001All right. Good evening, uh, members of the community. My name is Lori Keer and I am calling this meeting of the board of education regular meeting of May 28th to order at 6 pm and um, we'll start with the pledge of allegiance. Uh, Val, will you lead us, please? Trusty Mansfield to the flag of >> and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Angela, will you please take the roll call? >> President Keer, >> here. >> Trustee Mansfield, >> present. >> Trustee Kamacho, >> present. >> Trustee Anderson, >> here. >> Trustee Heatherton, >> present. >> Thank you. Uh, next item is adopt the agenda. Do I have a motion to adopt the agenda? I make a motion to adopt the
002agenda and I will second it. >> Okay. I have a motion from Trusty Kamacho and a second by Trustee Mansfield. All those in favor say I. >> I. Those opposed. Okay. The motion carries. Next we have communication reports. Uh these are limited to five minutes. Um board member reports. Do I have any board member reports? Trustee Anderson. >> Thank you. Um uh some notes. I'm I'm I'm going to look at my notes. Um we go to the gym uh to and eat healthy food to nourish our bodies and we go to the movies, the the uh theater and concert halls to nourish our souls. And so it was this Tuesday night, a group of us uh ventured up to the Tada Theater to be astounded by the talent and poise uh of our high school's
003music students. I was so appreciative of the jazz combo, the strings group, the entire orchestra, all the solos and combined playing our own Mary Luxinger uh on the piano with solos and uh very talented guitar player named Dominic W, a bass guitar player. Um I I was privileged to re to meet uh um Kess Arnold just before the um the the show started and she did some fabulous work on the saxophone as well as the flute. Uh it it it speaks to to the the the richness and the robustness of our our high school's music program. Um uh we were all able to witness the the the communications between uh um Jordan Begry and and and the band and it was clear to anybody watching that there was there was a a mutual respect and
004a mutual affection um among everybody up on the stage and it really came through. It it left everybody watching tingling. Absolutely uh astounding. My favorite part was the um ac capella group which which was uh unbelievable performances um led by a a terrific teacher Annie Davidson. And um I'm going to mention the group. Leonora Hut Hernandez, Dan Johnson, Sky Levy, McKenzie Livingston, and Cota Eileen. Um I especially love when they did Be My Baby by the Ronets. Oh my god. Uh it was fabulous. Fabulous. Uh, and you know this the whole leadup we we should also pay tribute to Alisa Little and Kelly Brooks as well as Tyler Pow um and the affforementioned Jordan Begar and Annie Davidson um for helping our kids dis foster the it's our vision statement. We're discovering and fostering the
005unique talents and potential of all students. Uh I was so grateful to be in attendance. >> Thank you. >> Well said. I know >> I don't want to follow that but thank you trustee. That was so well put and I still have the elephant walk going on in the back of my head that too. That was really nice. Thank you. Um I just like to um give a shout out for today's senior projects. All three of my students had gone through the CTE program and inspired them for their project. So, it was just really great to see that all come back to them. And such a feel-good um event. The energy on the campus was terrific and I just was very proud to be a part of that. And then also, I would like to
006do a shout out to the Lake Tahoe Education Foundation for our celebration of education last week. That was very well done as well. So, >> that's it. >> Thank you. >> All of those things I agree with. Um, I had five kids in my senior project today, and I've been doing them since I started senior projects a long time ago, >> years ago. >> And this group today was the most poised, prepared group I've ever seen. And they were just, they didn't work off note cards. It was all off what they had memorized and planned to say. They answered lots of questions we had and answered them beautifully. I was just like, they're so grown up, you know, and um two of them were former students of mine, so that was always fun to see
007them go from third grade to 12th grade. Um I also got to honor the seniors that were in my choir back at Sierra House years and years ago when they were in elementary school. And so that was just it's been today's been a special day. >> Excellent. I'll make mine real quick. Um, last week, last Thursday, wonderful Hall of Distinction, uh, very worthy recipients, outstanding. I mean, I had no idea some of our alumni. Uh, Manny is just unbelievable his story. Um, went from there, ran to half half of the game for my daughter's powderpuff game and then went to the celebration education. So, it was a busy Thursday, but all in all, great stuff for the school district. >> Absolutely. Thank you. Yeah, it's definitely a lot of a lot of great things have
008been going on. I just want to thank um Dr. Cutler also for including at the the celebration that we had the hall of distinction of former employees and and alumni and um community members, but I al I really enjoyed having the employees of the year being honored and that I see one of them in the room, at least one. Uh but uh it was really nice that the sites selected the employees of the year and that they were all uh at least majority of them were there that night and so that was really nice to um see them and celebrate that as well. So um and yes I had a great experience with senior projects today as well. So um with that we'll move on to the superintendent report. >> Oh student Oh my goodness.
009You wanted you were excited. >> You were really excited. I almost >> shouldn't have stopped you there. >> I know. I should have let him go first. next time. Maybe we'll reorder this for the future. But anyway, we have both our student board members tonight. So, reports, please. >> Yes, we're thrilled to both be here. We haven't been both been here since, I think, the first meeting of the year. So, fun stuff. >> Um, as many of you mentioned, senior projects happen today, and I know myself and every other senior is incredibly relieved that that's over. So, that's really great. and we were very very thankful to have the underclassmen such as Mirie timing our project so we all knew we were on track and actually going to pass. Um senior picnic is next week
010on June 5th. We're all very very excited for that. And we are all doing our walk of fame back at our elementary schools on June 8th. So even though it's not the turtles anymore, I'm very excited to go back to Myers. And prom is this Saturday at Lake Tahoe Golf Course. Many of us are very excited for that. Although hopefully the weather gets better because this is not ideal prom climate but >> especially for photos. >> Yes, it's not ideal. >> And then um last Wednesday we had speech and national anthem auditions for graduation. So auditions happened, speakers and performers were selected because graduation is on June 12th. So just about two weeks away and hope to see many of you there. It's pretty exciting. >> Yeah. Um, let's see. Powderpuff happened last week. It
011was the spirit week. Um, and yeah, the seniors beat the juniors, I guess, but like we'll have revenge next year. Um, the and at the same time, jazz combo. Me and some of my friends, we were performing at the celebration of education. Um, let's see. Graduation is coming up very soon as Arya mentioned. Um, this is bike to school week. Although I must say the weather is not the best. if it's not cooperating. >> Um although yeah, we are trying to spread the word and encourage people to still bike to school even though they may get a little bit wet on the way. >> Um yeah, and then as you mentioned, the last band concert was on Tuesday. Um spring sports are all done. Track and field girls won state championship for the first time
012in years, so that's definitely a win. Um and then club elections are mostly done. Things are settling down. Um, everyone's counting down the days. 10 more days to graduation. >> So, yep. I think that's pretty much the whole rundown. >> The juniors plotting plotting their succession planning. >> Okay. >> Well, they've got, you know, they'll be ready for next year. All right. Next, we have our superintendence report. President Keer, members of the board, actually I you've covered some of the things I was going to say and and uh Trusty Anderson, I think you said it perfectly regarding the pops concert the other night. Um just was it I found my singing today. Hallelujah. I was after today. It was just it was just ringing in my head and I was just singing from that. And
013Mary, it was fun to see you not just play on the piano >> but move over to the brass and the bass. Right. And I played the tuba and I was like, "Oh, look at Mary going from beyond the keyboards to putting um this this bigger instrument with a big mouthpiece that playing that deep bass part." So, you know what? Just really excited about all that. I I so many good things happening this time of year celebrations. You know, I I I want to tell you today I was on the CEO round table uh for the Lake Taho Chamber and I made a comment and I I just really think I need to keep saying this. You know, we had the seniors u scholarship night last month and I said to to the everybody there,
014I said, you know, for everybody that continues to give to our students in our community and support our school district is so powerful what our community does to support each other. Um, and then you think about all that support that we have throughout the community supporting our students. Then you think about the incredible things that our students are doing and accomplishing. and and Trusty Anderson, again, I always love when we refer to that the vision statement because when we think about all these all these activities that really bring students together, build connection, give purpose, it's just really quite powerful. And so I I appreciate that. I want to just say I thought it was an a wonderful night last week um at the uh Hall of Hall of Distinction induction ceremony as well as a
015celebration of education. really appreciate the partnership with the Ed Foundation. Speaking of our employees of the year, we will um recognize four um districtwide employees of the year from that those those folks uh here on the June 11th board meeting. Looking forward to that. Um of course, as I said that night, um and as as you think about some of the names that we we call out in regards to staff, staff across our district are doing amazing things as we come to an end of a year. It's always a real evident of that. Couple things I really want to make sure I don't forget tonight. I did have I was invited to go to the um cell phone committee um last week and they are now finalizing the proposed board policy that we'll bring forward
016to you on the June 11th meeting for information. So just so you know what our plan is is that that will be for information that night. on the June 25th meeting. It'll be for discussion and then we'll bring it back first meeting in August for an action. Um, of course, it we'll find out what your input is on those June months if that will change anything. I just wanted you to be aware of that. I also back in the fall, we had a parent come to the podium and speak about Chromebooks and the concern about the time on Chromebooks and and actually some of the misuse of Chromebooks. And so, um, had a great meeting with parents last week around that. planning to actually launch another committee. But I wanted to mention that Dr. Reer
017and I have had several conversations and had a conversation with our leadership team about the concerns of too much time with screens and some of the the the things that are also happening that students misuse of Chromebooks and what we need to do for that. And to our student advisory members, we have two that represent here. We had in-depth conversations with them as well in that. So just want you know that's something that's that's upcoming. Um, and I have a couple other things, but I feel like we got all these people here tonight. There's and I want to move on. Um, so that would be the end of my report this evening. Thank you. >> Thank you. Next, we have employee association reports. And I saw Bernardet's in the >> audience. And I don't know
018if Nicole is Nicole. >> She hides sometimes. >> Good evening, President Keer, board members, Dr. Cutler, and everyone. Today, Justin Zunino in a message to staff talked about senior project being inspirational and meaningful. This is the time of year I think that's so important from the staff appreciation that we all experienced a couple of weeks ago which was great and then we moved on to last week's ed foundation celebration and and now we're in the midst of end of the year activities and I know all of our CSEA is very proud they're also very proud to be a part of that. Uh so I wanted to acknowledge that. I also wanted to say on behalf of our negotiations team how much we appreciated the negotiations that we had and I must say I even looked
019up the definition of negotiation because what we experienced in our discussion is exactly that. So we're having meaningful discussion, dialogue, working together to resolve issues for the good of everyone. So I think it's great when we look at what's going on in our world. >> Thank you, Bernard. I don't see no anybody else from um Okay, then next we have public comment and this is for uh public comments that are not related to things on the agenda. >> Yes, we have one submitted public comment and that's Daryl Miller. >> Okay. And before um before Joel gets I just want to say that um for public comment please limit the comments to three minutes or less. And if we only have one then I'm going to we don't need to worry about uh not repeating each
020other. No more than 20 minutes public. Okay. Uh thank you. The Brown Act only allows the board to address items on the posted agenda. The board is listening and cares about your important issues. A board member or the superintendent will be glad to meet with you to discuss your concerns or address them on a future agenda. With that, welcome Mr. Miller. >> Just making sure. Last time it wasn't on. >> Okay. Yeah, it sounds like it's working. >> Okay. Members of the board, I want to be direct. Families have raised serious concerns that directly affect students with disabilities. whether parent participation in SEPA governance was meaningful, whether CAC input was actually included in local plan development, whether certification submitted to the state accurately reflected parent participation, whether CAC appointments and recommendations were handled transparently, and
021whether families can trust the systems responsible for special education oversight. These issues were first brought to this board's attention nearly two years ago. Since then, there has never been a meaningful public investigation, public discussion, or public accounting of these concerns. This is unacceptable. On April 29th, I specifically discussed with President Keer how trust is damaged when commitments are made and not followed through. She acknowledged that concern. Yet, since then, the CAC report promised for May 2026 has still not been confirmed. My May 5th request for a date has not been answered and CAC appointments now appear to be moving forward despite President Kemper's May 6th statement that action would be postponed pending the CDE complaints, the School Services of California Review, and further public discussion. This is exactly how trust is lost. The board has
022not sought meaningful community input. It has not publicly examined the records. It has not asked families what happened. It has not tested administrative explanations against the evidence. Instead, the board appears to have deferred to the very administrators whose actions require oversight. That creates an obvious oversight problem. A board cannot fulfill its duties to students and families if it relies only on the same administration whose conduct is being questioned. Students with disabilities are not served by silence. They are not served by delay. They are not served by process explanations while the underlying concerns remain unresolved. Families brought these issues forward because they believe this board would care enough to investigate them. If this board is not willing to meaningfully address concerns affecting students with disabilities, parent participation, and special education governance, then I have to ask
023each of you, why are you serving on this board? Because the role is not to protect the system from accountability. The role is to ensure the system serves students. Please act like these concerns matter because to families of students with disabilities, they do. Thank you. >> Thank you. Okay, that we have no other submitted public uh comment. Did anybody come to intend to speak on public comment this evening that we didn't get a card for? Okay, that'll bring us to the end. >> Thank you. Um, next we have our student celebration and our item this month is celebration of multilingual learner student attendance improvement. President Camper and trustees, please welcome Director Goldberg and Specialist Kayabi to recognize some of our multilingual learners who have significantly improved attendance this year. >> Excellent. Welcome. >> Good evening,
024President Keer and trustees. Thank you for the opportunity to share tonight's presentation celebrating improved attendance among our multilingual learners. Tonight, we're very excited to recognize the improved attendance of our students and also the work of their families, teachers, administrators, and support staff who made this progress possible. >> Andy's taking uh control to put the slides. >> Okay, cool. >> Okay. Second slide. Yeah. Our f a focus goal this year was to reduce chronic absenteeism by 3%. Chronic absenteeism occurs when a student misses 10% or more of enrolled school days. In real practice, that means just missing two days a month. Attendance matters deeply because it directly achievement >> connection and long-term outcomes. Research shows that even one year of chronic absence can contribute to academic struggles, social isolation, anxiety, and lower graduation rates. At the
025same time, consistent attendance creates opportunity. Students who attend regularly are more likely to achieve academically, feel connected to school, and ultimately graduate. As a quote on this slide highlights, we're almost there. Yes, thank you. As this quote highlights, um, attendance is one of the strongest indicators of future success, beginning as early as time. >> Right. Exactly. >> We are proud to share that chronic absenteeism among our multilingual learners declined from 3.7% from May 2025 to May 2026. Our rate decreased from 30.1% of our multilingual learners being chronically absent to 26.4. >> Next slide. This improvement was not the result of one single strategy, but rather coordinated a system of outreach, care, and support. Schools are already working hard to improve attendance, and we were able to layer on top of that one-on-one outreach, phone calls,
026and meetings to fully understand the barriers to attendance and look at holistic solutions. Our outreach started with the simple statement, "We care about your child. We miss you. We want your child at school." Our system included consistent data tracking at the district level, making consistent identification and support possible. a whole child approach and joyful recognition when students improve and grow in their attendance. >> We know that strong relationships and meaningful family partnerships are essential in improving attendance outcomes and we are grateful for the collaboration across all school sites. Next slide. This graphic from attendance works shows the significant benefits of pro of improved attendance across every grade level. At this time, we would now like to recognize students from each school site who demonstrated significance attendance approvement this year. As students are recognized, they will
027receive a certificate with a recognition gift from generous local businesses. Students, please stay standing up at the front after you are called for a photo afterwards. from Beiju Community School under the leadership of principal de Pieri. We are proud to recognize. Are either of the Beiju students physically here? I'm not sure that they are. >> However, we will still recognize them. >> Chloe Ramirez. Third grade. Chloe actually chose a one month free membership at Blue Granite. So, she's got getting to >> right next to me. >> Uh, also from Viju, uh, fourth grader Aiden Michelle Casillas. >> Thank you. Mhm. Thank you for your commitment, growth, and perseverance this year. We are proud of you. >> From Sierra House, next slide, please. Under the leadership of Principal Homes, we are proud to recognize Brian Gutierrez,
028fourth grade. Prada, fourth grade. Come stand over here. Nice job, Salom. And Aiden Herado, fifth grade. Congratulations on your hard work. We are excited to celebrate you. From Tahoe Valley Elementary, under the leadership of Principal Hartnett, we are proud to recognize Isaiah Nunees Blanco, first grade. Anniia Patel, second grade. And Matthew Rook, fifth grade really recognized resilience, consistency, and dedication throughout the year. So, thank you. >> From South Tahoe Middle School, under the leadership of Principal Martinez, we are proud to recognize Kaden Sanchez, Alan Martinez, Kata Arce. We know that middle school can get be hard to get to early in the morning. We are really grateful that you are improving your attendance so remarkably. >> Then there's two more from South Middle School and that's Junior Riviera Perilmo Zuniga Navaro. And last but oh
029here you are Dany. >> And we are excited to celebrate you. >> Congratulations. And last but not least from South Tahoe High School under the leadership of Justin Zenino, we've got Sebastian Zuluaga Medina and also Esmeralda Mel Canelo. And we're just excited also to celebrate the high school. So thank you so much for that work. And next slide. Before we close, we would like to extend a special thank you to several community businesses who generally donated incentives to celebrate and encourage improved student attendance. Thank you Base Camp Pizza, Ernie Coffee Shop, Elements Eatery, Verde, uh, Sugar Pine Bakery, Off the Hook Sushi, Blue Granite for partnering with us to support and celebrate our students. >> Thank you. And we invite if you have any questions. Thank you for your hard work, guys. Nice job. >>
030Whenever you're ready. >> All right. Uh, next is recognition for our student representatives to the board of education. >> President Keer, members of the board, >> they like comb their hair. >> They might be. Yes, some people are. All right. Oh, boy. Thank you for coming. >> I came to the podium. >> Thank you everybody. Thank you. >> Yeah. Thank you. >> Thank you. >> He don't touch Don't touch the mic. >> Don't touch the mic. >> Touch the mic. came to the podium tonight um as to part of our recognition continuing with our students and I'm going to tell you that um it is with incredible honor and privilege to be able to recognize our student board me that's a senior Arya Sani right Arya come on over here Ara tell you we've had
031incredible board representatives we really have I mean I think about this it was a board priority to me when I first got here. the board said we don't ever get our students to con be consistent in attending and we want to hear from students and we and over the time we've built this where we have students attending. Now they're elected by their student body um and really are incredible representatives and um Ari has for the last two years represented South High School Lake uh Unified School District and our entire community as a voice of the students and she's done incredible with that. she has led. I want to tell you, I've watched her lead her her fellow students. I've watched her help lead us. I want to just recall back to our um our retreat
032where we had our students join actually for the first time. It's not that we didn't want them to join in the past. We just never thought about them wanting to. What did our students do? They said, "Well, we get to attend, don't we?" And I remember Arya being so clear about the importance of students being connected and how powerful Arya and Mary's voice became in the board's process of making a decision of what the priorities are. This is what's so important about student voice and student leadership in this space of governance, in the space of of leading students and their their thinking and in our community. I got to tell you, we I heard this tonight about our senior projects and our and our students being so prepared and so ready. I think it happens
033because we're listening to students. We're having students be models and representatives and helping connect students to students. You know, it's interesting right now in our in our country, in our state, in our communities. Student wellness is really a big topic. And when we think about what our students are doing, they're helping connect students to help take care of wellness. And you know, Arya is an incredible model of that because she takes care so care of herself as a first model. And and what I what I mean by that, she is an athlete. She's in shape. She studies. She gets the she eats right. She gets the right sleep. You mostly right a senior in school can do. And so I just want to share and I could say I could go on and on and
034on that Arya has taught me over the last couple years. She's taught us. She's taught everyone. And we've been able to watch and listen to her and watch her grow, too. And and by the way, our a real quick question. The state the our South High School girls track team won state. >> Yes. >> What did you do? Um this year we three repeated the 4x100 relay and I4 my long jump and 100 meter hurdle state championships >> right state champion right as not only not only a 4 >> eight what six not only a 4.8 a student, not only a leader, a representative, she she's, you know, she represents herself, her her family, our school, and our community so incredibly. And and so we cannot thank you enough. This is your last board night
035with us. We are so proud. What do we have in here for you? So, let me tell you, first of all, we have a check and this is the scholarship that you've earned by serving the last two years. Um, and and it's just a small, you know, scholarship piece, but that's for you here. We provide you >> yay >> her her student board member. Right. So those are in there for you. And then of course and I say share this with you. Certificate of recognition presented to Arya Sanne for outstanding service and participation in Lake Taw Unified School District District student board member. Lake Taw Unified School District 2526 school year. Presented to you by Trustee President Keer and Superintendent Cutler. Congratulations. >> Thank you. Thank you for this opportunity. It's been such a joy
036to work with all of you guys and really connect with the community more through this. >> Really shown me what my voice has the power to do. So, thank you. >> Very good. Thank you. >> Thank you. Good job. >> Best of luck, Ari. We know you do well. >> Members want to chime in. I just uh I I was writing up something to say and realized, man, I would speak up here for >> two days, >> long time. So, I just kind of shortened my my notes to myself. >> All right. Thank you. >> Congratulations. >> Thank you. I appreciate that. >> All right. >> Okay. Next, we're moving on to educational services. We have the South Tahoe High School single focus update. Principal Zunino. >> President Camper and trustees, please welcome Principal Zenino
037and team to provide us with a brief update on their single focus progress this year. Thank you, Mr. Zenino and team. >> Yeah, I'll say the comm. >> All right. Good evening members of the board. Tonight, uh, we are proud to share the progress, reflections, and future direction of South High School single focus. Our driving vision continues to guide everything we do to build and elevate a culture of achievement, belonging, and collaboration for every student who walks through our doors. Do I have control? Who's the controller? In our presentation tonight, we will first review a few key schoolwide updates, celebrate outcomes of our 2526 goals, and outline our single focus for the upcoming 2627 school year. Following that, I'll be handing off the microphone uh to others in our uh group here, our department chairs,
038who will provide a firsthand look at how these goals come to life in our classrooms. 10 seconds right there. Uh first, let's start with a few important >> updates. Uh yeah, can we just do that? Okay, I'll set this down. Our attendance data shows a steady yearover-year increase in our average daily attendance. Looking at September through April, our numbers consistently outpace previous years, reaching a peak 94.6 in September and remaining strong into the spring. This data speaks directly to our focus on belonging, and I believe students are showing up because they're increasingly feeling connected and valued at STHs. Next slide, please. Parallel to attendance is our student achievement. Over the last four academic years, our average weighted GPA uh has risen from 2 uh 69 in 2223 to an impressive 3.04 this year. This is
039not happen stance. It represents a gradual increase in intervention and the tireless dedication of our teachers and support staff to raise expectations. Next slide, please. Furthermore, our students are challenging themselves more each year with college level work. The total number of dual enrollment courses completed by STHs students has skyrocketed from 745 courses a few years ago to 1,242 courses this academic year. We are creating direct pipelines to higher education, giving our students a head start on their futures right here on our campus. Next slide, please. Next, I want to take a look at what we've done a little bit here in the past. Next slide, please. this year, we are committed to standardizing rigor across all courses. We su s s s s s s s s s s s s s s s s
040s s s s s s s s s s s s s s s s s s s s s s s successfully built and common summitative and for aligned scope and sequence for courses and placed a focus on reducing DF rates. This framework ensures that no matter which teacher a student has they receive the same highquality aligned instruction. Next slide please. Moving us forward to 2627. Our single focus this coming year takes a deeper dive into curricular design. Effectively, we are narrowing our lens to strengthen curriculum alignment and instructional coherence. This was and high reliability schools aligned strategy relies on three concrete actions. First, developing studentfriendly I can statements for every unit. Second, regularly analyzing student work in our Wednesday professional learning communities. And third, adjusting our collaboration calendar to maximize PLC time for
041departmentwide work. Next slide, please. To show a little bit about how this looks in practice, I'd like to introduce our department chairs. Next slide. Tonight is really about sharing some of our reflections directly with you. Uh to do that, our department chairs will give a quick look into their team's progress, focusing on three themes. First, a celebration or highlight from this past school year. Second, their progress building out scope and sequence work in common assessments. And third, uh a concrete studentfriendly I can statement to show how these standards look from the students perspective. So on that note, I'm going to hand it off to Isaiah Tenassi to kick us off with CTE. Mr. Tenassi, there you are, sir. >> Thank you. U this year the CT department focused on uh Next slide. This year, the
042CTE department focused on bridging the gap between school and industry by significantly expanding work-based learning opportunities. We updated the scope and sequence for all CTE courses and transition to digital assessment forms to track hands-on competencies instantly. Next year, we'll dive into formalizing I can statements with some examples there such as in our shops and kitchens. These sound like I can demonstrate competence in a specific trade task or I can recognize proper versus improper technique of a specific skill. >> Thanks sir. I'm going to jump back in uh step in for EL. Our department chair Miss Sarah. Next slide please. Thank you. We had a wonderful and productive year in our EL classes. One major highlight for the ELD department during the 2526 school year was that all EL seniors successfully completed and presented their senior
043projects in English, demonstrating significant growth in their writing and speaking skills as well as their confidence. Love that department refined its scope and sequence strength and formative assumive assessments and created a 9th 10th grade benchmark assessment. An example of an I can statement used in EL classes is quote, "I can see academic language to support my ideas with evidence and background information." Next up, next slide, please. Uh I will also be uh reading for English uh from Miss H Highle, the department chair in the English department. Uh celebrates 31 years heard about tonight of senior project. Our students continue collaborating with community partners to learn skills that enrich their lives and even jumpstart their careers. Students in the class of 2026, earned scuba certification, worked in elementary classrooms and dental offices, learned about radiology and
044physical therapy, worked with the police and fire department, composed and performed music, developed budget friendly recipes that will surely go viral with college students, and even published a 400page book of poetry. Regarding so scope and sequence uh and assessments, our ELA team is updating our courses to better reflect a variety of learning opportunities students have as well as aligning our formative and summitive assessments to direct our instruction and show students growth. A sample I can statement might read for ELA, I can cite evidence from credible sources and prove a claim. Next up, Mr. Salo. Here you are, sir. >> Thank you. Um, for uh, languages other than English or LO as we're known, Spanish. Um, one of our highlights as a department actually came from the Wasque midcycle report. Um since it reflects the work
045we have done as a department, it was actually really nice to see that students noted to the committee the high levels of collaboration in our department and how it contributed to their strong performance on the AP Spanish language exam. Uh students came out of that confident this time this year too. So it's always great to see. Um we've also worked this year to develop a full scope and sequence that connects all 11 Spanish classes that we offer as a department. And lastly, um, for an I can statement, it's kind of a broad general one, but I can demonstrate the skills necessary to earn the California State Seal of Biiteracy. We're very happy that we have 50 confirmed recipients this year for that state seal and six candidates as well who will most likely be awarded
046it as well when they get their AP results. So, thank you. Next slide. Woody Peterson, mathematics. Uh this year, um >> yeah. >> So we piloted two distinct math curriculums this year. Um drastically different. Uh we're almost in the final phases. Next week with Dr. Reer, we'll be choosing what we um pick for the next school year. Um also along with this pilot, we made a lot of progress on our alignment. Uh we've completed almost every single scope and sequence for every single course aligned with assessments uh retakes um checks for understanding everything. And uh this will ensure vertical alignment for all of math 1 um all the way through our advanced courses. And then to give this a look how it translates to rigor and expectations, here's one example of our learning targets for
047our pre-calculus course. If I can graph all six trig functions. So thank you. I'll turn it over to Hello, my name is Will Davenport, department chair for physical education and health. Um, our PE department, a primary highlight this year was uh impact an impactful professional development coordinated by Seth Martin on our October uh 30th or 31st professional development day. Uh this collaboration allowed our team to refine our instructional approach and better serve our students physical well-being. Um regarding our curriculum, we have significantly updated our scope and sequence to ensure deep alignment with California state standards. We're now emphasizing a clear progression of skills, health literacy, and core fitness concepts across all grade levels to provide a consistent educational experience. And to bring this to life for our students, we utilize learning targets such as I
048can demonstrate how regular exercise benefits overall health and wellness. I got social science for uh Miss Palroy. In the social science department, uh the biggest highlight was the successful launch of our new cultural geography course. Uh through department collaboration, we made significant progress establishing 2526 scope and sequence and embedding common assessments across history sections. uh as a sample I can statement um and it reads there I can evaluate how the United States rapidly became an imperialist power following the Spanishamean war. Next up we have student services. >> Thank you both here and Christina Leine. She loves speaking in front of people. The student services department is making progress toward increasing opportunities for students to learn in the least restrictive environment. We are also working on our scope and sequence to vertically align with general education,
049English, math and science classes >> and our I can statement relates relates to math and um I can solve two-step equations solving for one variable. >> Thank you both. >> Turn the page here. Yes. Awesome. How's everyone doing today? It's going to be like 21 minutes. Come on. Okay. So, some highlights in our science department this year. We uh increased our AP and dual enrollment courses. So, we added AP chemistry this year and we got our uh intro or CT Tahoe science 2 forestry natural resources class is now dual enrolled to forestry 110 and 110L to start students on their foundational forestry program. Uh we run the science expo every other year. Social sciences runs it on the what are we even years or odd years? Other years. Uh so uh we had our wonderful
050science expo gives every student a chance to try to run a project based learning kind of experiment all on their own. So we kind of frame them up with good ideas and then we let them run with it and get all their materials and it's wonderful to run 45 labs at the same time. Uh no it's a great time. They're they're having a good time. Then we also had the industry envirro day. Uh so last year Lindsay Richardson kind of asked we used to do 30-minute little sessions and they wanted to ramp it up some. So we did 84minute in-depth sessions with uh nine different industry partners that came in and showed them how they used their uh science skills in their professional careers to show students these are careers they can jump to. Uh
051we've worked on our scope and sequence documents. Uh we've got them all pretty much aligned at this point, but we're working on getting them more tight and rigorous, making sure all the summative and common assessments are identical. Biology is going to be our highlight. That's probably our strongest program right now with just how long it's been taught and the iterations it's gone through with great teachers creating those scales. Uh and the example I can is I can collect data and present it visually. That's really in all science classes. I get 20 more minutes. Thank you. Okay, very good. Uh, last I have here is for VAPA. If you please change slides. Thank you. Finally, uh, the VAPA department expanded creative opportunities in 2526 through advanced uh, AP and dual enrollment art classes, completely sold out
052theater performances of Chicago, and the successful launch of our competitive zero period jazz band. uh department is nearing completion of the scope and sequence work in both music and art aligning our common assessments directly to creative industry pathways. Performance uh based scales include targets like quote I can independently play and sing a complete song using basic guitar chords, rhythm and vocal technique. Next slide please. This concludes uh reports from our department chairs and our presentation this evening. Like to thank the board for your continued leadership, trust and investment in the staff and students of South High School. Love to entertain any questions that you may have at this time. >> Any questions? I just like the fact one thing that I like I liked all of it but that you share the student work at
053your professional learning communities so that they see where you where kids are and then plan together the best way to grow them. Very powerful. >> Very good. Any other questions or comments? Uh high school students any input? Any comments? >> I think they're very like beneficial. >> Okay. >> Do you have any mic? >> They seem like a throwback to the old I cans for the standards day. >> I can divide by whatever statements are good. I think they create very concrete standards and goals that are >> I think easy to visualize and work towards. >> Well, that's a good >> Yeah, >> nice way to communicate. Well, if there's no other comments, I just want to thank all the staff that are here and all the work that you do, you know, as you
054come out tonight and share. It really means a lot to to me, to the board, to our to our district team that you're here and the work that you're doing. And I want to say this, I every time I've been to the high school, I just if it's feeling just really positive about being like we're really focused on truly meeting the needs of all of our students and and all the things we do. So, thank you so much. >> Ditto. >> Exactly. And it's very exciting, Mr. Saledo Myestro Saledo, just the number of students that are getting the bilingual certificate. I just know that just getting just completing the extra steps to do that are are really important. I'm glad I'm glad students are stepping up for it. So, yeah, thank you so much. >>
055Thank you. >> I got it. >> All right. We have next um the South Tahoe High School bathroom use. >> President President Keer, members of the board, >> come on. I I >> for people to stay on Mr. >> President Keer members of the board as you recall. >> Yeah. Employee of the year for the site should stay for this. And uh >> we the students are here for the I invited some students but >> board as you may recall we had we we had a request of this as a future agenda item. Um I want you to know that we we took a little bit of time before we brought it forward. Part of that was um my part of that was my planning and and actually tonight I would have um included it
056in the bond uh update because we had taken the time during the spring break to bring our our bond um partners in to take a look at our restrooms at the high school with the idea of of genderneutral bathrooms, single single um stall environments with handwashing outside. And we actually did that entire plan with the possibility that we would when we brought this agenda forward to you to to share those details. Um we actually have plans but due to some costs that we weren't expecting with our current bond projects, we decided we needed to hold on that. I just wanted to give you that information. So then I I I did see that we were having the South High School single focus plan here and said uh Justin, it's time for us uh to have
057this conversation with the board regarding bathroom use. So Mr. Thank you for this opportunity. Didn't think I'd be doing this. Okay. So, members of the board, tonight I would like to share a little bit of an update regarding Sel High School bathroom use. Um, and I'd like to do so by sharing a brief uh but significant success story regarding campus culture and student safety. Very important here. Um, in recent years, SCHS faced persistent challenges in our restrooms, including uh vaping, vandalism, overcrowding, uh, which unfortunately led to many students avoiding these facilities out of safety concerns. Approximately a year and a half ago, we implemented a structured access strategy by keeping one centralized restroom open during class periods on a rotating basis, combining it with active monitoring, strict pass requirements, and a sensor pilot. We have
058completely transformed the environment. While the single restroom model did uh require a further walk for some of our students, our data confirmed that actual weight times at the facility averaged less than a minute. More importantly, this structure completely eliminated overcrowding, property damage, drastically reduced vaping, and restored a sense of safety for our students. Thanks to these uh sustained improvements, we have safely scaled back active physical monitoring in recent weeks and operations have continued to run smoothly. Additionally, I want to share the compiled data from our sensor pilot which had was launched March 27th. To date, we have logged 32 total alerts, uh 18 vape alerts and 14 other aerosol alerts, with the vast majority occurring in the boys's restroom and peaking between 1 and 2:00 p.m. The targeted data allowed us to successfully confiscate six
059nicotine vapes and four THC vapes. And in looking ahead, our next step is to open two additional restroom facilities to reduce student travel time. Both of which will also be equipped with sensors donated for funds facilitated by Tahoe Alliance for Safe Kids or you as you may know as TASK. Ultimately, these comprehensive efforts appear to be moving us in the right direction to ensure that restaurant restroom avoidance is no longer an issue at SDHs. completely restoring a safe, clean and sort supportive environment where students can focus on learning. That is the update I have for you tonight. Do you have any questions for me? >> Thank you, Principal Juno. When is the um you said there are going to be two more bathrooms opening. >> Yes. >> So, two more in addition. So, there'll be
060three. >> There should be three, right? One on either side of the campus if you visualize that. uh Bee Hall, SV in addition to SS SU Student Union, which is already open. >> Right. And when is that going to be? >> Um I'm expecting in the next couple of weeks. I don't know if it'll happen before the end of the school year, but we're in process of getting both of those um restrooms outfitted. So, um that should be very soon. We're we're funded and uh have a line of sight on that. >> Excellent. Well, we're grateful to TASK for certain for uh providing sensors. Uh help us understand uh the significance. >> Yeah. So, so they worked with um three companies in town um and uh and have done a lot to support the effort.
061Um but but effectively what they are, I'll give you a little bit of a list of what they they monitor. Um so, one is uh is just vapor in the air. Um, another uh that they look for is smoke or any sort of aerosol that's in the air. Um, cell phones. They actually have the technology um that lets um lets us know when there's a cell phone that is um has a Bluetooth that can be detected by Bluetooth. Bluetooth is on. It detects that. Um it also helps um actually monitor occupancy. So u number of people and it has a max set of six um and that's provided by a heat map that is actually incorporated in the device. Uh loitering is another one that it it will send a trigger to us for um
062after being in there for x number of time. Right? The heat map then um sends a a um um an alert to us if that's occurring. And the last one, if there's elevated voice in there, what is under the kind of the aggressive or aggression kind of piece, if there's elevated voices in there, it also um sends an alert. So, there's several several things that the device does. And we've shared um with we shared this with kids before they were actually installed and and I pushed it out uh to parents as well when we were in process. >> So, we haven't tried this out yet, but uh >> Oh, we have. >> We have. We have >> okay so where does where does the alert go? How what is the nature of the alert just
063as you answer that question? So when when when trusty Anderson asked we haven't started yet so what we've been doing this is it a month. >> Yes. >> So about about a month right and that's why I wanted to make sure that this was timing as well. Okay. And so when does the alert go? I'm sorry. >> Yeah. So we can select what um um it's it it it triggers to say like a cell phone right a number. So it alerts you um who whoever is in that that is populated in terms of receiving the alert. So admin security uh we we receive alerts when when something is triggered there. >> And is it delineated in the alert what the nature of the alert is whether it Bluetooth or vapor or >> it is yeah
064it's instantaneous. >> All right. And and trusty Anderson part of why I thought okay this is this could be time. I just is because I'd love for our students to get share their thinking after the board members have their their questions answered because we've also had in the last two years this is a conversation that the superintendent student advisory as well right so because we've been talking about it too um and and we've had our ups and downs in regards to it being not good and being better um but I I I just want to make sure that this is why we thought it was the right timing to do it >> I I'd like to know is it sent the alert sent to more than one person. Okay. Several. Okay. >> Correct. >> Okay.
065>> Yeah, >> that's good. >> Correct. Yes. Yes. >> Okay. >> Yeah. Somebody asking for help. >> Well, I like the direct. >> Yeah. >> All right, Mary. >> I do think it's been like getting better throughout the year. Like I think it's just something that we've all noticed is like it's less of like a we can tell the adults are just as nervous as like yeah they're just like very nervous sometimes like at the beginning of the year when we would go to the bathroom because they would be worried that there was going to be some sort of something going on. Um so um but now it seems like there's a little less stress about it and it seems a little more like they know how to handle it in a way that makes
066sense and is easy to manage. >> Yeah. And I think like you mentioned um we don't have staff like manning it all the time anymore but students are still leaving their passes on the little desk that's set outside the bathrooms and everything like as if someone was there which is good. I mean >> it's a system the process. >> Yeah. Exactly. And so like because that was the expectation when there was staff there now even when there's not students are still doing that and I think that's good. And I >> those passes have their names on it. So the so then so they leave the they leave their pass out so if a if security walked by they'd know this is who's in the bathroom. >> Yeah. And then when they leave they take the
067pass back to their classes. So when they're walking on campus you know they have a pass. It's clear that they're allowed to be out of class. >> So what's going on with the boys between 1:00 and 2 o'clock? >> Almost didn't put that in there but uh but it's data and I think that's important. And I think, you know, >> we do keep data like so I there's been several occasions where we were concerned about wait time because I'd ask um you know I'm always paying attention to this. So we've kept it and and it's I say it below a minute but it's usually less than 30 seconds. You can ask the the girls that are here but um you know the data piece is really important to us and and really in the end
068it's I like to I like to think it it is improving the the the environment safety of that environment right that's that's what we have to get accomplished. So is it possible and just going back to your question is that that's after lunch and there's some process of over additional use of the bathrooms during that time and then maybe while we're having additional use we're having some mis misuse. >> I don't I'm just >> influx is probably just prior to lunch. Um so I I don't have a great answer for why that >> maybe maybe over time we can get some additional information. Uh I I just want to I I want to say that um it it feels like to me and this is just you know anecdotal just as much as you don't
069necessarily have the data but it seems that the feeling of things being better is that students are behaving better. I mean just like you talked about Dr. Cutler the atmosphere on campus feels uh like people are just being more respectful. Students are being more respectful to each other uh between staff and students. Um because I I feel like this this bathroom thing is, you know, obviously it's more of a symptom than a than a root cause. And I think I spoke to students today, let them know this item was happening. And I've spoke to students in the past. And I I just want to say that in general, I think our goal is to treat high school students as much like adults as we possibly can. Like we are trying to train them and educate
070them to be responsible human beings in our community. And we have high expectations. We want to have high expectations. And we want everyone to behave as responsible humans. And um and I want students to be able to go to the bathroom when they need to go to the bathroom. I don't want there to really have to be a system. And I I understand that the need came out of maybe just a handful of students that misbehaved. You know, that that it really comes down to just I don't know what number of students caused vandalism or vape or whatever, but it feels like a small number. and the rest of the student body basically suffers the consequences of those handful of students. And I I just want to say this out loud because I I really
071don't like hearing from students that that say, "Wow, I feel like I'm being treated like, you know, a three-year-old or that I have to have permission." And that I've been told I can't even go to the bathroom during a passing period. I mean, these these are the things I've heard. And I I want to I want students to know that I will I believe in them and I want them to be able to be um behave like adults. I also accept the fact and acknowledge that that doesn't not everybody behaves that way, but and I and we want students to be safe. So, I hope that as we move forward into the future, um there's there's more allowance and space for students to make their own decisions. And you know, I get they need to
072ask permission if they're in class and they're leaving class. They need to get an excuse. They can't just wander out of class. But, um but anyway, I I'm glad we're seeing improvement. But I really want to just applaud the students in general, I think, for stepping up and and sort of behaving better overall. I mean, that's what it seems like what's happening, you know, on campus. So, it helps everybody feel like more they can trust each other, you know, students and staff. >> Yeah. And adding on to that, I think one thing that just I think does stick out to me in terms of the whole bathroom situation with only having SU open is break definitely seems to be a little bit of a mess. I find it too because all the ba the backpacks
073are outside and there's like 20 people in the bathroom because everyone goes during break. >> Well, no. Um because we have a five minute break on top of our passing period. So, I guess it's technically 11 minutes between classes. And during that 5 minutes is definitely I I think a lot of kids find that as a good time to use the restroom just because you're you're not in a passing period. You're not off campus for lunch. You're not interrupting a class. >> That's in class. Yeah. And so it's kind of often times the only times kids will go and I know like many people that only go during that time like every day. And so I do think that that tends to get a little bit in terms of like wait times and stuff like
074that because it is only a five minute break. >> I think that gets a little bit complicated but have more bathrooms open that'll help with that and that'll facilitate Yeah. >> Exactly. >> that time because I I think that's true. Kids don't really want to have to leave class. >> Yeah. Especially if they have to go across campus. I mean, they're missing more of class, you know, than they want to miss. So, >> you know what? Before we leave this and and I know that we have a presentation from coming group, and Jamie could even address this, but we actually have design plans and and and the restroom in um our bee hall. There's two restrooms in Bee Hall that we've we actually have now designs to uh create two different spaces on on one
075each end that would be um basically open and they would be stalls with washing stations. Um and and then also there's other spaces, but also right behind the science hall is a bathroom that we have not been using and we we've we've actually designed what those would look like in the same structure. So, so you know hopefully as we move forward with the bond um we might be able to pull those off and actually create where safer spaces um uh you know non-gender and just where students can go use the restroom in in their closer to their classrooms. >> Yeah. Thank you. >> And I know that's what your efforts are to open the the extra bathrooms and it's going well with what we've uh done. the structure was needed and we do have the
076goal to provide a safe environment for kids and >> that's where we're at now. So, >> thank you. Thanks for the update. >> Is that that clever? Okay. >> Task. All right. Next, we have our local control accountability plan update. Dr. Reer, it's information item. Thank you, Principal Zunino. Thank you, President Camper and trustees. I'll be providing you with a brief information update to our local control and accountability planner, LCAP, this evening. Is that me? >> That's me. I'll review the LCAP process, goals, action, steps, and next steps. This is the definition of the LCAP according to the California Department of Education or CDE. The green link can be accessed to learn more about the LCAP on the CDE's website. We are completing year two of our year three plan. I apologize for the small
077writing here. Uh this provides a more detailed explanation of our LCAP process. Uh that was prepared by our amazing Jenny Goldstein who gets accolades from Elorado County Office of Education each year for the stellar job that she does with our LCAP. Our LCAP advisory committee is made up of STEA selected members, site and district leaders and teachers selected by their principal. The entire list can be accessed by clicking the green link. This schedule identifies our meeting schedule. As you see at the bottom of the um the bottom there, the LCAP will be open for public hearing at our next board meeting on June 11th. Then I'll be returning on June 25th asking for your approval with any changes for LCAP 2627. Our LCAP is driven uh by of course by our vision and mission which
078is stated on this slide as well as on our walls of the board meeting here. This is our LCAP timeline here broken up into three sections throughout the school year. As you see, we're in the May June section right now. At every LCAP meeting, C CBO Miss Buttery Oh, there it is. Okay. CBO Miss Buttery provides um updates on our LCAP meetings. These were some of the recent updates provided to the LCAP advisory committee. Next up, we're going to be reviewing our LCAP goals. You can access the LCAP summary on the green link there. Goal one is around fostering curiosity, critical thinking, and problem solving to increase achievement. Here are our action steps here. New proposed and deleted steps are in yellow or crossed out. As you see, we are excited to implement new math
079curriculum in K5 upon your approval and are still working on a 612 plan. As Mr. Peterson pointed out, goal two is around a positive climate and culture. Our action steps around goal two are listed here. Again, new adjustments are in yellow, including a health aid receptionist and new seal intervention teachers, all supported by the community schools grant. Goal three is around learning for everybody, students and staff. And our action steps include making some adjustments on our PD day and adding a math teacher on special assignment, Mr. Jeff Henderson. Additionally, with our LCAPS advisory committee's input, we'll be looking at revising our LCAP survey to be more aligned with our LCAP goals and action steps. Next steps, as I shared earlier, include having a public hearing on the LCAP at the June 11th board meeting, then
080seeking your approval for any changes at the June 25th board meeting. Do you have any questions or feedback for me at this time? Questions? >> Thank you. >> Okay. And on June 11. >> Okay. And the toe said that uh the Jeff Henderson's position will be helping with the implementation of the new math. So that's kind of replacing what Trish Sulian was doing in terms of math similar but but but focused obviously on the new curriculum. Yeah. Deployment. Okay. >> All right. >> Thank you. >> All right. And speaking of math, we have our math curriculum adoption K through five. Imagine learning math. And >> thank you, President Keer and trustees. As you may recall, I provided you an update on curriculum adoption and informed you of the elementary pilot teams selected Imagine Learning's illustrative
081math for an 8-year cycle at the May 14th board meeting. The total cost is around $597,946 funded out of our LCFF concentration and student support and professional development discretionary block grant. This is an action item. It is our recommendation that you approve Imagine Learning's math quote Q25115 for new K5 math instructional materials as presented. Do you have any questions for me? >> Any questions? I think we've got good information last board meeting. So, thank you. Uh, do I have This is an action item. So, do I have a motion to approve? >> I move to approve the math curriculum adoption K through five imagine learning math. Do I have a second? >> Second. >> Okay. I have a motion by Trusty Heatherton and a second by Trustee Anderson. All those in favor say I. >>
082I. >> Opposed. Okay. Motion carries. >> Thank you. And next we have our support services section. Um an update on the Tahoe Alpine Sulpa. It's an information item. >> Good evening. Thank you for having me tonight. Like to update you. Um let's see. I have a I had slides. have slides. >> He's getting them up. And if you you click and it doesn't go, she'll be moving it. But just try even if you're pretending. Yeah, that's good. >> While we're waiting, I have to say 4.8 GPA. >> I had a 1.7ated. So that's astounding. It's obviously my issues are part of why I went into special ed, but when young people like you are doing so so well, it's just so encouraging. I just love to see that. Okay, my slides are up, but thank
083you. Um, so this is the state of the SULPA. So the Tahoe Alpine SULPA covers Lake Tahoe Unified and Alpine County. The SULPA is a statewide system for monitoring and legal compliance. So as the SULPA director, I'm overseeing the specialed programs, basically how the funding is being distributed, are we doing the right things by the law and that kind of thing. We can go to the next slide. >> Perfect. You can get to the other side. >> Did I do that or did you do that? >> Okay. >> Thank you, Angela. >> Uh, so one of the most important accomplishments we made is we recently >> had our governance unit approve the bylaws. So I first um offered them to the public on the February 25th CAC meeting. Uh, in order to create the bylaws,
084I reached out to the state statewide organization. I let them know the geographical situation and the SULPA situation we're in. And I got input from several people such as from Del Norte and Santa Cruz County to give me their copies of their bylaws from which I drafted ours. Then I gave that to the public. Uh we got public input and it finally went and was approved just a couple weeks ago. Um in terms of alignment, so this piece is we have two different districts. one is a county and then we of course reside in a separate county office. In my role, if I see anything that is not quite uptight legally how I would know it should be. I say something I guide I advise. So that's been a major part of the effort. It's
085mostly been with regards to having an established official CAC so they can do the work that we need. Uh and in terms of compliance, uh it's really been routine. I have not personally I have not received any formal CDE complaints or audits or issues. So, it's all been standard annual updates um and things like that reporting that we need to do. Um however, I I have to commend this district for choosing to go forward with the school services California best in the business to do a study of the special ed programs. I think that really shows the growth mindset of this district and I think you're going to be very happy with having information to move forward with. Um, I toured every school site in early February. I saw some of the best classrooms I've
086ever seen. Your special ed administrators are passionate. They're engaged. And your teachers are totally committed. Not one person assumed they were the best they could be. Everyone was committed to getting feedback and input and committed to the families that they serve. So I myself thought, what is school services going to find? But there are the pros. They'll find something. Uh but I I have to say that the programs are wonderful. Uh let's do the next slide. Um so this is a brief because these official forms for the sections D and E annual updates will be provided for your review uh at the June 11th meeting as as I recall. So just a brief summary the section D annual budget update reviews using last year's figures the revenue the local contribution and the expenditures and of
087course that it's balanced. So, just forformational, it's about $8 million that goes towards special ed services between all sources of revenue and local contribution. Uh, the forms that you'll see are the CD templates. Uh, when you get to it, the section E services update, it's it's just an accounting of which services are currently provided per the IEPs of the students throughout the SULPA. Services are decided at IEP team meetings. are offered by the specialists who evaluate the student. It gets put in the system and then I just print a chart and it just says these are the services currently being provided. So it can change month to month or week to week depends on when an IEP meeting is held when services change and when it's affirmed in the system but we report it annually
088just as a matter of showing this is what happens to be provided right now. Uh and then with regards to compliance, there's several certifications that go along with these updates. Ultimately, we get signatures from this district, Alpine County, myself, and then Elorado County. Because Lake Tahoe resides in Elorado County, they do need to also see all of our plans. Um there's always an interest to make sure in transparency that both counties are able to operate uh you know, smoothly together, that nothing's contradicting anything or anything conflicting anything like that. So, we're moving forward with CAC official appointment. There is a vetting um form. So, our partner Elorado County Office of Eds Helpa um provided me with some resources for a vetting process so that there's something that your special ed administrators can use as a
089guideline for choosing members to recommend for appointment. Um after that list is made the um they'll make that list and we'll send it to both superintendent as a matter of information so that they know who's going to be forwarded for recommendation. We plan to have it at the June 11th board meeting so that you can vote to appoint the official CAC. Um I also like I said I went to every school site. I also had other opportunities to talk to people in the community. There's a very strong interest in transparency that's being repeated. Um so where that's been focused is on CAC matters. Um there is a very interested group of parents that were functioning as a de facto CAC. Um but a lot of practices need to be shored up to legal compliance and
090to public transparency. So certain things like serial meetings which are prohibited by the Brown Act, we would want to no longer engage in that. We want to keep it focused according to the education code that guides what CAC is to do. There's an A throughF list of specific items that they advise along and work towards and we want to keep our meetings focused on that. Um and and people do want to be involved. Uh there was a strong interest in diversity of representation among CAC. Um I I was told that the group has ebbed and flowed in terms ter terms of representation. Excuse me. One particular group that really wants to be considered are the employees who are parents of students. they feel excluded and I'm saying that with the utmost faith that it's taken
091seriously and and we really want to attract our employees who are parents. That's a vital group to have involved in CAC. So we are leaving the CAC applications open till June 5th hoping to solicit any more in people who want to be part of it and the SPE administrators will have that list on June 10th to have for the board meeting the 11th. Okay. So some highlights of strengths in this district is like I said the programs are lovely. There's a continuum of placements that serve students with the most complex, most exceptional needs to the students who need those resource services and everything in between. No student is educated outside of the district, which is amazing. >> It is amazing. Um, and like I said, your sped administrators are dedicated to keeping that. there is
092a vision for the system and who uh what profile of student is aligned to which program and it looks right it looks right to me in my 17 years this is what I want to see and I'm seeing it here in Lake Tahoe um we now have CAC bylaws to guide the group to keep it transparent and publicly accountable and I'm hoping that with time that will gain that parent employee group uh buy in to join and we with the SSC study I feel we're restoring administrative integrity and upholding our professionals. They were so excited to participate in the study. They were so excited to be heard to have their voices be part of the improvement. So I'm really looking forward to that. where I would recommend a priority for this district as part of
093the SULPA would be to implement those schools uh services study findings. Um use them as a guide for the CAC's priorities for next year. Um there could be more emphasis on preschool through kindergarten inclusion. Now the program as it is is already great. Again, when I go to other districts, I look back in 17 years, what's already going on here is pretty nice. Um, and my husband is a preschool special ed teacher, so I've got a pretty good insight on what it takes to do that. It's a great effort and it's worth it. Uh, and then finally, the alternative pathway to diploma. I I think this could be a way to attract more Alpine students to come through secondary school here, which I think would be a great option for our partners in the SULPA.
094That alternative pathway is designed for students who qualify for the alternate assessment. That would be the 1% of most exceptional students with the most significant cognitive impairment. That 1% of students has a right to earn a diploma just like everybody else. State law has put the alternative pathway into place. Our teachers and administrators commitment to integrity with curriculum and alignment to standard is already there. Our students are poised to take this pathway and I'd like to promote it more. Okay, >> any questions? Yeah, >> it because I have a question. Um, it's specific to the timeline uh for the selection of CAC and and the the recommendations. So, we're we've said we're going to select the CAC members. The board will vote on that on the June 11th meeting and that we we're accepting names
095up till June 5th. So, as we prepare our board packet and make it public 72 hours in advance, Monday at 5, that would be June 8th, right? Um, would it be appropriate at that point to just list all names of people that submitted their names to be to be part and then the staff would come forward with what who they recommend to the board. Would that be correct? >> We we could definitely post the names of all applicants. >> Yeah. I just I think that in transparency that'd be good. And then the the board could see the names of those folks and then you're saying that you along with um our special ed administrative team would make recommendation to whom they would be selected. >> Yeah. So um guidance from other SEPA directors is that
096I would uh advise the local sped administrators on that. >> Okay. >> Or could you just um let us know who the sped >> ad? So I would assume and I would actually turn to Dr. reader on this, but that would be our that would be our district level um administrators. So, we'd be thinking about uh um on on this Karen Goldberg, uh um Brena Nilman, Alan Reer, we could also include um our principles, but I would think that that's Would you agree with that? >> Those three Brena >> I would think I think it would be Brena, Brena, Karen, and Allen. >> Yeah. the local plan specifies special education administrators. So, um, >> well, Dr. Reed oversees that department right now and and Karen will be um overseeing that department. So, that makes sense
097to me. >> Okay. >> So, that I guess that's what I'm that's why I was trying to make sure I had clar clarification on that. >> Yeah. and and if it's in the interest uh of the public to move a date for selecting members up, I can >> Well, I think it's I think the effort to to to see if we get any more to put their names forward is important. I think June 5th is fine. It's just and we have that list on June 5th and we're going to have a process of selection. If that process of selection, excuse me, they're they're pointing if we have a process of who would be recommended, I would I would I would actually encourage that to happen on Monday the 8th. That's what I'd encourage. >> Okay.
098>> Right. Yeah. I mean, I would prefer that the item if it's coming to the board for action, I would prefer that >> you would like to see the recommended names as well. >> Yes. So, if that pushes it out to the later June meeting, >> so let's let me work with team because that was the clarification I needed from your presentation. to see if we can get >> right what the >> you'll have the list and get your recommended your recommended list. Okay. >> Anybody else with uh questions or direction or >> Okay. Um >> thank you. >> We do have we do have requests for public comment. >> Okay. So >> the information >> Daryl Miller >> No, we're going to take public comment and then there may be people may have questions
099for you afterwards or or Yeah. So >> So Daryl Miller has asked to speak. >> All right. Welcome >> members of the board. After tonight's SULPA update, I ask you to consider carefully at what was presented and what is still being avoided. The materials discuss governance, bylaws, appointments, vetting, member characteristics, collaboration, administrative integrity, and future procedures. What they still do not address is whether families underlying concerns were ever investigated, discussed, or resolved. Families raised concerns about local plan participation. The response became bylaws. Families raised concerns about certifications submitted to the state. The response became governance procedures. Families raised concerns about whether C recommendations were ever reviewed through a public process. The response became future appointments. Families raised concerns about whether parent participation was meaningful. The response became administrative vetting and control of who may participate
100next. That pattern should concern this board. Students with disabilities are not protected by a system that simply tightens control over parent participation after parents raise difficult concerns. They are protected when parent participation is meaningful, transparent, and allowed to challenge the system when the system may be wrong. The CAC does not exist to make SULPA administration more comfortable. It exists because parents of students with disabilities are supposed to have a meaningful advisory role in the policies, priorities, and local plan decisions that affect their children. So, my question tonight is simple. Will this board accept an update that focuses on procedures moving forward or will it require answers about what already happened? Because students with disabilities do not need managed participation, they need meaningful participation. Thank you, Darl. >> So, are there any other questions or comments
101for >> questions? I my question on certificate. I think Michelle touched on this, but I and I but related to the because we're let's see, we're going to be asked to approve the annual updates. I just want to understand about the the SUPA plan is a three-year plan. There's annual updates. you pointed out that we're going to we're going to see just the budget and the services >> section and there's other sections that relate to like meaningful participation and >> the governance council really is the acting body in regards to these documents >> right >> with with it though we believe it's always necessary to bring forward to you to to >> you've already as two sections or not >> so no we we we will have a governance council meeting I don't know if
102we've actually set that date it'll probably be the last week of June >> yeah we're looking at June 25th and I have the materials ready to >> Yeah. So we we are looking at that that will be when the governance council will do a final um approval of the different documents >> this annual which is section D and section E essentially >> is that is that correct >> the budget and the services >> so so on a trienal basis the section B is updated and that's the local plan um I will say that 99% of questions are the answers are contained in that section B the local plan >> um if not there it's California Ed Code. >> Okay. >> Um >> that's the section B and section B local plan is different than the
103new SULPA guidelines >> or are they in section B? >> Section B is is the narrative is the local plan which is also contained in the narrative which is a much easier to read summary. Section B delineates things by line and item um for purposes of the CDE's oversight and auditing and that kind of thing. Um but that is where it tells you exactly that the special ed administrators hold meetings. In those meetings there is a curated list of things that are completed such as recommend appointment to CAC. So um it's everything every iota is in there. Um the budget and the services are annual updates. Uh those those are done every year. They do not affect the local plan. They do not require CAC input. Uh the section B does. Um as an advisory
104body, they may advise um and it may it's up to the executive leadership, the governance unit as to whether or not they will move forward with that adisement in terms of changing plans. That's how and that that is also contained in the local plan narrative. And just I want to make just clarification because you may have been you may have attended the governance unit meeting and um at that meeting I I suggested that we each board the Alpine County School District Alpine and Unified School District hold a public hearing on on what is required for the for the SUPA plan as well as our our board do that on June 11th. >> Okay. We later got um direction from um the attorney from Alpine County that was directing really and and that our attorney also
105recommended the agreement to was that we have to actually have a public hearing as the governance council and do approval. So that was the direction by our attorneys and so that's why we will do that um >> June 2 >> in the last week of June >> and then we won't see it until July. >> Yeah. But I mean but again there's no necessary action. There's no necessary action for you at that time. >> Yeah. And and and that is actually contained in section A which is also updated every year but doesn't just has a couple certifications. It's a lot of paperwork. I won't go into too much detail, but the public required part of the annual update. >> All right. And then do we and then do we have an update from do we
106have a sense of the school services contract just as >> I have I I I will reach out to her this week. I haven't I've been I've been patient because she told me to please be patient that she would need till the end of May or the 1 of June. >> So obviously we're turning to the 1 of June next week. So I will be reaching out to answer that question. Was that a parent thing? If you'd like to know the specifics, >> would you would you like to come to the mic microphone, Mr. Miller? >> Oh, you talked to the the wife. >> Yeah, I talked to Angette today. She had two parent listening seminars that I attended both. Um, and I asked her specifically what the timeline was for the SSC study. >>
107She said right now, and her her date wasn't exact, but she said around June 11th would a draft would be presented to the district. >> Okay? >> And then you guys would go back and forth on that draft. She's expecting right now mid July for a final report to be issued and then if you guys want it, she said they've done this in the past with with other districts. Um she can do a an executive board report in August, but right now she's looking at mid July is what she said for the final. >> So I I need to have a conversation with Anette seeing that she hadn't provided any of that specific update to me. >> Got that at 10:00 this >> Thank Yeah. Thank you and thanks for participating. I will tell you
108I mean um my previous conversation with Anget was please be patient because there's a lot of information we're going through. >> Sure. >> Yeah. >> They're covering a lot >> and >> right and it'll obviously those time the >> and I I wasn't specifically aware that when she was doing those parent conversations. So that's you know >> Yeah. Exactly. >> Again specifically we're doing our we're doing our job to let them do their job. >> Yeah. Yeah. Thank you. That's perfect. All right. Thank you so much. Um, moving on to personal services. Item 8A is declaration of need for 2627 and it's an action item. >> Thank you. Good evening, President Keer and members of >> I'm Danielle Switnitch, certificated senior specialist with the district and I'm here tonight to present the declaration of need
109for 202627. This is an action item as president Keer mentioned. It's an annual form we submit to the Commission on Teacher Credentiing or CTC uh before each school year notifying the CTC of emergency permits we anticipate applying for in the upcoming school year. This is needed for any certificated employee new or continuing working outside of their credential area. For these employees, they do need to show progress towards the credential area in order to continue in the assignment. This is just an estimate each year and we usually do not need emergency permits in all of these areas, but the declaration is required to be on file with the CTC in order for the requested permit to be issued. It is the staff's recommendation that the board of trustees approve the declaration of need for the 202627
110school year. Uh, thank you. Are there any questions? >> Any questions? >> Nope. All right. Uh, motion. Do I have a motion? I will make >> to accept um the 202627 declaration of need. >> Second. >> I'll second. >> All right. I have a motion by trusty Mansfield and the second by trustee Kamacho. All those in favor say I. >> I. >> Thank you. >> Those opposed? Okay, it passed. Thank you, Danielle. Um, next we have innovation and technology. We have it classroom technology update and it looks like Miss Buttery is going to provide. >> Let's see if she could get the clicker to work. >> It's be appropriate timing. >> It would. >> She's got Look at how >> I turned this on. So, someone turned it off. >> Oh, someone had turned it
111off. So, now you're It's working perfectly >> cuz she turned it on. >> I turned it on when I stood up. >> Anyway, okay. Good evening, President Keer and uh board of trustees. Tonight, I would like to provide an overview of our staff te technology modernization plan. A long-term strategy to improve rei reliability, mobility, security, and support for staff technology across the district. Our goal is simple. Reduce technology friction for teachers and staff so they can focus on students and instruction instead of troubleshooting outdated equipment. Our computers are ancient. We do have a lot of those. Um, while most of our staff and teachers already have laptops that are six years old or newer, many classrooms and office spaces still rely on aging desktop infrastructure that no longer meets operational needs. Those older desktop setups
112create challenges with reliability, compatibility, and flexibility. Staff are often tied to a single workstation, limits mobility between classrooms, meetings, collaboration spaces, and remote work. The issue is less about individual devices and more about modernizing the overall workstation model. By moving away from antiquated desktop environments and towards standardized laptop docking stations, we can improve consistency, simplify support, strengthen security, and reduce long-term maintenance costs. Our modernization plan shifts us from static desktop environments to flexible standardized laptop workstations. Staff will be able to dock and undock quickly and move seamlessly between classrooms, office, offices, meetings, and home. Standardized setups also improve consistency across every site and dramatically simplify technical support. If a device fails, it can swap out a laptop immediately instead of rebuilding an entire desktop workstation. It's just slow, too. Is it? >> Maybe the battery
113is dying >> in the remote. >> Yeah, >> thank you. This is more than replacing computers. It's a complete shift in how we support staff technology. Today's model is limited by mobility channel challenges, inconsistent performance, security v vulnerabilities, and costly repairs. The future model provides flexible mobility, standardized, reliable performance, stronger cyber security pro protections, investor with minimal downtime. The desktop models, desktops we still have in the district, many of them are 10 years old, can no longer be updated, and are not secure with under today's uh constant cyber security risks, which is why we have to we they will all be phased out this summer. Did it work or did you mind if it sounds so who keeps a desktop? Not every employee has the same technology needs. Most instructional staff, including teachers, counselors, and
114administrators, benefit from mobile laptop workstations because their work moves across classrooms, campuses, and off-site planning. However, some operational positions still require permanent desktop environments. Positions such as front front office staff, librarians, and security personnel rely on continuous on-site access, multiple monitors, and specialized software systems. These desktops allow them to have um higher level video cards so that they can operate the security systems cameras um within the district. It's vital that if we have them on laptops, which we've put them on a few, they are very very slow. They're not made for that. Okay. Um phase one roll out. Our rollout is designed to minimize disruption to instruction through a phase deployment approach. Phase one began last summer um in fall at Meyers with special ed elevated at Mount Tac. With this workstation model, we would
115will need to backfill at Meyers and Mount TAC. This was something the ITEP department decided upon in the last uh month or so that this is the best plan for their for them to support. So, we still need to backfill and we'll take care of that this summer. The next phase includes uh South Tahoe Middle School in Tahoe Valley the summer of 2026, followed by uh the district office, Beiju, and Sierra House. Beyond staff devices, we also need to modernize the district's back-end infrastructure during the 2728 school year. We plan to complete complete upgrades to 11 critical district servers ac servers across multiple sites. the work. This work strengthens reliability, security, and system performance districtwide while preparing for f for future high school laptop deployment. So that's for the staff at the high school. A
116successful modernization plan also requires a responsible life cycle management. Our process includes deployment, active support, backup device inventories, and responsible retirement of obsolete equipment. Each site will maintain spare devices to minimize instructional downtime and retired equipment will go through certified e-waste recycling and secure data destruction procedures. Our next steps are focused on implementation. This includes inventory preparation, removal of obsolete equipment, sightby-sight deployment, docking station installation, staff training, and ongoing life cycle management. Ultimately, this plan creates a more reliable, secure, and flexible technology environment that better supports staff and instruction across the district. None of this would be possible without the incredible IT team. Led by Scott Ramirez, Sher Miller, Andy Lind, and John Spanola. The department is running more smoothly than it has in at least 15 years. That was a statement I made at
117their IT meeting last week to which they all nodded and agreed they have less than five tickets and they've had less than five tickets and those tickets are things like cameras which will we actually need replacements for. There's things that they can't they actually can't go and repair. This is the smoothest I've ever seen it it run and I'm so proud to watch them flourish because they're doing incredible work and I just get to be the face of it sometimes. Yeah. What's >> I mean, that's why I get paid the big bucks. Um, so this is just an information item. Are there any questions? >> You um what about substitutes coming in? Are they and a teacher's taken her laptop home and then an emergency occurs? And >> so how does there's been a lot
118of discussion about substitute teachers? Uh and Dr. Reer and I have discussed it a lot. So having the experience that I have with the educational side of technology as well um with our teachers using online textbooks those are licensed by teacher. So substitute we cannot license uh the curriculum to a teacher. We can have backup laptops. That's what the plan is is to have backup laptops substitute specific laptops. But if you recall um even we've used ARIES for the 20 years I've been with the district and even when I started and now if you have a substitute come in they don't take um attendance on the computer even though I did it in 2000 2005 I guess it's on paper it's still on paper because they don't have access to Aries because it's a student
119information system and it has to be incredibly secure. So, um, a lot of the pieces that they were asking for, there needs to be a little bit of a shift of how, um, instruction happens when we have substitute teachers. Now, we're able to make those adjustments when we have teachers out for a long period of time and provide access to online curriculum for a teacher who's out on say maternity leave. But at those one day, I mean, the license Dr. Reer, do you remember how much one online license costs us? For example, like the McGra is about $4.95. Uh I'm not sure what the new licenses will be for the math, but but they can get quite pricey. 500 per person, >> 5 $500 per teacher license. So if we bought extra licenses just in
120case we've had some workarounds in the past, and that's what I was sharing with Dr. Readers. Um, when we first adopted Wonders, I had the the demo licenses that I was able to get from the um, publisher. So, we were able to have people log in and use that for a certain amount of time. Um, and at some point they revoked our access to the demos. So, um, and what about certain rooms that have different classes, different teachers floating in? Like I'm thinking room 13 over at Sierra House that does music, does special ed, does adaptive PE, does all these steam, all these different functions in that same room. >> So the workstation model basically is that you have a monitor, keyboard, and a mouse with a docking station. And a docking station, it sounds
121really fancy. It's this little box that has a USBC plug that's a charger and you just plug it in. So, whatever laptop they bring in, they plug in and they're connected to the monitor to the smartboard and everything. >> And because I was going to follow up on your question regarding subs, and that would be the same case with the sub, >> right? Correct. But the So, because you're saying we're going to have some >> um >> backups, >> checkouts for for for subs and then they could show up and plug those into the docking station. >> So, they wouldn't be able to necessarily use curriculum, but there's a lot of things online that they they'd have access to. The students still have access to their online curriculum. Um and that's a little bit of
122the shift is that teachers when they're out just need to remember their students still have access to the curriculum. may need to be taught in a little bit different way or if they're doing review, they can still do the work online. >> Could a a Chromebook from a student, like if a substitute came in and didn't have access to the textbook or, you know, the material, could they grab a kids uh borrow borrow a Chromebook and plug it into the docking station? I mean, maybe just as a visual, you know, to be able to show students this is what we're doing. Why not? Okay. Um, and then my I had a question about if you're done, Trusty Mansfield, um, a question about like instructional aids or other people that might be in the classroom that
123would could um could would need a laptop or, you know, just in terms of the kinds of they're they're not the teacher in the room, but they're teaching, you know, essentially they're supporting. >> We did send out um Edith and I created a survey for our classified staff that went out a few weeks ago. We're still looking at the data to figure out kind of what the best model is to help support all of our staff to make sure that they have access to devices. Now, it's not fiscally responsible to say that every staff member gets a laptop, but can we do some level of um like a hub computer workstation that's really just a small it's like a small desktop where they could check email, do other pieces like that. Um, and we do
124currently have spare Chromebooks at pretty much every site. So, if a an instructional aid was using needed that to work with a student, they can do that. But also keep in mind, I mean, I I taught with Chromebooks. I taught with notebooks before that. A lot of times I was sitting next to my student pointing at where to go on their screen and directing them that way. So, I didn't need necessarily my own device. I could work with it within theirs. >> Sure. yet if it was determined that they needed a a laptop for their function in the work, >> right? >> And that's part of the survey. >> That's part of the survey. I think what we're really looking at is trying to develop a a true system of um what positions require what
125device and being very strategic about how how things are being rolled out because what we found is that um in the past we've bought a certain number of laptops for a site and I think our my understanding is that they were teachers and at some sites they only went to teachers at some sites they went to some teachers and some aids got them. So it was very um >> like sight specific almost. >> Yes. Sight specific. And I think what we just we're really looking to do with it is make it very strategic and it's uh position not person. So if we have related to job descripts, you get this device if you are a librarian because you need specialized um software. It's a that's attached to your little barcode thing. >> Um it's going
126to be a desktop and you don't take work home. So really looking at some of those pieces of looking position not person um and providing the best access that we can for for for their their needs and even custodial at some point we gave them laptops they have said we don't want laptops we want desktops. Oh, >> okay. >> So, >> depend. Yeah. Okay. Thank you. >> I want to thank you for and your department for uh uh using strategic and innovative ideas to provide our staffs with all the tools that they need to do their jobs uh to meet the the needs of our students. Uh >> so, whatever we can do to get the the material out to them, >> absolutely. >> I'm in favor of that. Excellent. >> Thank you. You're here.
127You trusty Anderson. All right. Uh next we have facilities and transportation and a presentation on facilities, transportation, and safety update. And there's Mr. Zebo here. >> Is this working or not? I I don't understand. >> You You and the rest of the world don't understand, but Kelly thinks it needs a battery. Okay. Okay, if it doesn't work, I'll start asking you, Angela. Good evening, President Kemper and members of the board. I'm happy to be here this evening to provide an update of our facilities, grounds, and transportation departments. I will also cover a few safety items, and I'll go ahead and get started with our facilities and grounds. Okay, we recently pressure washed and painted the Babe Ruth dugouts to match this new snack shack color scheme at the middle school. With uh favorable weather we
128experienced from March into early April, we were able to take advantage of the conditions and complete this work uh prior to the peak season of baseball and softball. We are also planning to install new batting cages inhouse this summer next to the first base dugout at Babe Ruth. The new cages were purchased by Sir Optimus with the agreement that our team would complete the installation. Once all the hardware is um once all the hardware and materials arrive, we will move forward with scheduling the project. It has been a continued goal of ours to clean up this area and enhance it and create more of a polished and presentable facility that complements the new dugouts that we built last fall. Another project we will completing in house this summer would be the removal of the front
129vestibule entry at Al Tahoe portables 1 and two. The structure was originally built many years ago without DSA structural review or approval. So it must be removed in us to close out one of our uncertified DSA projects. Once this vestibule is removed, we will install a new guardrail fencing around the deck area to improve safety and ensure the space meets all ADA requirements. Our grounds crew is operating in full force. Uh they were able to get a nice jump start on a lot of the cleanups during the nice weather we had in early spring. Now they are keeping our fields in optimal condition. Um we had originally anticipated opening our snack shacks and activating irrigation and water lines early this spring, but however late season cold snap created delays that required us to proceed cautiously
130to protect our infrastructure. We were able to bring water systems online during the first week of May. And I kind of want to take a moment here just to recognize the importance our seasonal facilities best practices play in protecting our district resources. The irrigation systems and snack shack water lines are highly susceptible to freezing and bursting during fluctuating spring and fall temperatures. Because of this, we closely monitor weather conditions before opening or shutting down these si systems each year. Our operational timelines generally align with the TRPA digging deadlines, which runs from May 1st to October 15th. Um, these dates have historically provided a reliable framework for which it's safest to activate and winterize our seasonal facilities. We consistently communicate these timelines and reasoning behind them to our communities athletic groups and faculty who utilize these
131facilities. And since this topic arises each season, I just wanted to ensure the board understands both the timelines we follow and the rationale behind these decisions we make. Um, as the board may recall, um, from Lauren Benfeld's presentation from with STPUD on September 11th of last year, California Assembly Bill 1572 will require us to eliminate non-functional turf across the district in in order to remain compliant with state regulations. As a result, there's going to be several locations where we will need to discontinue irrigation and allow existing grass areas to naturally transition out. So I've already already been in contact with STO uh South STPUD to evaluate future options for these spaces and explore opportunities with their turf by program. >> Excellent. >> So Angela Ramirez has been hard at work coordinating field and facility use
132for both our schools and community organizations. It's important to note that next summer, not this summer, next summer, we will not have access to the South Tahoe middle school track and field or the Tahoe Valley Field. Um, measure U funded renovation will will make it where we cannot use those fields next summer. The middle school will be getting a new and track and turf resurfaced. Uh, so it's unfortunate that these areas will not be available next summer, but the upgrades will be worth the wait once the projects are completed. Once school is out for the summer, our team's annual prevented preventative maintenance program across the district will begin. This includes replacing all HVAC filters, cleaning dust and debris from all smoke detectors, and thoroughly inspecting HVAC equipment to identify and complete necessary repairs. This summer
133also provides opportunity to take on larger maintenance projects and repairs for that we can't do when school is in session. um or you know facilities are fully occupied. We are also anticipating the very busy productive summer with our construction partners at Tahoe Valley and the middle school as we begin our bond projects. Um we're already starting at uh Tahoe Valley. It's they're they're fencing it off. It's really cool. There will be many moving parts throughout these projects and we will be working with core construction and the coming group to support all of the efforts to make this as seamless as possible. We will also continue collaborating with Studio W and the coming group preparing for phase 2 projects throughout the summer. In addition, we'll be working with Verarig on their sustainability initiatives beginning with the
134districtwide lighting retrofit project that's already underway at the middle school. You go through there, it's they're they're it's moving fast, too. So, it's pretty cool. And then last for facilities and grounds, I have our annual IPM integrated pest management plan that's on consent for uh this evening. It's my responsibility to review and update it annually for the board. Just to let you know, there's been no changes made from the previous year. >> Mostly room control. >> Angela, next slide, please. Um, so I'm I'm kind of a picture person. So here's a picture of one of the painted dugouts complementing the new Snapchat color over there. >> Um, on the right, that's the Alaho vestibule entry area that wasn't DSA approved. >> I see. >> Uh, we're going to remove that and basically put a fence
135around the deck area right there that goes right into that ADA ramp, which we recently installed last summer. Um, next slide, please. Here's a picture of our grounds crew rebuilding an irrigation manifold over at Al Tahoe. And there's Angela over in front of our new dugouts at the softball field. You can see the seniors are anxious to to graduate. They're tatting up the place. It's just chalk. We can wash it off. >> All right, next slide, please. So, here's a couple cool pictures. Um, that one on the left is my that was my daughter's softball game last weekend at the high school, and the grass just looked really amazing with the sunset right there. >> Um, you know, I do want to note that these softball fields get massive shade in the spring and winter.
136So, that's one of our last fields that that, you know, we get to utilize during late spring and into the summer. So, um, yeah. So, that's that's all I got for, uh, fields and facilities. >> What's that what's that picture that with the what are they move? What are you moving? >> That's a little, uh, shed that's kind of over by the U Angora wing behind the angora wing of the middle school. Okay. >> It was parked on dirt and it's been there for years. And that's a big TRPA no. >> And in order to for some compliance issues with the TRPA, they asked that we put that on asphalt. So, we did that for him. That was about a month ago. >> And there's a picture of the loader we got a couple years
137ago, which has been very handy. So, thank you for approving that. >> Thank you. Okay, >> next slide. Thanks. >> So, here's the transportation department. We have a few updates with this. First, I have to tell you how happy I am with our mechanic shop. production and is at its peak and there's a can do attitude and a sense of leadership that has taken place since Kevin Elkins has moved into our team lead position over there. Um we have secured funding for a new mechanics truck which is also on the consent agenda this evening. While it's an addition it's an important addition to our fleet, we still have several vehicles that have exceeded their lifespan in our fleet and we unfortunately had to decommission two work trucks this year due to that. With the purchase
138of this new vehicle, our current mechanics truck will transition into the maintenance and grounds fleet, and it'll also serve as a plow truck in the winter for us. I'll move on to the loop bus. Um, at at our December 11th board meeting, we discussed transitioning to an afternoon only loop bus. Looking ahead to our new next school year, we will be eliminating the loop bus from our transportation routes. This change will help alleviate some of our ongoing bus driver staffing challenges while also aligning our transport transportation services. Excuse excuse me. So students are transported only within their respective school attendance territories. Currently some students spend over an hour on the loop bus which isn't ideal for students or families. Um I do have Coral Lee here, our transportation supervisor this evening and um she'll be
139able to answer any questions regarding this following the presentation. As we did when we removed the morning loop bus, we will plan to thoroughly communicate these changes with parents and school sites at least three separate times prior to implementation. And that seemed to work very well with the afternoon loop bus only or eliminating the afternoon loop bus. Sorry. Um, next slide please. So, um, there's our transportation department and hold on a second here. I missed I missed a page. So, this is our mechanic crew and um most of our bus drivers that we have this year. And as we are ending another school year, I just like to take a moment to recognize all of our district staff and the hard work that they put in every day to support our students and community. Next
140slide, please. So, now we'll get on to safety. Um just a couple updates here during >> Hey, Dave. Can I don't mean to interrupt you, but I know that you're that you had shared with me you were going to share a little bit more about the electric bus fleet. >> Oh, and I just didn't >> I apologize. I did miss that little section here. >> So, we do uh have a update with our EV buses. We received all electric buses needed to finalize the grant process that we have been working through over the past two years. And this is an important one, I'm sorry. So, all our route buses are now fully operating as electric vehicles. From transitioning away from diesel, we are estimating around $70,000 in savings. And once we install solar, we do
141anticipate even seeing more savings. So, >> is that per month? >> That's annually. >> I wish 70,000 still. It's real money. So, now we'll get to safety. During spring break, we completed window tinting on all first floor windows at the middle school. That's with the exception of several higher first floor windows in order to maintain additional natural light within the building while still preventing visib still preventing visibility into classrooms from ground level. There are also two areas we didn't tint as they are slated for window replacement next summer and we will and they will receive the same tent at that time. Those locations are the back of the angle wing and the angora wing hallway. This project addressed an ongoing safety concern due to the high volume of foot traffic surrounding this campus and the
142ability to easily see directly into these classrooms. Rather than continuing the costly and repetitive replacement of window blinds, which frequently fail, we determined that the window tenting would be more cost-effective and ultimately safer in a long-term solution, particularly in the event of a lockdown situation. Um, I do want to stress with the tinted windows, it remains critical during lockdown procedures to turn off classroom rights lights to further limit any vis visibility into the building. Next slide, Angela, please. So that's picture of those tening tinted windows really for like really reflective and really cool. I think this is a huge win for win for the middle school and us. >> Next slide. >> Very cool. >> Okay. Due to the efforts of the bike committee spearheaded by Teresa Cisco and Angela Ramirez here, we were able
143to purchase, assemble, and install new bike racks at the high school. We also installed signage throughout the district and reminded students to slow down and walk their bikes when necessary. There already have been over 105 signups through the safety program and we truly appreciate the strong community support and collaboration that helped make this committee and its efforts successful. >> Next slide. >> Okay. Last, I'd like to address the radon testing that I presented to you in February 12th. We recently did our second round of spring readings. Overall readings came back well below the recommended threshold with the exception of one location that was approaching the limit. And you can see up there in the orange, it's hard to see right now, but um the orange basically was approaching the limit on that chart and we
144adjusted the air flow in that room and the yellow is the lowered limit and it went well below the the threshold limit. So after adjusting the air flow, well basically in my opinion, these district-wide results are in very encouraging and strongly support our belief that mitigating radon concerns can effectively be managed by ensuring our HVA systems are functioning properly and consistently circulating fresh air in and out of our classrooms. Um that that's my that's the rest of my presentation. Next slide. Any questions? Dave, I have a quick question. Um, so that $70,000 savings, will that be enhanced when our um sustainability project is completed because we'll be >> saving more money? >> We won't be having to buy the electricity. >> Yes. >> Great. >> That's correct. >> Perfect. >> And that's just a that's
145an estimate like we're we're not I'm not giving you any solid numbers right now, but >> any other questions or comments? Kudos on the window t the safety measures that we're doing at the um >> at the middle school and I guess elsewhere with radon. Um >> um I was so pleased that when we got this window because I really thought it was important this for a safety issue. Um I visited a teacher's classroom and apparently it doesn't please everybody. It did not allow enough light in for her. Uh I think it was an African violet or something. It's next to the window. So, her plant died, but uh I I I think it'll keep students from dying. So, that's a really nice tradeoff. >> I actually heard about that one. >> I'm sure you
146do. >> Thank you for that. >> There was one thing I just wanted to mention. Um so, I know this week there, of course, it's been raining, so the bike week hasn't been like a big thing at school. Um, but I do think I've noticed that there are less students now riding their bikes to school because of I'm I don't know if it's because they have to like go through the system to get like a permit or the new like form that they have to fill out. >> Um, so I do think it's definitely helping like educate and stuff like that, but I do worry it is also >> discouraging students from biking to school. >> Yeah. would not >> Good job, Trusty Mansfield. I haven't done it yet. I need to >> you know,
147we don't need to respond. I mean, but I will say this, it's a pilot right now and and and we will assess, >> you know, but it is impacted by >> the recent weather to find out. Exactly. Yeah. Yeah. And and I think I mean similar to when we started enacting car you know more oversight of um even bringing a vehicle I know there was initially a drop off in how many kids you know drove but part of that is just improving safety you know is making sure students have the proper insurance and license and you know all these things. So yeah, there may the numbers may go down, but maybe those are the kids that are on bikes that are not legal to they're not legal to ride or whatever, you know, things like
148that. But um but hopefully we'll just keep I think with like you said the community partnerships and support, we'll just keep uh hopefully incentivizing the bicycle thing. Just I mean we're lucky that we have partners that are willing to give out gifts and prizes and things like that. So hopefully more kids will ride ride the rest of the year. >> Keep from kids getting injured. And thank you for the radon update, too. And I I appreciate that. That that was my my hypothesis. If that we are running our HVAC systems properly, we're doing okay. So, I'm glad to see that data. >> So, thank you. >> Yeah. Thank you. >> All right. Next, we have a pilot up an audio enhancement pilot update. It's a presentation, >> board members. I got Sam Lee with audio
149enhancement here this evening to give an update on some recent classrooms that we did and his recommended steps moving forward. >> Excellent. Thank you. >> I'm just going to do a quick test here to see if this works. Yeah, work. There we go. >> Go back. There we go. Okay, great. >> Well, uh, President Keer, members of the board, and Dr. Cutler, thank you so much. Uh we're really excited to for this opportunity to provide an update to the audio enhancement pilot at the high school, middle school, and Tahoe Valley Elementary. Um first of all, thank you Dr. Cutler, principles, teachers, staff for being excellent pilot partners. In a matter of few weeks, we were able to install, commission, train, and use the systems live in the classroom environment. And that's why I'm here to
150show you today. Uh for those of of you who do not know me, uh I am Samuel Lee. I am the regional director at audio enhancement and uh audio enhancement is a company that was built to first create an equitable classroom learning environment uh with microphones, speakers, and today a real-time translation and second provide an immediate safety response solution. Uh our evolution over the last 40 years, oops, there we go. over the last 40 years has led over to has has led to over 50 California districts entrusting us with improving the learning environment and overall day-to-day communication and safety. Uh I'd love to uh take a quick minute here to introduce our senior vice president at audio and Kevin Mitchell who's here to share a little bit more about the great work we're doing and
151we'll dive right into the pilot thereafter. >> All right, good morning members of the board. Inside joke. Um, thank you guys for having me. This is my first time out to Lake Tahoe. I am from Park City, Utah. And so I'm very used to the winter, summer, winter, summer. Um, we don't really get a spring. And I I've noticed that >> in Lake Tahoe. It all happened in one day. I came here this morning, it was 30° and then it was 58 and beautiful and then it was 30 again. So anyways, thank you guys for having me. Really a pleasure to be here today. If you're not familiar with the system, it really is cool. Over 40% of every system school system in the United States has an audio system in their classroom. If you
152haven't heard the story, it all started with our two owners who are deaf. Their mother started the company with the Osman's. I don't know if you guys are familiar with Donnie Marie Osman, but you bet. Oh, yeah. >> Back in the day, Donnie and Marie have a sibling that's deaf, interestingly enough. And so Claudia started this whole idea that when the Donnie Marie show came out, they were going to borrow a wireless microphone and never give it back and gave it to a teacher. And voila, Jeremy and Justin were able to be in a normal classroom, which was in, you know, amazing for Claudia. That was her only goal in life was to get her boys to not become pencil salesmen. And so she put this system in. Her boys were in a a normal
153is not the right term, but you know, general ed ed classroom. And all of a sudden, the kids near Jeremy and Justin started doing better and hearing better and being more engaged in the classroom. And they created this system that is this wireless microphone. And so out of that need is the birth of our company. And everything that you guys are going to see in your district has come from the evolution of educators telling us what the next thing is. And so a lot of the focus today is going to be around safety and security. Um I will say we're one of the few, if not the only instructional products that impact safety and security on an everyday basis. And that's what districts love the most is that it's something that can improve student learning
154while at the same time in in enhancing and impacting safety and security. So I'll tell you a quick evolution and I I I'll hand the mic back over to Sam. But again, what started with Claudia is the idea of the four speakers in a classroom. The teachers voices being evenly distributed throughout the classroom. A lot of teachers don't understand why that's important and it's not at lack of their willingness to try. It's just common sense would tell you this room's really small. What is the need to enhance audio so that every student can hear? And the truth is the students that are furthest away from the educator wherever they are have the least valuable seat in the classroom for a a purpose of equity. And I know that's become a curse word, but truly every
155student having the same ability to hear no matter where you sit is very critical. We are trying to train teachers not to project their voice but to talk at their normal tone of voice and allow everybody to engage through that equal playing field of the classroom audio system. So that was step one. Step two that you guys will see today from Sam is we implemented the safety alert badge. Um this was back 15 years ago. So shortly after Coline we got approached by one of our customers at they were at a national conference and said our teachers are already wearing this device every day. They don't want to download an app. They don't want to carry a key fob. They don't want to have a separate badge on them. Why not build an alert button
156in this microphone so our teachers can call for help if something's happening in that classroom. And we did that in the very first year had a student overdose on an opioid. Um because the nurse got to the classroom and she's the hero. Don't please don't take this story away from her. Because she started CPR so quick while the ambulance was coming. They didn't have Narcan at the school at that time. And I know that's a very common place today, but 15 years ago it wasn't. they were able to give the kid an arc and he survived and our owner went back and said, "You know what? We'll just never build a system without it ever again." So, every one of our audio systems has that ability to call for help at any given time. Um,
157one of the more recent requests that you're going to see today was about 3 years ago, we got approached saying, "How amazing would it be if while a teacher was talking in English, a student could be logged into their Chromebook listening through headphones in their native language." And this wasn't meant to be as a crutch to a student, right? something where they never embrace or adopt the new language because they're listening in their native language, but it was a way to get them over the hump of being able to participate in class and not fall further behind in those content areas while they're getting up to speed in America. And so that's been pretty remarkable. We released that January of last year as a beta. 10 districts from across the country tested it till September.
158September it was officially released. January released the ability for the kids to speak back. So now a, you know, a Spanish- speaking student can press a microphone, speak into their computer, press the button to send it, and it will come over the overhead speakers in English. And for the kids and the teacher, and everybody can participate as if that kid was a part of the classroom. And it really has been remarkable. It's still new. There's 200 languages. It's just been um, you know, I stupid Kevin, I went to Toronto and I was presenting to their school district. I'm like, we have 200 languages. We cover everything. And they're like, that's great, but pump your brakes. We speak 420 languages just in Toronto. So, we're not there yet, but it's getting better every day. And so,
159anyways, thank you guys. It's been an honor. I went and visited the high school today. It's an unbelievable campus. Um the facilities crew, you can tell they put a lot of work into keeping that building looking the way it is. And and Lake Tahoe, this is a very similar to Park City in a lot of ways, but beautiful in its own. So, thank you for having us. I'll hand it back to Sam. >> Thank you. All right. Yeah. So, um, thank you, Kevin. And, uh, and so, in a few short weeks, we've heard, um, and seen the immediate and profound impact that this has made in the classrooms. Um, and so, let's see here. >> Okay. So, great. So, in terms of what um I'm going to be able to show you here, the four
160speakers, three microphones, amplifier system uh to create this equitable learning environment in the classroom, it's not getting louder. In fact, in fact, it's actually getting quieter because the students can all hear clearer. And so, um that's what we've installed and have done in these classrooms. And um this illustration that I showed you last time that I was here has now come to life in the in the classrooms here at Lake Tahoe. Um, some of you actually saw this last week when I came when we came for the community event. And so in this in the classrooms, you see the four speakers that are on the ceilings in addition to the amplifier which controls the microphone and volume that is actually also connected to the some of the teachers have it connected to their big smartboard
161so that the audio from the board is now also piping through the speakers and everybody's able to hear it directly from there as well. There's also an interactive touch controller to be able to pair the mics and also if they have ever have to call for help, they can use that as well in addition to the microphone. And lastly, we have a teacher box on the right that shows the microphones that they're equipped with as well as the translation solution. Um, and so I would love for teachers to kind of speak for themselves. We sent out a survey and u Mr. Mr. Peterson was able to chime in and he said that in his larger classes of 32 students he's noticed that all students are able to hear him clearly. Um so which is awesome
162and that's was always the goal. Um in addition to this uh we've also tacked onto the system that's already there a translation opportunity and here I'm able to show you in Miss Briggs class uh she has a microphone on her on her on her neck. Um, and she has said that this has helped her translate to her Spanish- speaking students. It has also allowed her to reach the whole class while walking around the room. And so, you'll see on the right side, there's a Spanish speaking student there logged in on their computer and able to see and read and also hear in their native tongue. Or if they elect to not listen, they want to hear it in English and just have the subtitles, they can do that. and they can learn English at their
163own pace at the same time gain the content that everybody else in the classroom is already gaining. Next, in terms of the safety system, um this safe system has uh uh been also implemented in the in the various campuses. And as a reminder, as Kevin mentioned is we we wanted to make this very intuitive and easy to adopt. So, all the teachers that already have the microphones, all they need to learn is squeeze the microphone and they can call for help if they're ever in duress. In addition, for this for the staff members, they're able to use a uh non-microphone badge, and that's what you see in the middle there, to be able to squeeze the the badge and be able to call for help. The response is immediate because uh once they do that,
164there's a mobile alert and also a kiosk at the front desk that lets them know that a duress signal has been has taken place. And that's what Kev Kevin illustrated how the communication happens within seconds and they're not having to rush to a phone or figure out what to do or think about what do I need to do here. All they just do is what's intuitive which is to squeeze the device. And so you'll see here on the left we had uh Miss Yorkie out in um Tahoe Valley uh demonstrate for us of wearing that badge around her neck. And basically she's able to call from anywhere on uh on or actually today in the campus if she's near that uh classroom. It'll show and populate on the map on the right where that duress
165signal came from. So it's answering several things. It's answering the fact that Miss Yorkie was the one that called for help and it came from room 23 or room B13. That way you know who, when, and how to help as soon as possible. And so that's really what's helped uh u what uh helping the teachers feel very safe here at um with with the system or more more safe. Um >> yes, please. >> I just want to add one thing. A lot of people misconceive this for your god forbid emergencies. And what's common when you have a high school the size of of Tahoe, >> you're going to notice that it gets pressed for a lot of things. It gets pressed for a student having a seizure, a medical emergency, a custody battle, a a
166fight in the classroom, a disruption. It is very common that this gets used two, three times a week to get help to a classroom. And when we went to Illinois, Illinois's teacher union as a state said they were fighting to have a second adult in every single classroom in the state. And obviously financially not, you know, not a bit not, >> yeah, not not feasible. Thank you. Um, but what they came back and they said is we just don't feel safe if something happened. We are the only adult in this classroom. And so when we introduced that to the state of Illinois, they passed that law and they called it Alyssa's law, but was the idea that if a teacher at least has the ability to call for help, it makes them that much more
167secure. And so it it's beyond just your I just don't want you to think of it the god forbid situation. It is >> really become a a lifeline for many of these teachers to be able to to get assistance when they need. Yeah. No, that's great. Um I kind of wish I had that one time I when I was visiting one of the the the high school last week actually. I ran into a bear and I was like, "Oh, what do I do? It is rumaging through the trash. It's hungry. I'm just going to slowly walk away." >> Good move. >> I didn't know what else to do cuz I couldn't call it. It would have been nice to have that. But um um see >> if you would have had the button then Bernardet
168would have come and chased off. That's awesome. Um, and so, uh, yeah, in summary, with the enhanced learning environment coupled with the safety, ultimately it's here to serve the students, uh, and really create that, you know, a lot of student benefits and create that, um, learning environment without the clouds of safety or of of not unsafety, I guess, and be able for them to just learn and learn in an equitable fashion. Um and uh I'd love to kind of end this with a few slides here. Um last week you all had that those who were there were able to hear directly from Miss Lab and um and the impact that this has made in her classroom. Um she was uh shared with on the survey. I'm loving it. My kids are using it daily and
169their verbal linguistic ski linguistic skills have greatly improved in just a few weeks. This is a non-verbal sped classroom. Now with the microphone, they feel like they're being heard and they're speaking in complete sentences, which is so powerful. And uh and so uh she shared a video here and I'd love to share that with you as well. >> Oh, nice. >> Just click play right there. Let me see if this works. Nope. Okay. Andy, are you able to help with the perfect Good job. Okay, >> I >> that was excellent sentence. Gabriel, that was amazing. Can you come join us? >> Okay. >> Um, I am super excited. >> Oh, >> I am super excited. >> Yay. Yeah. And so it's this is this is awesome. And so um hopefully this was helpful kind of
170bringing you into the classroom and seeing what's the impact that it's making for the students and teachers in in the schools here. Um and so with uh with my last slide um and thank you so much Andy for helping out with that um with that presentation and video. All right. from a survey perspective um from what we gathered 100% of the teachers uh responded saying that they feel safer with the sol safety solution and also when I asked if you would recommend this to other teachers they all voted unanimous unanimously to um that they would they would recommend it and so I'm really humbled um this is a matter of few weeks it took a lot of effort and work and thank you so much for picking the the right uh pilot classrooms to do
171this with us and Um lastly in terms of uh the timelines um it's been very quick but uh uh this is kind of how we've got to today. There we go. So there's a few months ago in February where we presented this and um and this was approved as a pilot. We launched this a few months later and today we are here uh well into the pilot and um teachers using it today. And so um uh from here in terms of potential next steps would be to consider uh this being expanded to a school and ultimately to the district. But once again we are humbled that you are even considering us to be your partners for this. And so um hopefully uh you haven't gotten sick of me. I've been here every single week and
172I I love coming out to be honest with you. So, um I would love that excuse to continue to do that. So, um this is the beginning of the partnership and uh would love to see this uh grow as we go forward. So, thank you so much. Any any questions? >> Any questions? Any comments? I'm excited to see it expand. And so, the middle the high school is the first full school that >> So, what I would say is this. We're going to take the five of pilot classrooms. We're going to sit down just hear from them and and then ask them to share with their sites. The intention was to begin at the pos middle school high school determine because we the funding that we have in place and we actually we spoke today
173about the possible possible grants to look into. Um, >> so we're also looking at that, but per the money that we're looking at through our de our developer fees, >> we would we have to span it over a few years. And so, >> um, most likely we're looking to start at the high school, then go to the middle school and go down and do two elementaryaries and two elementaryaries unless we can determine other funding sources. Um, but I want to make sure that the teachers uh have had the opportunity to really give us their full perspective of it through the pilot, have the chance to talk to their to their fellow colleagues um about what they see and and and because we want to make sure that staff are understand why we'd want to do
174this and utilize it on a day-to-day basis. And I do think it's important that all staff get a like a a item on that they can alert, right? just like we did with uh Christina at at Tahoe Valley. So no matter where I'm walking around, if I get on I'm going to I think I might just make sure I have one as I walk around every spot, right? And I could be able to do that. >> Yeah. So that So the plan is this. So the plan is this to finish up our pilot. Um have have a round table with with pilot teachers um share out to staff and this is all going to happen in the next couple weeks, right? and uh and then determine if we're going to launch it at the high
175school or the middle school. Okay. >> I think it's a good idea to have the staff that did it talk to the other staff. Right. That's >> I I've got a question for you guys. Is there any uh evidence that um uh is there better age levels to introduce this to quicker? Is like maybe the high school not the best place for us to start it at? >> But is it more impactful for the younger students? because I'd rather see it be where there's more impact first. >> I'll tell you that um >> hopefully I can just be candid with you guys. >> Elementary teachers are more open to change just typically and that's just a generalization for the United States. So I don't know that to be the case here, but they're more open
176to putting it on and trying it for the first time. Um I will say it does it doesn't have a more of an impact at any level. It has an equal impact across the board. Um, getting a high school teacher to put the microphone on for the first time can be challenging. If they wear it for a week, they'll never take it off again. And I'll tell you, I've been with the company 16 years. It's really, it's been monumentally different now that we added safety into it because it's no longer an option. You're not wearing it just for the fact that it's a microphone anymore. This is your safety device. And so that has increased adoption to where it's not optional, right? you're going to walk through and I'm not speaking for you guys, but
177most districts we work in, they tell teachers this is not an option. You will wear the microphone. And I will say 50 years of research behind the idea that if a student can hear their teacher more clearly and is more engaged, it will across the board improve improve academic success. And so we have thousands of studies that none have done by us. Um but BYU obviously we're in Utah. Um MIT has done studies. I mean we can share it across the board. But it is res resounding the difference it makes if a teacher will just wear a microphone and talk normal tone of voice. So we can get you a lot of that data. I think it'll help that conversation tremendously. But that's my elementary, you know, primary versus secondary. >> We had where I
178last taught we had and I was elementary so I was open to change and I loved what the system that we had. One of the things I noticed though that if I went into an adjoining classroom, my whatever I said came out on their microphone. So does it does it follow the classroom or follow the teacher? >> So it's an and not it's an older technology. So it used to be infrared. So this is a long story. I won't get into it why this went this way, but >> when Claudia started the company, she started with FM. FM was limited to the number of channels you could operate on. So when we had whole schools adopting, you ran out of channels. And so Claudia invented the first infrared system which transmitted via light. And so
179basically it was line of sight. Any room you would walk into, it would work. And the problem was if you were walking down the hallway, every room that it would see would work. And so we've gone back to radio frequency. However, it's not FM. It's called decked. And that means you are tethered to your to your room. So to Sam's point, that little ITC, if a teacher was an oscillating teacher, every room they go into, they can repair their mic to that room and it is then dedicated to that room. However, the safety alert does not work like that. When you press a safety alert, it finds the five closest receivers and based on their signal strength, it reports where that person physically is. So it is not tied to their room. It is tied
180to where the person is from a safety perspective. >> Good idea. >> So >> good evolution. Um, >> a long way. I it sounds like you have a lot of data. So I just I just hope that in part of the conversations with other teachers, I know I've had a couple people express parents maybe more than teachers express the concerns about uh damage to their kids' ears. I mean like you said it's in general it should be the classroom should be quieter. Um but also the whatever the whatever EMFs or anything related to the frequency you know people are concerned about devices and you know this is another device it's electronic just things like that related to health and safety and the use of it >> so I will tell you a cell phone emits
181far more frequencies than the the radio frequency microphone what it is operates in the air at all times and so there's no anyways on that touching on that subject the other subject is you will notice 99 times out of 100 the classroom becomes quieter because they're not competing with each other. When you have students competing over the the teachers n natural intuition is to project their voice because that's what they've been taught and they've been taught to capture the engagement of all students and move around the room so you have proximity. You no longer you still should move around the room. You no longer have to project yourself. You can talk at your normal tone of voice and every kid can hear you. So, what a lot of teachers will do is when they put
182it on for the first time, they're going to try to project and they're like, "Whoa, that's loud." And they'll talk normal and it really is pretty magnificent. >> And then the students respond quieter as well because they're not trying to match the teacher's voice. Yeah. >> And the only caution I would give you is just because you guys have had a lot of ELLL discussion or um sped discussions today. I would just be cautious of autistic students. Sometimes the just the idea that sounds coming from behind them can bother them. And so in those classrooms, you might want to be very cautious of the level of volume you're you're pumping in just because it can it can impact them in different ways. So hope that helps. Sorry. >> Oh, that's >> um Trusty Heather. I
183did want to say one thing about your your your question your your comment or question. Um, I began looking into the systems like this for the safety piece, um, after the incident that we had at the middle school classroom last year. And and when I discovered what audio enhancement could provide across other parts of the of, you know, translation as well as the microphone. Um that's why my my interest would was truly those secondary classrooms that for the safety issues that we've seen in a couple episodes, right? Um but but also that they provided this valuable tool to enhance the educational environment um with the microphone as well as the translation. So just so my the thinking was we'd start at the secondary level and work our way down. So >> I understand that. >>
184Yeah. >> Cool. For the purposes of the pilot, I I understand Miss Lap's classroom at Tahoe Valley and also Mr. Peterson's classroom at the high school. >> There were five alto together >> that are not over projecting. Now, who are the other three? >> Briggs. >> So, Miss Briggs is also >> Oh, Crystal Briggs over valley. >> Lauren Briggs. >> No. >> Oh, high school. Miss Griggs High School. Okay. >> Uh in the high school. Um and then the two in the middle school are Miss Rios in room 23. and Miss Alice in room 51. >> Sabrina's office. >> Thank you. >> Can we go visit? >> Absolutely. >> You can go visit you. Absolutely. I I saw it during staff appreciation at Woodies. >> See what that's >> I was going to go to.
185>> Woody loves it. Yeah, we saw we saw Woody's. >> Yeah. >> So, so members of the board, really, honestly, we want you to go see that. Um, I would love that if if you're coming to specifically see that that, you know, let me let me let me know. Let me know. the principal knows so that the teacher knows you're coming to want to see the environment in play, >> right? So, you actually get that opportunity to see it, right? Well, when they're there with the kids, especi Do we have the translation piece going in all five classrooms or or not? >> Uh, we we do they all have it. Um, and how they leverage it will be a little bit different. So, actually, >> you had pictures of Miss Briggs class using it. >>
186Briggs have you go in there? >> Yeah. >> Um, I I think the one classroom is that's not using it is Miss Laps. the special ed with the little ones now. >> The other ones are adopting it at their own pace. So, >> cool. Thanks so much. >> I mean, I think it's really important as we think about this. This is this is a big commitment. I'm really excited about it. I've heard your excitement um from the teachers that are doing it. I'm hearing just, you know, rave reviews. You saw the survey that was completed, you know, but this is a big commitment that we want to make sure that we make good decisions on. >> Thank you so much. >> Thank you. Thank you. >> Thank you. >> All right. Our next item is
187business services and operations. We have a bond update, a presentation. >> Tonight we have Jamie Brown from Group doing a presentation for us. I did make sure that he was awake before he walked up. We are getting late tonight. >> Going. >> I am awake. >> Thanks, Kelly. All right. Good evening, President Keer. uh school board trustees and superintendent Cutler. Uh again, my name is Jamie Brown with the coming group, your bond program manager, and uh giving you another update of where we're at and it works. All right. So, our agenda uh to go through our phase one uh update where we're at starting our construction phase, financial overview, the the waterline update at the elementary school, and then we'll dig into phase two as well and where we're headed on our next steps. So,
188we'll start with Tahoe Valley and South Tahoe Middle School. So, we have um some items to celebrate. Our our projects are about to begin. We have all of our required permits from DSA and TRPA. Uh as you know, we have the two GMPs that have been awarded to core construction for both projects. And Dave already mentioned we have temporary fence installed at the elementary school. And um we've issued our notices to proceed. and um the middle school is coming up next right after that. So, uh really exciting and I appreciate your support and it's been great working with everyone at the district to get to this u this phase um to finally after it's I've been now working with you for almost a year and uh here we go. Uh the most exciting part is
189making the improvements. So, I have the the two logistic plans up there. And as we said, we have the permits we need to get get going. We have um a groundbreaking event scheduled for June 15th at 11:00 a.m. at the elementary school. So, hopefully everyone can be there to celebrate with us. Um the um and I can mention that the um we'll be starting at the middle school on June 18th. We're going to be uh getting the containers ready, getting things moved out uh because we have a large parking lot to improve. And so that area at the middle school in orange, which shows the existing parking lot after uh June 18th, that area will no longer be accessible. Uh it will be entirely fenced and closed off so we can improve that parking lot
190through the summer. And it all the electrical improvements uh uh EV charging for some vehicles, lighting, and all the major asphalt and safety improvements will all be completed this summer and ready for the start of school before the start of school. That is the main focus of work this summer. The um the improvements with replacement of some windows, sighting, that will be planned for next year. there's just the procurement of the windows and the effort to get that going. We don't have um likely don't have the ability to get that done before the winter comes at us. And so that is planned for 27. And then at the middle school, we also have the field turf replacement and the track improvements. So those will happen next summer. At the elementary school, we're going to start
191at the um the A-wing. And so we're going to be working on that modernization of that area this summer and then begin construction of the new building in the back. So go to the next. So we are um tracking all of the financial expenditures on the project. To date we have 4.6 million through April that has been um spent. We have the two GMPS for the middle school and elementary school and um we've also moving forward with um the furniture release and coordinating with both with the site to make sure that everything's ready to go and go on to the next slide. So to give you a a current update on the the water infrastructure needs at Tahoe Valley Elementary School. So the um the addition of the new classroom building requires additional fire hydrants
192in the rear of the campus. that um is requiring us to um we had to confirm the current water flows available of the existing fire hydrants in the in the site. We did that uh last October. It was determined that those were not necessarily um sufficient for current code requirements to provide the firewater needs for those fire hydrants. And so, um, we've been working together with Lucans in determining what could be done to to solve this. Um, the illustration on the left shows approximately 3,000 ft of water line that would need to be upgraded to serve the school. Um, we last week submitted a formal application for service. We gave them the DSA uh permitted drawings for the elementary school and submitted that. They are currently working on their engineering and their estimate for that
193with um a planned construction start for that waterline improvement in May of 27 with the ability for that to be completed in time so it does not impact the completion of the work of um finishing up the project in August of 27. We've also um and I'll I'll get into it in the phase two update, but we have confirmed that Sierra House and Meyers have sufficient water flow already. So, I will go into next phase for Sierra House and Meyers. So, we decided that those would be our next two sites we're going to be improving for phase two. So we've started our site investigations both with survey and um underground for geotechnical. We have um schematic design in progress with studio W and we will be sending out an RFQP for a lease lease back
194general contractor uh in July once we have uh Studio W um completed with their first phase of design drawings. maybe late June, early July, but it's coming soon. Uh, we just had uh two site committee meetings, one at Sier House and one at Myers, and I can go into the the scope of that work a little bit, is being very fickle, but that's okay. I had it working. I had the magic touch. Okay, thank you. Okay, so this is Meyers, some renderings from Meyers. And so on the left, as we're we're going to do some major asphalt improvements, safe drop off and parking improvements, uh improving uh the kitchen, doing some exterior envelope, which I've mentioned before, the roof, and then enclosing the library area, improving the admin area. So everything's coming along as planned.
195Uh in our recent site committee meeting, there was some additional concerns brought up about the parking lot and how the flow of traffic works at Meyers. And so uh stu studio W is looking at maybe some alternate ways of laying out that front parking lot to ensure it meets their needs. Um, but other everything else seemed to be on track other than the the concerns about the front parking lot. And then this is Sierra House. So at Sierra House, we're we are doing a addition to the front of the of the current campus. So you see that rendering there. So essentially we're we're enlarging the administrative area up front and uh and creating a space for um a small library type area. So um just some initial renderings of that space up front. You can
196kind of see it in the illustration to the right. That's the current configuration. I mean the that's the new configuration. So, um, and then some additional classrooms that are added adjacent to that. So, there's currently four additional classrooms there. And then similarly, we're doing improvements to the front parking lot drop off and removing the portables and doing the the parking lot. So, and that's where we're at with um Sierra House. site committee meeting this week went well with them as well. So is gonna continue progressing with their design efforts and then um jump into some next steps. So closing out our remaining uncertified projects. We've made some great progress. Uh we only have eight remaining uncertified projects and uh nothing that is pro prohibiting us proceeding with the work on the the two sites currently
197and but we're we're really working hard to to eliminate all of those and get those behind us. We recently this week on Monday had our kickoff meetings with a core of the general contractor and our gym and and our team to get those moving and um like I mentioned we've continuing to coordinate with Lucans regarding the waterline and um working to continue to hone in on their design efforts for phase two. Uh in that illustration, we're showing uh the picture we're showing the surveyors who were out at um Sierra House over spring break doing their survey work. That is my update for the evening. You have any specific questions on the bomb program? >> Thank you, Jamie. >> I do. So, the six portables at Sierra House are going to be removed, but four additional
198classrooms are going to be built. So, that's down two. And what about like >> cuz >> we're looking at a fifth classroom right now. That's something Studio D is looking at, but understand that that population and that enrollment has continued to to dip. So, we don't we don't feel like that we're going to have any negative impact with going down classroom. So will like the counselor get out of the closet and the speech pathologist get out. Where are they going to go? >> So there's a couple things are happening in that. So we're pushing that front out to be a front office, right? >> And then there will be a library right behind that. Then there's going to be um additional spaces created in classrooms, but also there in each of the um pods >>
199there. the center of those pods will actually have two spaces as well. Um that could be offices, could be study carols to depends on how the school us utilizes those spaces. >> Okay, thank you. >> Any questions on bathrooms? >> I'm sure that will be perfect questions about bathrooms. I will say that I am the father of two high school students, one recent graduate, one and uh they happen to go to a a brand new relatively brand new high school and they do have those type of restrooms and they do agree that they are the way >> preferred uh >> the open the open sink area and then the private private stalls. Yeah, I think that's a good approach. >> We we will make that happen. It just might take a little longer than >>
200Yeah, I can't wait. All right, thanks Jamie. Thank you. Uh, okay. Next, we've got information item on the substitute rates proposed adjustments. >> Good evening. I will try to be quick. Um, we're looking to increase the substitute daily teacher rates. We've had a variety of rates over the years to encourage um more participation with substitute teachers, having subs stay on longer throughout the school year. Um due to some limitations with our um accounting system, we can only have I think three total rates. So it's just how the the county system runs. So currently our rates are $180 for a full day. Um and $90 for a half day. That's for the first 24 days of substituting. Um and we are looking to um increase that to or actually before that once they pass 24 days
201once they hit day 25 they go to 210 days $210 >> getting this is I'm sorry um >> 210 that's where we're currently at. So, what we're um looking to move to is to eliminate some of these variety of rates um because we've had really good success with substitute teachers the last few years. A lot of um continuous employment, which is great. We have subs that are now coming back to or retired teachers who are coming back. So, we are looking to move to $220 per day, >> a half day rate of 110, and then a long-term rate of actually I put 24 on here. We said more than 20 days, did we not? >> We did. >> So, it's on the 21st day. >> The 21st day it actually jumps up to $250 per
202day and then our uh retired certificated staff would actually earn the $250 per day on day one of substitute teaching. >> Retired, >> honoring what were um our retirees. It's staff's recommendation to increase the substitute rates. Are there any questions? >> So, this is an information item. We'll bring it back um for for additional discussion and an action >> questions or any >> here it is. Down >> 250 for >> return teachers. So, yeah, retired certificated staff would earn $250 a day on their day, their first day of substitute teaching. If um like I was the college graduate subbing, it would take me 21 days to get to that $250. >> So, once they hit once they hit 21 days straight, we can we determined that they are in a long-term process and now we'll
203earn 250. So, those are up. So understand right now we're we're paying 180. >> Once you've subbed for 24 days you were making 220, >> right? >> That was the rates. Of course half days were half of that. >> 210. You're making 210. >> Making 210. Okay. Thank you. 180 to 210. We now made the decision and determination that we want to pay $220 per day for a sub. Half day would be 110. and take the long-term rate, which we didn't really have a long-term rate. It was the 210, make it 250, and and value our retired teachers that are subbing and pay them the 250 on day one. >> And and are we adjusting the sub rates for other substitutes? I mean, like nurses or instructional aids or um are we keeping those? >>
204Unfortunately, nurses follow under under the certificated. So they would follow the same classification. Um classified just because of PERS regulations the subs are paid that whatever that rate >> that hourly rate is >> hourly rate is. >> Yeah. We got to be careful to to talk about classified versus certificate. This is absolutely this is our certificated sub rates. >> Right. But the subs for classified get paid whatever that position gets paid. Okay. All right. Thank you. >> How many current um retired teachers do we have doing long-term assignments? I don't think we actually have a lot of retired teachers doing longterm. And actually, this started as a discussion. Um, we've had a teacher that I worked with my first year of teaching who's been long-terming for an English class at the middle school all all
205year >> and is making the same rate. She's doing 100% of the duties of a fully credentialed teacher and it's like >> she's getting paid more. Yeah. >> Yeah. I mean, she really is sort of the teacher of record, but she's not. And that's sort of like we really want to honor that for somebody who's doing a really long-term maternity >> also um because we are aware of the fact that they are doing all they actually are ones that are using the computer logging in and doing attendance doing all the grading calling parents doing all those pieces. So, honors up that >> I I think to your question, I'm not sure we have any >> um retired teachers that are doing a long-term sub, but on what we're proposing here, and it wasn't clearly written
206on the on the agenda, what we are proposing here is that when we have retired teachers who are trained, you know, certificated folks that have done their career, come back to SUB, they have a we have a value to them and could pay them $250 right from the start. And if they're working for benefit, it allows them to actually work for their benefits a little bit faster because we are paying about a higher rate. >> Right. Thanks. Thank you. >> There was one thing I wanted to bring up. Um, so the subs were something that when I had visited the elementary schools, like all of the students were just kind of complaining about how chaotic the classrooms get when the subs are there, >> which I totally understand. And um, yeah. So, I think if
207we were to do some sort of a program or something like before the school year starts or something like that and just like teach the entire group of subs like how to manage a classroom like I think it's just important because if all we're requiring is a for like >> just so you're aware we we do have trainings for for subs um >> that we that we do conduct and sometimes some are better than others and and we actually just so we understand that um there are times we stop using subs if they aren't >> performing to expectations. Um, but we have some really great subs out there, too. I will tell you, we've been feeling pretty lucky with some of our subs. >> World's hardest job. >> Yeah. >> World's hardest job. Yeah. >>
208But then there was also one thing. Um, my mom, she also um she teaches one of the early education classes at LTCC, >> and I know a lot of her students, they don't have four-year degrees, so I don't think they can they necessarily qualify to be a sub right now. But um I think it would be cool if we did allow students who have been serving in classrooms or have been >> um working in just that world. Like maybe they don't have a four-year degree yet, but they've they're halfway there or they've been taking a specific amount of classes related to education. >> Then maybe that would make it possible for more students in that world to be subsist. >> Absolutely. I think that's um a great opportunity for those students and we can have
209Danielle do some outreach for the >> the classified sub because this it's a state requirement regarding credentiing um to have a four-year uh degree to be to be to be able to sub but to to the to your statement would be that we would hopefully get folks in that that are in those programs doing classified like instructional aid sub positions getting them that experience. >> That'd be great. >> Yeah. I support that. Okay. Thank you. Excellent. Good input. May revise governor's budget. This could be a long one, but I you're going to make it fast. I know. >> I I'm going to read as fast as I can. >> Bye, Jamie. >> Alan, would you like to >> Okay. In January, Governor Nuome released his budget for the 2026 27 fiscal year. In May, he
210releases a revised budget. Tonight's presentation will review the key changes from the January budget to the May revision. >> A lot of good news. That's what I hear. >> And the clicker's working for me, I think. Overall, the proposal reflects a stronger stronger fiscal outlook for California schools with increased investments in core operation, special education, educator support, and local flexibility. The state is emphasizing three priorities. Stabilizing school funding, strengthening support for students and staff, and building a more sustainable financial foundation for the future. The May revision proposes a total of 151.6 billion in TK through 12 funding statewide. About 91 billion comes from the general fund. The while approximately 60 billion comes from other state funding sources. This represents a significant investment in public education and signals that the state continues to prioritize schools despite
211broader economic uncertainty. I think I might be a slide ahead. I am a slide ahead. I'm going back. Okay. Uh the state's investments are targeted towards several key goals. First, increasing student support for students with the greatest needs through LCSF and special education funding. Second, supporting instructional quality, educator recruitment, and whole child services through one-time grants and ongoing programs. And finally, improving fiscal stability through stronger reserve funding and long-term commitments to education. One of the most important updates to the increase is the increase to the Prop 98 minimum guarantee. The May revision raises the guarantee to 127.1 billion for the 2627 school year, up from the January estimate. This increase is driven by additional maintenance factor and settle up payments. Uh which I referred to as the um the loan that they didn't was illegal.
212It was like no interest loan. We'll just do that. It's the settle up payment. They did make it um which helps strengthen the long-term funding for BA base for schools. The state is also continuing to prioritize fiscal stability. The public school system stabilization account, often referred to as the rainy day fund, is projected to reach approximately 10.3 billion. Maintaining healthy reserves, helps protect schools during future economic downturns and reduces the likelihood of major mid-year cuts. Super colola, this is a madeup word >> political phrase. Uh for districts, one of the most meaningful up the proposed increase to LCFF funding. The May revision includes the statutory cola of 2.87% which is an increase from January along with an additional discretionary augmentation from the state. Combined, these investments result in a total LCFF funding increase of approximately
2134.31%. This additional support is intended to help districts manage rising operational costs, declining enrollment pressures, and new employee benefit obligations, including paid pregnancy, disability leave, and other unfunded mandates that we've been required to uh fund in the last few years. This might be the most exciting thing about this budget. This proposal also includes a significant investment in special education base funding would increase from approximately $999 per student to $1,370 per student, a 43% increase over the 2025 budget act. This represents nearly 2.4 billion in ongoing statewide support and is intended to improve equity and services for students with disability. Keep in mind a student uh serving a student with disability does cost a district around $14,000 a year. So this is still a significant discrepancy, but it's a big jump from a year prior, which
214is great. And we were not expecting over $1,000. That was a big surprise. The May revision also proposes a $5 billion one-time block grant for local educational agencies. These funds are intentionally flexible and may be used for priorities such as literacy and math professional development, TK implementation, teacher recruitment or retention or other locally identified needs. The flexibility allows districts to align pri resources with their own strategic priorities. In addition to core funding increases, the state continues investing in several priorities. IES include community schools, literacy initiatives, mathematics improvement, and ongoing educator pipeline and support efforts. Together, these investments reflect the state's broader focus on academic recovery, student success, and workforce sta stability. One notable employee support initiative is the addition of paid pregnancy leave for TK through 12 and community college employees beginning in 2627. Eligible
215employees could receive up to 14 weeks of paid leave. The proposal is intended to support educator retention and workplace stability. In closing, the 2627 May revision presents a positive outlook for California schools. The proposal streng strengthens the funding base for education, increases support for students and educators, and provides districts with additional flexibility to address local needs. While we continue to monitor the state the final state budget process, the May revision represents encouraging news for public education and the long-term financial stability of districts like LTUSD. On June 12th, we will present a budget for the 2627 school year and the public hearing for the fiscal year 2627 budget. And again on 25th uh June 25th for budget approval. It's an information item only. Are there any questions? >> Any question? I know we're late board and
216and it's but obviously this is this is the budget, right? So if there are specific any specific questions tonight, you will see it two more times >> and well it won't be the real budget until the legislature approves it. But it's right it's the government. >> We have this is where the timeline is wonky because we have to approve our budget before the legislature. >> You'll have our real budget but we'll see. And if it's a drastic change when they then we'll do a >> 49 and some of those dollars that are coming. I mean we you're going to just have to make an estimate of some of these new dollars and how we're going to use them. I mean correct because we don't exactly know what >> correct. And we received less money from
217the feds this last year than we anticipated. So we're actually projecting a little bit of a decline just so that we are not um overspending unintentionally. Um, and then we are working off of our most current ADA and enrollment numbers. So that's the calculations that we go and it's a projection, not a pro prediction >> that uh that number per special ed student. >> It's per uh ADA per >> So that that's in addition to ADA. >> Okay, that's that was my question. >> Yeah, it's nice. It's that was a very big surprise. I think we were hopeful to get the $9.99 and to get that much of an increase was that was a big surprise for the budget >> almost working there. There's been a lot of um >> there's been a big push.
218There's been a lot of conversation over the last several years about fun funding these mandates like you know when we use the term super cola in this well the whole point to their statement is okay we realize we have to fund above >> the cola to to take care of mandates right and so that's why we're also cautious about that because there's the statutory cola which is what we work off of and then really it's the LCFF funding has just increased for those mandates >> and then and then the feds they're still working on. The feds were supposed to fund a lot of special ed that they don't fund. So that's they promised that back in the 70s and they've never done it. So someday maybe they will. >> We should vote. It's election day.
219>> Anything further for the budget. >> No. Okay. >> Moving on. Thank you. Thanks, Kelly, for the update. And next is our board governance which is February 2026 California School Board Association board policy update. First reading. >> Yes. President Kemp, members of the board, that might be misleading a little bit to you. So, as we dive into the the language that was written in your board agenda item, after proving um at your last meeting the February board packet of of material, there was it was discovered by Teresa Scow that we actually did not have in that um board bylaw 9250 enumeration, reimbursement, and other benefits. So tonight is the first read of that only and it would be our intention to bring it back for action at the next board meeting. >> Okay. Thank you.
220I was trying to have deja vu because I'd seen it at the last board. All right. Last, we have our consent agenda. It's an action item. Do I have a motion to approve the consent agenda for tonight's meeting? >> I move that we uh approve the consent agenda. >> Second. >> I'll second. >> Okay. I have a motion by trustee Anderson and a second by trustee Mansfield to approve the consent agenda. All in favor say I. I. I. >> All opposed. Okay. Motion carries. Next I have items for consideration at future board meetings. Seeing none, I'm going to adjourn the meeting at 9:08. Everybody thank you