16A1 uh res resolution regarding classified reduction in force director of human resources Dana Luhan. >> Good evening everyone. Um the next three resolutions all relate to a similar theme that I'd like to address first and then I'll get into the particulars with the resolutions. So each of these resolutions relates to uh a reduction in staff uh due to declining enrollment and uh decreased funding. It we've identified two areas where we are overstaffed and that would be in the area of cafe workers as well as at the adult education program. So when we identify

090these types of things we start looking at how can we collapse programs. Um so what we've identified is that we would be collapsing programs that are underenrolled. Uh what we identified with the adult education program is that the satellite programs have very low student attendance. Um so the evening program at Jefferson as well as War Memorial have very few students attending. Our goal with any kind of changing in staff is to minimize the impact to students um but also be solid with our budget. Um these resolutions would allow for layoff notifications, but they do not guarantee that layoff notifications will be issued. Um so I did want to be very clear about that. We're working very hard as a a district team as well as in partnership with the union to identify how can we

091rejigger things. So maybe we don't need to issue any layoff notifications. Okay. So with that context in mind, this first resolution is a reduction in force. It foc um it this one's particular to classified staff. So we would be looking at reducing cafe workers by 4.8 FTE um as well as the evening receptionist by.56. Um and I welcome any questions you may have on this. Any questions? Move to approve the resolution 25265. >> Second. >> All in favor? >> I >> The next resolution is uh a reduction a resolution to reduce um certificated employees. So we have to separate out the two types of employees. So this would reduce adult education staff by 1.58 teaching um full-time equivalents uh 64 uh TOSA or teacher on special assignment and a 1.0 academic counseling and I welcome

092any questions. >> It's just the same type of move we just did. It's not guaranteeing anything. Okay. Thank you. Move to approve resolution 2526. >> Second. >> All in favor? >> I. >> And this final resolution is it's particular to certificated staff and it deals uh pertains to bumping criteria. So if two employees have the same hire date, uh we create criteria that allows us to skip some employees. Like for instance, if someone holds a special education credential, I the last thing we want to do is lose a special education uh credentialed candidate. So this creates the bumping criteria >> that still does not guarantee. Okay. Thank you. Move to approve resolution 25267. >> Second. >> All those in favor? I >> I >> Dana, thank you for that clarification ahead of time. I really

093appreciate that. >> Thank you, Miss Luhan. >> Thank you. >> Um, business services, um, Deputy Superintendent of Business Service, Miss Van Rapors. >> Thank you, President Walker. Tonight, I am recommending approval of the second amendment to our contract with Vance Brown for the construction of the new Jefferson High School gym and pool as well as the theater edition. The original contract was approved in August of 2024, and there are no changes to the scope or expectations previously approved. The amendment simply authorizes us to move forward with the next phase of the project. And before you vote, Director Phillips will provide a project update. We also have representatives from Vance Brown, uh, Mr. Tim Stit, and from HKIT Architects, Mr. Sean Winchester. Um, and they're here in case there are any questions. >> We like no

094changes. [clears throat and laughter] >> Ready? >> Yeah. >> All right. Hi, everyone. >> Hello. >> Hi. It's been some time. >> I know. Thank >> It's good to see you again. >> Yeah, [laughter] I know. These chairs [clears throat] are wonderful. Um well uh this has been a long time in the coming. Uh I'm excited to show you uh some renderings that you may or may not have seen but uh this is uh this first slide has uh the finished product. That is what we're uh well what has been designed and is now in review at DSA. The um just to give you a a brief high level uh where we're at. Um do you want to go ahead and turn the slide? Who's turning the slides? Oh, I am. Oh, that's why I

095asked you. I called you today to say, "Hey, what are you doing?" I thought it was you. Okay. push down. Thank you. All right, so we're going to go over design highlights, schedule updates, and cost updates. >> Boy, now I feel in control. Uh, >> drunk with power. >> This project is like this building going to be lead accredited. We got gold on this building and I think we're going for gold again. Oh, we're going for tracking for silver. >> We're tracking for silver. Okay. uh which is uh partly due because we are uh getting rid of gas which is uh what the state is working toward in in all residential and commercial buildings. Um natural uh lighting helps us with that. Um we are we had some seismic issues which is what prompted this

096project. uh and some accessibil or ADA which is American Disabilities Act uh issues in that building as well which is also prompted us to do this project. Uh so all those things will be addressed. Uh this is also going to enhance uh the a few of the programs. One is we are going to do a 600 it's 600 or 650 foot addition to the theater so that they will now have a backstage area which they haven't had and anybody that's attended Mission Fusion in February knows how um not fun it is for those students to be changing out under easy ups. Um the pool will be able to host uh competition events which they haven't been able to do. Um and then um obviously we're going to have spaces that are built for the programs

097that are uh that are in there. So like the dance room is actually going to be built to be a dance room. Um and the weight room and the uh wrong way. [clears throat] uh and the gymnasium. This is the rendering of the new gymnasium. Uh it'll seat,00 uh plus people. Uh it's going to be striped for uh two regulation basketball courts and volleyball courts and bad mitten courts. Uh this will include boys and girls locker rooms, all gender showers and changing rooms, team room, weight room, cardio room, dance room, and one classroom. Uh the pool uh pool's going to have uh lanes, nine competition lanes, seating for 144 spectators. Uh the amenities are going to include boys and girls changing rooms, all gender changing room with showers, uh some exterior showers, an accessible pool

098lift, uh premium sound and lighting systems, uh a modern high efficiency boiler uh with pool covers for also energy efficiency theater. Um does this point too? Is that what the red thing is? Uh oh. Here we go. >> Let me add it. All right. Why is this not work very well, though? There. >> What's that? >> Yeah, it's not showing up on the screen. All right. I'm gonna walk over here so you can see. Um, that is the new addition and that's going to be on the corner of the existing theater. um with that because there was a staircase that wrapped around right there. We have to do some rerouting. Um and so there'll be new um like basically a new corridor that goes through uh by uh Mr. Harrian's office and um and back

099to where the admin is. But in between there, there's going to be a ramp that will take you basically around the the back side of the theater. Um, currently it's uh if you're in a chair, uh you are stuck up top and this will allow for chairs to be down um at the front. Yeah. Um there'll be uh let's see, there'll be a stage door that'll be off that back uh space. They uh are going to have dressing and and um dressing rooms and and makeup stations. Um there's going to be a restroom in there so they don't have to go outside and go around. Um, and I I just think it's I I think it'll be a nice addition uh to the space because the space is uh it gets used and you know

100and and unfortunately we don't have the room right now to build another theater nor the funds. So um I think this will be a nice enhancement. uh completion. Uh as of right now, we've we we ended up building or uh breaking the permit into two two permits. Um one was the demo and the abatement and the other was build back of the building. Uh the demo and abatement have been done for probably about a monthish. Yeah. and we're waiting on DSA to approve phase two. Um it's my understanding that they are giving us uh the round of comments back around the 16th of this month. Um we anticipate responding back to them uh quickly, two weeks, and uh then hopefully having final approval. what we're shooting for right now is is March the first week

101of March. And so based on that, um the is that it's not on this page. Uh there we go. Construction completion is 10827. Um where was it? I thought there was another date in here, but So, yeah, I was looking for Oh, right. the 7927. Um, so the let's see completion. So the the punch list and inspections and testing could, you know, keep us out until after school starts and most likely will. Um, so I just want everybody to be hearing that now. You know, if we can improve the schedule, we will do our best, but I just want us to anticipate that that's going to it's going to be happening after school, unfortunately. And all right, so in front of you is a amendment to their contract to Vance Brown's contract. Uh previously approved

102for phase one was 32,77593. This next uh amendment is to uh build back the building and that is for 40,244 uh 97. So total project $73 million questions. >> Can you tell me how you're going to uh phase in the the theater building? I mean you're at some point you got to start the construction on that. I mean, I know we're waiting for the approval for DSA checks. Is is the DSA checks for that bu building as well, or is it just for the >> Yeah, it's for that, too. Okay. >> Um uh we are going to start the day that school ends. Okay. during summer. Um I um [laughter] I I actually called Tim last week um and we were going over like how we were going to get the work done uh over

103summer and if we can get it all done over summer. It's a lot of work to get done over summer. I mean summer's what is it? Seven weeks. >> Yeah. Seven. So it's you know roughly $3 million worth of work. Um, and it's a lot of sight work. Um, a lot of interior work. We're putting in a restroom. Um, there's an awning that goes around the outside. So, the plan is to get all the I'll call it dirty work done over the summer in the seven to eight weeks that we have. Um, and get the building as much enclosed as we can. So then the workers are all inside and it's not making a lot of noise, not making a lot of disruption. But there will be work. Um, right now I've got it going

104up until um, January. Um, so it's not going to happen just in that 8 weeks. It's more of a six to seven month Yeah. >> process. >> Yeah. >> Thank you. >> Question. >> Just comments. One, the design is phenomenal. I think I think we're pretty excited about about what we're going to see on that campus after after what we've been living with for so long for many years. Um just really excited about the work that we're about to do and you know and um so thank you so much Miss Phillips for the work that you're doing and to the team. Great work. >> Appreciate everybody here. I mean it's been a great team. >> Yeah. and for keeping that site as clean as you guys have for the for the demo and all that

105stuff. That's pretty impressive cuz that was a lot of work. I mean, I was there a few times just watching that get down and you guys did a really good job with that. So, >> that was a strong building. >> Yeah, I bet it [laughter] was. They don't make them like that anymore. >> About to make one like that. >> Yeah. [clears throat] >> Yes. else. >> So we need to take some action. Uh but can I >> So we had a total cost 74 >> 73 million. Is that commensurate what we estimated before? >> Yeah. >> Okay. Yeah, that's within uh what we budgeted and and some of the items have been um uh I mean there's a contingency in there, but there's also uh some allowances um for things that we just couldn't

106finalize right now because we're still waiting on uh approval. But um I think we were really uh safe in creating that so that we could not have to come back to you over the 73. >> It was a it's a good market right now to to be bidding stuff out. People are hungry to for the work and they're anxious to to get going on a big project like this. >> Fantastic. >> Fortunate for us. Any more questions or shall we take action on contract amendment number two? Move to approve incontract amendment number two. >> Second. All in favor? >> I I >> Thank you guys. >> Thanks for staying so late. >> Appreciate it. >> Hope you're considering Pteranova for your children. [laughter] >> Uh I don't know what number on 16, but we had

107a presentation. What's your number? Move to impeach. >> Good to see you, John. [laughter] >> Second. >> Uh 16B2. Uh Deputy Superintendent of Business Services, Ms. Van Raphorst. >> Thank you, President Walker. In June 2022, the board approved a contract with Landmark Construction to build our new adult education building and district offices. That project is now complete and all payments to the contractor have been made. Resolution 2025-2026/4, if approved, will formally close out this project and authorize district staff to complete all remaining steps in the closeout process. >> Move to approve resolution 25264. >> Second. >> All in favor? Hi. >> Hi. >> Congratulations. >> Thank you. >> Um 16B3 financial audit report. Miss Van Arst. >> Thank you. For this item, the board um is asked to formally accept the audit report for the

1082024 2025 fiscal year. Historically, um, we have sometimes had a representative from the audit firm here to provide a presentation, but since this year's audit was very straightforward and our regular representative was unavailable tonight, I will go ahead and provide the highlights to you. Um, as you can see from the attached audit report and the accompanying documents, the district's auditor issued an unmodified opinion confirming that the 2425 financial statements are presented fairly and in accordance with generally accepted accounting principles. The audit identified no instances of fraud, no significant deficiencies, no uncorrected misstatements, no significant unusual transactions. It also confirms no disagreement with management, no difficulties during the audit and the independence of the audit firm. So overall, the audit reflects sound financial practices and strong compliance with accounting standards. There was one non-financial compliance item

109that was noted as a finding in August of 2024. The notice of public hearing for sufficiency of instructional materials was posted 7 days prior to the hearing rather than the required 10 days prior to the hearing. So this finding doesn't carry any penalty as long as we correct it by adhering to the statutory post posting timelines in the future. With that, I will take any questions or entertain a motion to accept the audit report. >> I I just want to say kudos real quick to to all the audit uh uh all the people that were in charge of putting that audit together. And >> thank you so much. You know, I forget to do that. And >> I I know how hard that is. I mean, just seeing people do that before that is and

110they ask for a lot of stuff. >> And it's not just um the business office staff. It's, you know, the ED services staff, the HR staff, and the staff at the school sites for attendance and for their um ASB programs. Yeah. >> So, a lot of people um all doing good work. Thank you. >> Yeah. This is like getting an A on that. So, I I appreciate that. Yeah. >> Yep. >> Yeah. I'm I'm in the middle of it myself. So, [laughter] so I know exactly how much work goes into it. So yes, thank you very much, Miss Van Rapor, to to you and the team. >> Okay, unless there's any other questions, I >> what? >> Oh, my [laughter] >> That was going really well. >> Taking notes. [laughter] >> Okay. >> Um, so

111let's entertain a motion to uh act on this resolution. >> Move to approve the audit. >> That's That was going to be my motion. >> Second. All in favor? >> I I >> Thank [laughter] you. >> Sorry. >> Item 17. Are there any future agenda items? >> 16 B4. >> What? There's more. [laughter] >> Jerome, can you handle this? >> Nope. I give up. >> It's going to be about as funny as a Brady joke soon. Um, Miss Van Raphorse, can you help us out? >> Yes. For my final item this evening, I am recommending approval of resolution 2025-20263, which designates the district's authorized signitories. There is no change in this list from last year. >> Move. >> Okay. >> You want to do it? >> Sure. Move to approve resolution 2025263 for authorized signatures

112of the governing board. >> Second. All in favor? I >> I >> any future agenda items? Uh 18 to German. Shall we take action? >> Move. >> Second. >> All in favor? >> I we are adjourned. 918. >> Thank you. [music]