001Good evening. Thank you for coming and um welcome to the March 12th regular board meeting of the Lake Taho Unified School District Board of Trustees. And I am reconvening into our regular open session at 6:01 p.m. Um and our next item is to report on any action on items from close session. We did not take any action during close session. Um next is communication reports. So we first have board member reports. Do I have any reports? Board members. >> All right, Trusty Mansfield, >> I just got back from Costa Rica, which was 19 days in an amazing country, and they really prioritized their spending on education and healthc care. And 98% of the population is fully literate, which is way higher than ours. Um it was a amazing adventure. And then on Tuesday, day before
002yesterday, I had colear implant surgery. So I'm totally deaf in this year and only half deaf in this year. So I'm not firing on all my cylinders. So I will be reading the closed captioning down here. So don't think that I'm ignoring you when I'm staring at that. So that's it. Thanks. Anyone else? [clears throat] >> Reports. Um, I just I just want to say that um I made a number of visits to schools this um this last couple weeks and um I just wanted to share a couple innovative things that are taking place and that is that at Beiju the new counselor there is doing coffee with the counselor once a month and um it's just an opportunity for parents to come and ask questions or get some parenting advice and today's uh focus
003was on grief and just dealing with loss both from uh the parent dealing with loss or students and um super helpful and just an opportunity to connect um connect the the families to the you know our wellness centers and counseling and different opportunities like that but really just try to support our families. So really pleased that we're we're doing that. And then um I was at Meyers Elementary uh today and they were they had kind of kicked off an extra afterchool program for certain students that they're trying to just push a little uh prior to testing and you know just this little boost uh with with students they've identified that they think they can just get extract a little more out of them but just give them a little push, you know. And uh and
004anyway, I'm just glad that teachers are offering to help out with that and um students are staying extra and working hard. So those were those were two things I saw that I wanted to share with the board members and of course I also just forever grateful for Tahoe Arts Project and all the um performances they bring to our schools. So that's what I have Mary Lux singinger. >> Cool. Um okay so like as you were saying um we have lots of performances coming up at the high school. Um the play Importance of Being Earnest has tickets on sale now. So make sure you get some. I'm sure it's going to be really good. um said that there's three acts when I talked to one of the people in the play. So, be prepared. Um the
005there's going to be a music concert at the end of this month where there's going to be some high school and middle school bands who are going to be performing. Um that'll be the 31st. Um prom tickets are on sale now. So, that's that's something that a lot of students I know are getting excited for. Um there's also going to be a competition next week where on um St. Patrick's Day, whoever dresses up like the best leprechaun can get a free ticket to prom. So, that's going to give a lot of incentive. Um, there's also going to be a jazz competition at the end of April. So, music department is getting ready for a lot. Um, the spring sports seem to be going well. There's been a lot of meets and competitions already on the
006weekends and some of the school days. So, I think that's going well for everyone so far. Um, I know I attended the LTUSD and LTCC thing on last Tuesday or Tuesday of this week and that was really cool because I went with Arya and Spencer who are both also on the superintendent student advisory committee and we just kind of talked about a lot of the dual enrollment and how that affects students and like how it's important for a lot of us for our college like future college careers and a lot also just a lot of opportunities. Um, and then yeah, we're just kind of prepping for midterms and AP testing coming up soon. It's moving really fast. [laughter] Um, so yeah, that's pretty much it. >> Right. Thank you. All right. And Superintendent Cutler, President
007Keer, members of the board, thank you very much. I do want to thank the board membersh with Lake Tall Community College on Tuesday night. a little bit different format, a little bit um more informal and and less structured with presentations, but I I appreciated hearing the information from um President DeFranco and and the few conversations that were that occurred after. I just think it's really important as we think about our partnerships with with Lake Talk Community College and all of the partnerships across our community and how important they are as we work to to continue to improve um our organization. and we always know that it takes not just us inside but those that are out outside our district as well including Lake Tall Community College. So, thank you for that. I did want to
008just um highlight uh well before I get to that one um we did have a kickoff for the um smartphone uh committee this past Monday. Um and I want to thank the committee members. There's at least one I see here tonight. Um but uh those committee members that has started their conversation and that they had a presentation really on some of the impacts and effects that are that that are hard you know to to to understand what the impact is of that is in a negative way in so many ways of what cell phones can can bring. Next week they actually have their second meeting. and they're going to talk they're going to have a guest talk about uh the idea of that um cell phones are are a part of their life and and
009how do you incorporate that and then the week after that our students are going to be work we're going to be working with our students to have the students give their voice to the committee by the way there are two two of our superintendent student advisor members on that committee two staff members um six parents and then Mr. Zenino is facilitating that that that group. So I met with them at the beginning of of their committee kind of set them in what you know my expectations are and just so you're aware my expectations are that they'll provide me guidance for recommendations to bring forward to you. So that's that then we're looking at that happening in May to June. Okay. Um, and last thing I just wanted to make sure and really more for the
010entire uh community, you we are in a process and we've been in for a while of getting TK and kindergarteners, so transition kindergarten and kindergarteners registered and and we've been trickling in our numbers. Um, we're really hopeful that parents that are sitting out there that may not have their kids registered for kindergarten and and transition kindergarten next year that you we encourage everybody to get in and get their their students registered. um as we need to kind of finalize where all the staffing is is happening and any movements that we need to make. Um so just really encourage folks to get in and do that. That's my report this evening. Thank you. >> Thank you. Can we put I know I've seen the um announcements for that in the newsletters, but maybe the I don't
011know social media or something too, you know. >> I think we've been getting it out, but we'll get it out more. >> And uh next we have our employee association reports. And I don't know if we have Oh, we have >> here >> Nicole, but not Bernardet today. Excellent. >> Good evening, trustees, cabinet, community members, and fellow staff members. Um, I came today just to speak about the tension that's growing across the state of California between local school districts and education unions. Um, much of that turmoil is driven by the same challenges districts like ours are facing. rising costs, staffing crisises, and difficult budget decisions. In these communities, the pressures have led to conflict and uncertainty in the schools. Here at LTUSD, we have an opportunity to take a different path. The South Tahoe Educators
012Association believes that strong communication, transparency, and collaboration will allow us to move forward as a team. When educators and the district work together, our students will benefit. Across California, educators are organizing around the we can't wait campaign. This campaign highlights urgent needs for public education. At its core, the campaign focuses on a few key priorities. Fully staffed classrooms, including special education classrooms with highly qualified individuals as teachers and paraprofessionals. livable wages for educators and support staff, affordable health care, safe, supportive learning environments for all of our students. These prioritizes are not just those of other districts but also those of LTUSD. We are here to ensure not only supporting our educators but also for stability for our students. When teachers can afford to live in the community they serve. When they can afford to work
013only one job. When paraprofessionals are supported with education and supports for their classroom needs. When the staff has access to health care, the students will experience a consistent, supportive, strong learning environment. We [clears throat] understand that the district will have very difficult financial decisions in the future. And as those conversations continue, we encourage you to use these guiding principles to help protect our students. >> Thank you. >> Thanks, Nicole. >> Okay. I do not see Bernardet here. Okay. >> All right. Um, next we have public comment. And um public comment is this is the time and place where um comments are can be offered that are not related to an item that's currently on the agenda. Please limit your comments to three minutes or less. And if there's more than one speaker on an agenda
014item, I may limit the comments to less than three minutes. No more than 20 minutes of public input will be taken on any one item. We appreciate your cooperation in helping us facilitate our meetings. 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. Do we have any public comments? >> We do. We have two folks. We'll start with Kelly Keeppin. >> Okay. >> I'm going to do my best to hold it together. Good evening board and LUSD staff and community members. I stand before you with a heavy heart after a grueling week of some district issues
015as well as a week spent fighting for one of our most vulnerable students. I want to publicly thank Sto PD Barton Alta and adult protective services. They showed up for an amazing young man who needed who he needed them most. Their support is a vital reminder of why we are all here. But tonight, I want to tell you the reason why I stand here after 26 years of service to this district. In my in 1985, I was a freshman trying to find my way. I found a mentor. For the next four decades, he became my person, a steady hand that guided me. Thank you. a steady hand that guided me from the first day of high school till the very last day that I am standing before you. I would not be the educator nor
016the human being I am today without the influence without his influence. Very few people in history of South Lake Tahoe have given more to the soil than he has. The day I graduated, I didn't walk across the stage with just a diploma. I was forced to walk across the stage at Stoau High School carrying a pink ladder. This very pink ladder right here. Every single morning when I open my closet, I see this ladder is a physical weight, a constant and vibrant reminder of the impact that one soul can have on a child's life. It is the reason I have dedicated my entire career to doing what is right for our students, no matter how hard the fight is. That man was my northstar and though he is gone, his legacy lives in every student
017that I will advocate for. Don Borges, you will forever be missed and I will forever be grateful that you chose to inspire me. To the board, to our staff, and to our parents, I ask you tonight to look past the politics, look past the paperwork, and look at the ladders we are building for these children. Please refocus yourself. And remember that we are all here first and always for the kids. Thank you. >> Thank you. Thank Thank you, Kelly. >> I knew he was I didn't know. >> Okay. Next up, we have Jesse Krabchek. >> Welcome. If you read the Mariposa Gazette article titled, "Board reversed for sin's offer from April 10th, 2014, you'll see the through line I'm going to try to make. From the scan information I received from a California public records
018request about the firing of human resource director John Simon, it seems there were multiple allegations. How much did you have to pay for those lawsuits? Probably more than enough for the few aid positions you're planning to cut tonight. You're currently in contract for over $50,000 with an outside consulting agency to evaluate special needs programs. The superintendent has been aware of these problems in special ed for years by his own admission and did nothing about it other than deny and obstruct until forced by the mounting pressure from parents lawsuits and your own staff who bypassed the superintendent to write a letter to the board outlining their concerns about lack of support. This letter was given directly to the trustees because the faculty feared retaliation. Your interim SEPA director, who was recently hired by the superintendent, embarrassed
019herself in the district enough to walk a full room of parents because she was so aggressive. How much are you paying her to stay at home and be quiet for the rest of her contract? 100 plus grand a year for an employee that's been instructed not to interact with parents anymore. You'd get a few aids for that. Shashan Sajatti is an advocate lawyer who was hired by the district to come present parents and employees a tutorial on how to correctly write individual education plans. The superintendent assured us he couldn't make the meeting compulsory for employees. But even if employees had chosen chosen to attend, no email was sent to them by the district. You hired an outside consultant to train your employees how to properly write IEPs. Then the superintendent neglected to inform his employees
020of said meeting. How about instead of cutting aid positions, you stop giving the superintendent a rubber stamp 10% yearly salary increase. If you make the superintendent's cost of living commensurate with the two to 3% you give to aids and teachers, perhaps that would help with hiring and retention. Why do you think that teachers are coming to schoolboard meetings on their own time to voice complaints about little rats breeding in the walls? It's to bypass the superintendent as administration. Thanks, Bob. Last year, you voted against giving the superintendent a raise. The first person in 20 years to do so. So, the rest of you, please realize you're mired in a sunk cost fallacy. When you continue to conduct business as usual, you're depriving students of opportunities and shortchanging your wonderful employees who are doing the real
021work on the ground. This guy is costing you money in lawsuits that could be better spent on educating kids. You have one employee. Hold him accountable for the rest of us. >> All right. I I I did not get any additional uh signins, but is there anybody that came for public comment this evening that did not hand in a card? >> It looks like we're done with public comment. Thank you. >> All right. Our next item is student celebration. It looks like coach Hennessy's got uh some folks out in the hallway. President Keer and trustees, we're excited to welcome uh South Tahoe High School principal Zenino and athletic director Coach Hennessy to introduce the board of trustees to some amazing coaches and student athletes from our Nordic and alpine ski teams. >> Good evening, President
022Keer, uh board of trustees, Dr. Cutler. I want to thank you all for having us back again uh to celebrate a few more of our outstanding student athletes uh for the winter. Uh we have a couple of uh great presentations here for you tonight. Kids in color for you. I'm going to hand it over to Coach Hennessy to uh to talk about each. Thank you. President Keer, trustees, Dr. Cutler, Dr. Reer. Um before I start with this, I just would like to share something that happened to me today. Um I Heather Hart asked me at the last minute uh yesterday if I could fill in and read to the second grade class at at Meyers and um I got to read [snorts] I'm a smart cookie and was it was phenomenal. I mean big eyes,
023very attentive. It it was um and I think President Keer got to read today too and like I said it was um it was one of my highlights today and I just wanted to share that with everybody. That was a pretty neat thing. Pretty neat thing. >> Um okay so uh when I came last we weren't Nordic and Alpine Ski weren't done yet due to the weather etc. So, it's my honor to introduce um our head coach and um her assistant, Maestin, and My Estro Saledo, as you might know if you've toured the high school in the Spanish. So, I'm going to let her come up and say a little bit. >> Okay. Good evening, everyone. Um, I'm here with uh some of our athletes that went to the state meet and their parents are
024also here and we're very appreciative of the support from the district and the athletic department at the high school. It's always interesting organizing a winter sport and transportation to winter sports and around weather. Uh we were fortunate this year that it snowed at Christmas and then it actually eased transportation that it didn't snow until February even though we'd really like more snow. Uh but these athletes are all freshman that are here tonight. So we are building a team from freshman on up. Uh and we have Elelliana and Ben and Miles and Jonah that all competed. Uh they competed on the middle school team and they've moved up to the high school team where they also had to learn how to race classic skiing in addition to the skate skiing that they do at the middle
025school. And they've done a great job setting a good foundation. Um, and we also had Laya Landy, who's a senior competing at the state meet with us, and Jack Roberts, who is a junior, uh, who is at the state meet, and Nolan Hall, who's another freshman as well. And we're still waiting. They're calculating all the final standings. So, we don't have those just yet, but we're excited about how the year started and looking forward to seeing how how these guys grow throughout their high school careers. >> How big is the team total? like is >> so we had uh nine athletes this year with only one senior. So we'll have eight returning and hopefully >> some coming up from the middle school. >> Congratulations. Fantastic. Thank you for coaching coaches. I appreciate that stepping up
026and thanks. >> Well, very exciting. We have four freshmen that are going to lead the way in the coming years. That's really wonderful. Really appreciate the the leadership that you guys provide them and excited to hear and hear and see what happens in the future. Um, board members, obviously, if you wanted to say anything, but I want to make sure we get them over with a picture for you. So, I don't know if anybody else has something to say. Bob. >> Yeah. >> Well, I I learned from coach. >> Our coaches are [laughter] I'm not familiar with the program, but now I am. [laughter] And I've been in their classrooms and they are exceptional. >> Oh, yeah. >> Instructors. Exceptional. >> Yeah. I just want to say and thank you for putting up with all
027the Spanish on the Nordic team this year. [laughter] >> Word's gotten around. If you want to learn Spanish, just join the Nordic team. [laughter] >> Bueno credits for that. >> Yeah. >> Well, ready? We'll get a picture with you guys with the coaches as well. Come on up. Come on. Yeah. >> Right in the middle. Just get yourself right here. >> Dr. will reach up over and he'll sketch it. Thank you guys. Smile. Everyone smile. >> Good job. Thank you guys. Nice job, coach. Thank you. >> Appreciate it. Nice job. Thank you. >> Next up, we have Alpine Ski. Um, Coach Jones um wasn't able to make it tonight. So, um, he gave me a few stats on this is Max. So, a little bit about the ski I can tell you is um, we've
028kind of moved from Sierra to Heavenly in terms of our practice. Uh, Kirkwood, I don't I don't know how the all it works, but they took it over. And so, um, instead of our students leaving school to go practice Sierra once a week, we've got Heavenly two times a week at night. So, they would show up what at like five. >> Yeah. >> Right around five. And and we did night training at Heavenly. And, um, part of the foundation. So, um, that that was a really great thing for our program. Kids weren't having to miss school. Um, they got a little bit more instruction, I think. And um so let's talk a little bit about Max. Last year Max was second at states in the Giants slom. Help the team finish second. This year as
029a sophomore 10th grader. Max was first in slalom, third in giant slalom, first in combined and made the all state team as a 10th grader. >> Yeah. And as you can see, Max has his hardware on. Um, I would encourage any questions towards Max. >> All right. I >> I think I think we need to hold you back for about five more years, too. Right. That is fantastic. >> Okay. [laughter] Um, I I want to ask you since, you know, he's encouraging questions. How are the conditions? Did you um did you do Sierra last year and now you're at Heavenly and doing it at night, is it faster and icier? And how does that how does that feel? >> Go to the microphone. >> It was definitely different training at than Sierra, especially at night,
030too. It was a lot colder. Um, it made for better training, though. So, a >> lot faster, right? The course. Yeah. And you get to practice. >> Yeah. It's icy and hard. Yeah. >> All right. Well, excellent. I'm glad you're keep your edges. Keep your edges sharpened. Got it. >> [applause] >> Let me put on the mic. Colorado tomorrow for high school nationals. You want to tell us about it? >> So, I'm leaving tomorrow for nationals at Colorado. Um, got invited to that. I'm super excited. >> Nice. >> Um, >> Loveland. >> Yeah, [laughter] >> we got it. The elevation is high there, so there should be good snow. You don't have >> to bring your own snow. >> No. Yeah, they've had a deploy. >> Yeah, they have. >> All right. Well, can Good
031luck. >> Congratulations. >> Very proud of you. Represent you and your family and us. Wonderful. I know you will. Good job. >> Thank you. [applause] >> Real quick before I I say thank you and and let you move on, I just like to say as Mary said, our spring sports are started. Um, a shout out to our our grounds crew. They've got the fields going. So, we've been out on the fields um for baseball and softball. Our track teams out on the track. Um, our swim team is going to make the transition to the new pool at the um end of the month. >> Um, so some exciting stuff. If you're out and about this weekend, uh there's a softball game and a JV baseball game tomorrow at 3 and some at the fields. Um,
032there's a double header for softball at 12 and I think it's the same time for the JV baseball team. So, if you out for a walk with your whatever [clears throat] pets or yourself, come by. >> Okay. >> And thank you so much for being here tomorrow and Saturday. >> Tomorrow and tomorrow at 3:00. >> Tomorrow at 3. >> Saturday at noon. >> Noon on Saturday. >> 3 p.m. Okay. >> Thank you so much. We'll see you. Congratulations. >> Thanks, coach. Folks, just want to say thanks again for this opportunity to present our kids. We've been doing this for a little while now and it's a big deal to us. So, so thank you for bringing them for showing up. All right. Our next item is uh single focus plan from Sierra House Elementary School.
033>> President Keer and trustees. We're excited to welcome Principal Holmes and her team from Sierra House uh to provide a brief update on their single focus plan. Let's grow [clears throat] >> is I don't think this is there is got it. Okay. >> Can you put it on um >> and you know let's thank an Let's We should while she's doing it. We should applaud Angela for filling in and doing a great job. >> Okay. Got it. >> Got it. Angela, do you want to come fill in with us? Some of our people can come tonight. [laughter] >> All right. Um good evening, President Keer. these and everyone who's here. Um my name is Karen Holmes. I'm principal at Sierra House Elementary School and tonight we are really excited to share with you our single
034Sierra House single focus update. Um presenting tonight, this is not quite right because we had a few people going to skiing at Palisades and we had all kind everybody was so busy right now. Presenting tonight we have myself, Kraton Scott, fifth grade teacher and Jeff Henderson, third grade teacher. and um but our entire staff really is our single focus team. The LTUSD vision and mission statements are at the core of the work we are doing in our single focus. Additionally, our work encompasses literacy, innovation, teaching to the whole child, as well as valuing the strengths and contributions of every person on our campus, students, adults, and everyone in between making this all work. So our single focus journey began in the fall of 2021. Uh we started with the very basic premise that we needed
035to improve math instruction and student outcomes. For the first year, we focused on digging into the California state standards as well as the critical concepts and making sure that we are posting and discussing our daily math lesson objectives in friendly studentfriendly ter in studentfriendly terms. And over the past five years, we've built our effectiveness as teachers and collaborators. We have created systems that will allow us our work to continue as our team composition changes and we have enjoyed the process of challenging ourselves and our ideas. The best part is that we've seen our students grow as mathematicians. Our why for this whole process has been building coherence in our systems using systemsbased research practices and data to improve outcomes in math. Our what has been clear objectives, effective collaboration, assetbased instruction. Our how has been
036helping students master the eight standards for mathematical practice and staff using the eight effective math teaching practices. This slide shows the effective teaching practices and the eight standards for mathematical practice that have been guiding our single focus work for teachers and the eight traits that we are looking to develop in our students. So this this slide is very busy um and it is only part of our entire planning document that ensures that our work is consistent and thoroughly planned out. The document is also a record of what we have done over the course of the year. This is our third year using this type of document to guide our work. We've also added writing collaboration this year and we are doing the same type of collaboration for writing as we've been using for math. Our
037collaborations are guided by specific questions and lead us to our effective next steps. These guiding documents keep our conversations focused, hold us accountable for what needs to be accomplished during collaboration and is also evidence of our process. Oh my gosh, forgot my [laughter] >> So each grade level has a binder full of these documents um and their associated evidence of student work. Um the next slide shows a document that we have created um is based on vertical collaboration and discussions around the grade level writing standards. We are excited to have this structure as we work to build coherence in our writing instruction across our site. These next two slides show our single focus commitments. Our teachers are committed to posting daily objectives, collaborating effectively with each other and our caled partners. Alone we are good.
038Together we are brilliant. We continue to focus on research-based strategies, collect and analyze meaningful data, and continue to make our practice public as we share our collective brilliance with each of our each other by visiting classrooms, sharing ideas, and having important, open, honest conversations about our work. Our work has paid off most importantly in our levels of student engagement and positive student outcomes, but also is being noticed outside of our school community. This is the second year Sierra House has made the educational results honor role for closing achievement gaps and building important foundational skills for our students. >> Moving on to uh now to the heart of the why we are seeing this growth data informed instruction. Thank you. >> [laughter] >> We've talked about the collaborative um practices and the our strong focus, but
039it's the intentional cyclical use of data that truly drives and refineses our work. It allows us to move beyond anecdotal EV evidence and make strategic instructional decisions. Let's look at how this focus is translating into measurable student outcomes. This slide, go back one. >> Yeah, there you go. This slide shows our I Ready second diagnostic math data spanning from December 2023 up to January 26. This critical data set uh this is a critical data set for us and we consistently see evidence of student growth due to our single focus efforts. Specifically, as the uh data illustrates, across these diagnostic windows, we are seeing a consistent positive shift with a decrease in the number of students who are two to three years below grade level and an increase in students performing at or above grade level,
040which we track in the green categories. This trend is a testament to the focused work and collaborative practices we have implemented, demonstrating that our students are becoming more capable and confident mathematicians. The overall upward trend you saw in the longitudinal data is encouraging. But what we are um looking at here uh is uh the um current year uh math data. So from the spring 2025 to uh data set we did just uh two months ago. Um again this data shows a clear and measurable decrease in the number of students who are two to three years below grade level indicating an increase in the percentage of students who are now approaching or meeting grade level standards. Uh this intentional cyclical use of data is working is translating directly into student success and growth. This slide is
041a vital comparison showing how our local efforts are performing against the state average. The top row displays Sierra House's overall CASP math results and the bottom row provides the California statewide data for each year. The comparison is clear. As our single focus has deepened, our results have consistently exceeded the state average. Now, if we look closely at the most recent year's data, while there might be a slight overall change, the key takeaway is the um internal shift. We have seen a clear decrease in level one students and a corresponding increase in students achieving level three proficiency. At Sierhouse, we dive deeper than just growth data. Our learning from children data lets us look directly at student strategies and relational thinking. For tasks like the ones pictured here, we analyze not just the number correct, but
042how they approach the situation. This allows us to move past a simple score and truly assess whether our instruction is building genuine procedural fluency from conceptual understanding. Here we have an example of our longitudinal analysis of a joint change unknown question that is looking at the same students as they progress from one grade to the next. The analysis pictured here reveals a clear progression in how students strategies are evolving over time, allowing us to pinpoint where our instruction is most effective. By consistently using this task and tracking student responses over time, we can evaluate how students uh student strategies are evolving and use that concrete evidence of their thinking to continually refine our grade level and vertical instruct or yeah instruction. Another example of a per purposeful question focused on relational thinking. This task reveals
043critical insights into whether students understand the equivalence of the equation, not just simple computation. Analyzing student responses and simil um I lost my spot. Analyzing student responses to this and similar tasks is essential to our learning labs and classroom visits, helping us develop shared practices and ensuring coherence across our teaching teams. Sierra House and the LTUSD board of education were honored at the California School Board of Bell Awards. The Golden Bell Awards promote excellence in education and schoolboard governance. The Golden Bell Awards reflect the depth and breadth breath of education programs and governance decisions supporting these programs that are necessary to address students changing needs. We are we were awarded in the category of equitable student outcomes. This category celebrates the impact of using data and research-based pedagogy to create an environment where every student
044can succeed and have fun in the process. Our Sierra House math initiative that all started with our single focus plan. It celebrates our students unique strengths building confidence and joy in learning. Sierra House students have become mathematicians that want more than just to know the steps to solve a problem. They want to understand how the math works. They enjoy explaining their thinking and find math challenging and fun. We are very proud of our staff and students commitment to math. In December, Mrs. Holmes and I had the honor of presenting at the California Mathematics Council North Conference where we shared our experiences um with quality warm-ups. These slides illustrate the enthusiasm of attendees to attendees to utilize the information we shared and we look forward to continue to share our progress while we remain committed to
045professional growth. So, as our teachers do continue to grow, we have seen the outcomes of a of a collective vision and clear objectives. Our work as a team is benefiting every student at our site. Our team continues to build on understanding of the California math framework and standards as we support students as they wrestle with math concepts and truly engage in meaningful learning. This has been an incredible learning experience for all of us and we are continue to have fun engaging with our students during our math blocks. We look forward to adopting a new math curriculum districtwide next year and coming together as elementary schools to continue to grow as a district-wide team with the Cal Ed partner edco partnership. Our upcoming events, we are so excited to have Dr. for Megan Frankie inviting herself
046to Sierra House to come up for two days of PD focused on effective math practices and standards for mathematical um practices. We have our learning from children data collaboration scheduled for the end of March and again at the end of the year when we will look at our final learning from children data and I ready data from the end of the year. Our monthly student work reflections and open task developments that fill our binders continue on the last Tuesday and Wednesdays of every month. And we will end the year with a vertical articulation as we discuss strengths and gaps of our incoming students and plan for the first unit next year. So um we have ended every single focus presentation with this quote. And since this is my last one, I thought we had to
047finish with it again. You don't change data by looking at data. You change data by looking at practices. I'm incredibly proud of the work our team has done and the willingness to step out of our comfort zone and really look at our practices and improve our capacity as adults. So this is an information item only. [laughter] >> Yay. Sierra House >> comment for you. >> Not just Mr. >> And >> it takes courage. >> It does. >> It takes courage. >> It does. >> Thank you. Thank you. I am so honored to be a part of this team. Really, >> we're going to miss you. We're going to miss you. >> If no other board members will say something, I I I just want the three of you and your entire hopefully you pass this
048on to the entire staff. When we launched the single focus plans, this was the purpose. And I'm I'm gonna get emotional because the purpose was to s to singularly singularly focus on what you were going to do as a staff to impact the the the learning for each and every student in your school and to sustain it and to to to look at the data and to determine how can we adjust our practices as we do that. And over these five years of implementation, you have just absolutely been the model and and it's it's it's been a no-brainer for folks to want to come see what we've done at your school. We've had visitors from all over now California to see your school. You've been out presenting and sharing the work that you've done. But
049in the in the end, it's about how are we impacting our students in their learning. And I'm so so I'm beyond proud. I'm so um honored that you've done this work and you committed to it and I look forward to and and we have that challenge right as we um bring on a new leader to the principal's role for you guys and the rest of the team to embrace that new new leader in your school and to continue this this fine work. just signed that new leader up for a principal collaboration today for with a >> whomever that may be [laughter] >> going to say do you know something we don't know [laughter] just you just put a blank >> John do Jane do >> it mean it means the world as as trusty Anderson
050brought it said just the pride is is beaming okay thank you so much >> and you guys know how much I love you and how proud I am of you and that I am so Ah, blessed to have worked with you all. >> Likewise. >> That's so nice. Thank you so much. A great report >> now, which I told was okay. >> Okay, that's good. Well, great great report and great progress and I really appreciate it and um and I encourage everybody to everybody to go go visit Sierra House. So, yeah, try to do that the end of April. Um all right, next we have our risk and safety um item. And tonight we're hearing a report from the student bike safety advisory committee. >> President Kemper, members of the board, as you recall, we
051launched uh this school year in first community conversation around ebike and bike safety. We followed that that up with bringing together a community uh advisory group, a a bike safety advisory committee to advise on next steps. Um and I'm really so proud of the group. Um, and you know, you're all here ready to rock and roll. So, let me Pash and Teresa, we'll let you jump off and then if each of you will make sure you introduce yourself, the role you represent. Um, and I know you're that's all part of it. So, that's why I want to just let you have it. Thank you. >> Thanks. Well, thank you for having us tonight. >> So, you don't have to lean down. No, no, just it'll catch you. >> Thank you. >> We are excited to
052share the work we've been doing. Um, and so you can go to the next slide. Um, first off, I'm Teresa Pap Andrea. I'm with the Tall Alliance for Safe Kids TASK. Um, so just our purpose. So, it came out of the um the advisory committee came out of the community conversation we had uh last September um around ebikes and safety with the growing number and the incidents in our community. Um and then from there uh the group continued and started meeting in November. So the group consists of lots of community members you see here. Um we had staff admin and um from LTUSD teachers and staff from each school level so elementary, middle and high um TRPA the city the bike coalition Barton and then task. Um the group is looking for ways that basically
053we've been looking at ways to educate students and parents about bike and e bike rules and regulations and adding a registration to the school policy for all bikes. Um so some of the things we're doing, this is one of the flyers to start get them talking um and just start putting some of the safety things that we see are important with that focus of it being on things we can do on the LTUSD campuses. That's okay. Is that you? >> Okay. [laughter] >> I really wanted to stop because you can stand. >> I know. I feel like you don't have to do that. I just want you to know that. [laughter] >> Okay. Um, so we were lucky to be able to review the school architecture plans um when we were looking at safe routes
054to school with infrastructure um this year being Tahoe Valley and South Tahoe Middle School. So the committee was able to look at that and share our input on things that we thought could be done to help make it safer for travelers on bike walking even safety so parents and everybody in and around the schools could see where the bikers and pedestrians are. Um especially around drop off and pickup. Um and then we started developing the bike registration pilot program. So we're excited. Um we worked with students to develop safety videos at the high school. Um, I believe it's the Viking Ambassadors and the Shine Club working on those. Um, we're creating a registration and license sticker process. Um, and we're creating language for ongoing education for students and parents. Um, another kind of benefit of
055the registration and license stickering along with safety and identifying proper bikes and all that. It's also going to be a record. So, if you were to lose your bike, right, you have it registered. So, there's some positives, not just rule enforcement that are also coming with it. um shared suggestions and information with elected officials. Um we were able to do that with the city and the county. Um and then the registration process process um which includes safety certifications and we'll talk a little more about that. You know what? [snorts] As you guys are going, I felt like I was a little off my game and so let me make sure I introduce obviously Teresa Pap Andrea Parent, right? We got Kier Richardson from TRPA, Peter Frink, um, from Bike Coalition and others >> and other
056bike, >> right? And and of course, um, our very own Tasha Thomas, uh, one of our teachers at Tahoe Valley and and a bike trainer and person. I I I felt like off my game, and I apologize that I didn't do that. No worries. So, uh, I, as Dr. Cutler said, I'm Pete Frink. Um, so I'm just going to go over a little bit with you the bike registration application part of this pilot program. The whole a big part of the idea of this is to engage the students and their families uh, in a conversation about bike safety and also to help the school district know who is riding their bikes to school and how to best accommodate those riders. Uh this will include a registration form, watching a safety video. [clears throat] Uh the
057form will will include uh classifications of types of bikes uh especially um the various ebikes. um the student which the student has which includes descriptions of her the ebike classifications um and will help uh help parents and the kids work together because we have a lot of students riding bikes that um they're just not legally allowed to be riding, but they're all over our community. And so by informing both the students and the parents and and the district, we can work together and hopefully help these parents understand that, you know, maybe a 12-year-old shouldn't be on a electric motorcycle that can go 40 miles an hour. Um uh so there are uh some questions that can be answered together with the parents. Um and then uh a signature is required by the parent saying that
058hey we did this we watched the video we answered the questions we went through this process to get the registration form and then once is complete completed the student will be able to receive their permit tags which is going to be required for kids to bring their bikes on campus. And again, this is really about having a conversation about bike safety. And this is just one way that we can ensure that that conversation is happening and then hand it off to Kira here. Notes. Um, good evening. I'm Kira Richardson, senior transportation planner with TRPA, also STHs, class of 2012. Um, thanks for Yeah, thanks for having us. Um so just to start we want to walk you through the implementation program or the implementation timeline for the pilot program because this year this is really
059a pilot. Um so we the committee started meeting back in the fall November. Um and since then we've had a lot of great conversations. We started developing this registration program and so in February we finalized the questions. um this month we'll be presenting to some of the PTAs and starting outreach to the community as we start to roll this out and then and really the the district I say we but the district is leading this effort um and then starting in April the district will roll out the form to students and they'll fill out the form of their parents um and then they'll be the district staff will be reviewing registration applications I guess um at the end of April and iss starting to issue the stickers at the beginning of May or the yeah
060the beginning of May and then that's also when enforcement will begin. So they'll start to go around to all the bikes that are on campuses and make sure that they have a sticker and then um they'll also be looking at any illegal bikes as Pete mentioned. There's a lot of ebikes that are not age appropriate for students. So they'll be looking at those and that will be enforcement could potentially be impounding bikes that are not age appropriate for certain students. They'll also be enforcing helmets. Um making sure that students are wearing helmets and then providing helmets as needed. Um so because I do not work for the district and many of us do not work for the district but we are very much invested in bike and pedestrian safety for students. I just wanted to
061highlight um some of the work that will be continuing around the community. So, this is very much an ad hoc committee uh that was formed to work on this bike registration pilot and to review the school site plan. So, in the future, and Dr. Cutler can correct me if I'm wrong, but I think we'll be getting the band back together to review some of the future school site plans and making sure that um we're thinking about bicycles and pedestrians on those campuses. Um but beyond that, there's a lot of community partners that are really invested in this issue and making it safe for students um who choose to walk and bike around town, not just when they're on school campuses, but when they're walking and biking outside of school, around the community. And so a
062couple highlights uh that I wanted to mention here. One is um TRPA and the Lake Tahoe Bicycle Coalition have been partnering on putting on Tahoe Bike Month for the last 20 years. Hopefully you've heard of it. Uh 2026 will be our 21st year doing that and we as part of that we've been working with the school district to do bike to school days and um in-class safe routes to school education. So we're continuing that. The district has been engaged. It's been great to work with them. Um we are also looking at expanding some of the safe routes to school curriculum in classes this year. We have consultants on board who will be working directly with teachers. So that's great. And then um the safe routes to school master plan was adopted in 2015 for the
063school district and there's a lot that's in there that's still relevant. So there are a lot of projects that I know TRPA is really excited to work with the district and with the city and the county to implement. Um, and so yeah, I think uh that to wrap it up, if you have any questions, we're just we're excited to engage with the district. We've been really excited about um how committed the district has been to this issue and this cause. Thanks. >> Thank you. And and to answer the yeah, I would say into the answer to the question, we're not we're probably not going to meet as often now, but we're going to keep that committee going as we continue to develop plans >> um and things pop up, reviewing our pilot, all of those
064types of things. We'll make sure we continue to get feedback on. >> Do I have any questions or >> Okay, I have a question. >> Yeah. >> I often in the springtime and the fall ride my bike like over to the middle school if they're doing a Tahoe arts project, performance or something. So, I would like to get a sticker on my bike. It's a class one, but so and I would like to watch the videos and I'm interested. Are you going to be sharing those videos with maybe other communities that have the same issues that we have? >> I don't know if um [laughter] I can't speak for the district. I know um you know this is an issue that TRPA is very invested in working on. education is education around [clears throat] around
065bicycle safety is one of our charges and I know that the city has also talked about a bike registration program within the city. I I don't know where that stands. So that could potentially be something to advocate for in the future. >> I mean Kira, do you I do you go to the schools up in Incline and Northshore as part of the TRPA's >> uh purview, right? So the video could potentially be shared. I know it's maybe our video the district, but I'm sure we wouldn't mind sharing it. >> Yeah, absolutely. That's a Yeah, that's a great point. Yeah, >> I I was just going to simply simply say that, you know, as we go through this pilot and we think about the registration, I mean, the focus of the sticker for the registration is
066truly for the like the schools to know that this the bike meets their qualifications, that the bike bel is supposed to belong here. um you know as they go about checking whose bike and and you know in regards to the training and a matter of fact I think Pete might want to say something about that right because we've re reviewed some videos and some additional thesis and the idea of making it more complex and more detailed I think it's all part of the pilot of of what we're going to do as we see how this works we see how the response is we see if if students change their behaviors right it's all part of that practice uh that we need to to assess you know the parents are going to have to sign off
067that their children are riding the right bike and they have the equipment and that they they've done the review of of of the video under the training, right? And and and Tasha, you might be able to even speak more to even some of the training you you you're doing with with students and things. So >> yeah, go for it. >> Um [clears throat] I work with a lot of our community kiddos all summer long and um being able to be part of this has been great for me. Um, I'm hoping to help in the fall uh present this material and help the kids understand it. And it's also going to be educating the parents. >> Yeah. >> Because I think a lot of parents don't really know, >> right? >> Yeah. the training participation, all
068these things put together do indeed make a difference in bicycling behaviors for our young kids. Uh um and I hope it extends beyond just the route from home to school. I'm hoping it improves in the raies parking lot where [laughter] I almost got mowed over by three kids all doing wheelies at the same time while I'm just trying to walk into the store. Um it's crazy. >> Just a note on that. Um our last maybe not maybe it's not the last one but a previous meeting um we actually had representatives from the county and the city to share concerns and ideas and things that we feel like need to need to happen. And we're going to continue those conversations because one of the goals of the committee was to come up with what are we
069going to do? That's this pilot we're about to launch into. How do we give input and feedback to our architect in regards to designing as bikes enter our campus? But the other one was what kind of guidance can we from our group here give to our public entities, specifically the city and the county? Um so they can hear the the worries and the concerns that we have. Um and we just added to it um from Trusty Anderson, right? So very good. [laughter] >> Add list. Yeah. Um I saw a note about checking to make sure students owned a helmet and then I saw in the timeline that um there be they will be provided for those that can't afford a helmet or don't have one. Is that is that through task or >> different organizations,
070nonprofits, service clubs who um I know Mornings or Optimus Club has already pledged $1,000 in matching funds. Um we've been talking with um other organizations, but uh the idea is that shouldn't be a barrier to safety, right? That seems like an easy fix. Yeah. For those that can't afford a helmet, that's something the community come together to address and and >> wear. Right. >> Right. Exactly. >> And earlier what you said just around language, you know, there's a lot of people at these meetings who represent outside agencies as well as the ones that work for the schools. We're hoping to use that same language, see what work, you know, what part of it works so that we can keep that going. So, like Pete said at the last meeting that I think stuck with a
071lot of us is to really try to change that culture here. >> So, that sounds good. >> Yeah. Whatever we learn, we want to pass on that same language so that they're hearing the same things. >> Yeah. >> Um on the pilot. I'm just curious if there's any benefit this year as some something you can promote. Um if kids go through the program this uh spring, you know, they go through your pilot, they get the sticker, do they have to go through it again in the fall to get a new sticker, will that sticker be for the whole, I don't know, 18 months or something like that? >> They have the same bike, >> as long as they have the same bike. >> I was going to say, so think about this. We're going to
072go through this and anybody riding a bike on campus is required to register their bike or the bike will be confiscated. That's just the basic process. >> Of course, this is why we had um Dina students and principles on the committee to to talk about how we we enforce. >> Um we we would assume that if they have the same bike and they're riding the same bike as as we enter into the fall, they just confirm that that that's the bike they're using because the the school will still have the registration information and the tag, >> right? So there may just be a simple form just to say we're continuing >> sticker to match the class or you know that >> oh the class of the book a bike I mean >> bike so it'll
073be really easy to see if a pedal bike is a sticker. We see two red stickers on a bike that don't even look like they should out of the dirt uh bike track >> then that's the red flag that we follow up. >> Okay, cool. Well, I I appreciate all the work that the committee all the members of the committee have done. just it sounds like a lot of creative thinking and um just smart you know grounded you know principles um because Cara's here and she's from the tower regional planning agency as long as as well as the bike coalition folks I'm just wondering if there's an opportunity I mean I I liked the little flyer that said hey it's great that you ride your bike to school like we want to encourage that and
074so I don't want all this to be a hindrance right and uh coming from the environmental standpoint I was wondering how much you can in your materials can promote ote the notion that this improves air quality, this improves, you know, we're this is your this is your action uh to slow down climate change or I mean, you know, just just to make it so it's not just, oh, I jumped through the hoops and I got my permit, but I'm I'm doing something good for my community and for my country and my world. Um and I and I would love and I know that's part of the charge of TRPA to improve air quality for instance just right here in the basin and how that riding a bike does that as well as um protects water
075quality because there's less um less fuel being consumed on the road that's contributing to you know water quality issues at the lake things like that. >> Yeah that's a great point because um and this is uh why we wanted to come to you in March to get your feedback on yeah >> the program. So, we're meeting again on Monday, I think, as a committee, and we still, you know, there's still lots of time to refine our materials and our outreach >> strategy for this. So, that's definitely something we can incorporate. I don't know if we could get the students to incorporate that into their videos potentially, but that's a great point. We definitely don't want to make it this process a hindrance or deter anybody from riding their bikes. That's that's the point is we
076we have kids on bikes. It's a good problem to have. Yeah. >> Um, so yeah, great point. >> Thank you. Anything, Mary, from you in today is >> I just think it is definitely really important to just be telling kids like what they should and shouldn't be doing because yeah, I think like a lot of us are just so ignorant and like don't really understand how dangerous a lot of biking and like stuff like that in Tahoe can be. So yeah, I think what you guys are doing is really important. >> So before we we end, I just real thank you to all of you for being here tonight to serving on the committee and to all the committee members. And by the way, looking over to Angela. Angela serves on the committee. Um, so
077Angela, appreciate. Yeah. And of course, Teresa was the the facilitator of the committee and has been and will continue. So, so, uh, just really excited. Um, you know, it's it's interesting because usually this time of year, we're not necessarily worried about all the wheelies happening around, but, [laughter] uh, but they are out and about right now. >> We have a lot of dry paper. >> So, so I'm thinking, oh, we probably should have launched this quicker, but but there's a process. There's a process to get there. >> Right. Right. >> It's a grace. It's a grace uh period, you know, to bring everybody on board. >> Yeah. Come closer. >> Come come closer to them for her especially. >> Trusty Mansfield. I'm sure if we ask Teresa, she can send the link so the all
078of the board can can give it a try to fill out the the form and >> I mean, who doesn't? >> But but I think that's a great point. You know what? Let's get that. We'll get that to you. You can and you can go through the registration and see what students and families have to do. That'd be great. Thank you, Pete. That'd be great. >> Thank you so much. >> Thank you, guys. Thank all of you. >> Awesome. Good job. >> Thank you. >> Any comments from the public? >> Okay. [laughter] >> Huh? Who's going to compensate for the bike? I just >> Oh, >> we have a resource officer. >> Okay, we're moving on to personnel services. So, >> so Pete, you can take you guys can talk about out in the lobby
079if you'd like. Um, moving on to our personnel services 11A infant and preschool staff childcare update for 2627 school year. This is an information item. President Keer, members of the board, um our district has supported a staff preschool for the past several years. District staff have been in negotiations with an external provider that's Apples Seeds Academy who will be taking over the services beginning the school year of 2627. The primary primary driver for this transition, yes, we can say financial sustainability. There are some costs involved, but most of mostly driven to us is the operational challenges and as well as increased accessibility and availability for our staff and families. Partnering with Apple Seeds will allow LTSD to maintain child care access for for staff while reducing [clears throat] the district's operational burden. Under the proposed
080arrangement with Apple Seeds, we'll operate the program at existing location, maintain currently daily rates for the 183 days for current staff and provide expanded programming resources through an experienced child care organization. That's one of the things we're very excited about is Apples Seeds is recognized as one of the best um and and they've demonstrated that they currently are in MOU with us in regards to the use of space at [snorts] the um the space that used to be Mount Tac. Um, and that's another element that we're excited about. Um, as they reserve space, they'll have the space here at Al Tahoe, they also have their space there. And so, our staff will have some options of where they take their children. One of the concerns that has been brought to me is is this going
081to are we going to have this available to us into the future? It's our our in our in in interest and our intent to work on long-term um work with Apple Seeds to make sure that our staff do have that availability for them. So, this is an information item this this evening only. We're willing to answer any questions. Dr. Reer um and Kelly, Miss Buttery have done a lot of work back work on this as well. if they have if if there are questions that I can't answer. Our intent will be to finalize anou and of course thatou like most um will be coming on your consent calendar in the future. If there are questions we're ready to answer them. Thank you. >> Any questions? How many how many um yeah families or students? I
082mean I mean they're not students yet but children. Yeah. >> Right now we have 15 >> 15 total in the infant and preschool. Okay. >> Yes. Yes. >> Thank you. Um any other questions or comments? Okay, thank you. And then the next item is a resolution um 25 2025 2026-6 and it's a resolution that is notifying um reduction of classified services. >> Yes. And the language in the agenda is is a very legal language. So I'm going to read it out loud for you. With the elimination of the staff daycare and preschool due to lack of work and or lack of funds in the Lake Unified School District, the governing board under the authority of education code section 45114,45115, 45117, 45298, and 45308. Hereby finds it necessary and in the best interest of the district
083to eliminate the full-time equivalent of the classified services as specified in this resolution. So those with st with with it is staff's recommendation that the board of trustees approve the resolution 20 2025-2026-6 reduction of classified services. Just a note um as as we close I want to make sure that folks do know that the folks that are um being rifted from the that their current positions will all be um if they want to be found positions within our district and continue employment with us. And how many staff are being notified? >> It's currently six staff. >> Six staff. >> And so they'll they'll be notified and in the resol and the resolution kind of mentions that um that >> we we actually have already notified they'll be officially notified um after uh any action this
084evening. >> Okay. Any other any questions or comments? >> Do I have a motion? >> Approve the resolution. I'll I'll make a motion to approve the resolution 202526 um reduction and classified services. >> Second. >> Okay. I have a motion by trustee Kamacho and a second by Trustee Anderson to approve the resolution. And before we take a vote, is there any public comment? >> I did not receive anything from the public. Okay. >> All right. Um All right, then. Um all in favor say I. >> I. I. I. >> Those opposed. Okay. Motion carries. Members of the board, I know it's never easy whenever we reduce. It's it's not an easy process. So, thank you for the support and know this that we'll work diligently to make sure that the parents that are utilizing those
085services will have a place well into the future as well as those folks that um are being these [snorts] these positions are being changed will have opportunity in our district for years to come as well. Thank you. >> I appreciate that. Thank you. Um, next we have business services, uh, the fiscal year 2526 second interim budget report and this is an action item. Good evening, President Kemper and board of trustees. Tonight we are here to present the second interim budget report. Marmar Perez Benwit is with me tonight. She's the director of financial services for the district. We will be co-presenting this information, so we'll be handing it back and forth a little bit. As noted in education code 42131, the governing board must certify in writing whether or not the district can meet its financial
086obligations for the current and two subsequent years within 45 days after the close of the financial period being reported. The financial reporting for the second interim ended January 31st, 2026 and must be certified by the governing board by March 15, 2026. The second interim financial reports demonstrates that the district will be able to meet its financial obligations with the reserve for economic uncertaint of greater than 3% for the current and two subsequent years. As a result, it will self-certify positive. >> Good evening. >> Um, okay. So, this uh this slide reviews where we are in the budget cycle. Uh I know Kelly has been presenting these uh slides. So we will present the slide anytime we present on budget with where we are at that time highlighted. So right now we're in second interim budget
087report. >> Uh this is a reminder that the second interim is a look backward at the 202526 budget that was adopted in June 2025. And this is our graphic version of the previous slide to show how to show you where we are in the cycle. So that's again the second interim. Um this the district budget is made of many different funds. The general fund or fund 01 makes up a majority of the budget. While the second interim reports includes all the funds listed as well as some others, the general fund is what we predominantly report on. So we have an example. Well, not the example, the list >> summaries kind of. Yeah. Um this slide shows the distribution of total revenue and expenditures for the district. Our revenue total total 63.9 million through the second
088interim which was an increase from the adopted budget by 2.8 million. 70% of the funding is from our local control funding formula LCFF which is 44.5 million. The largest component of expenditures is made up of salaries for both both certificate certificate and classified staff and benefits at 51.6 million or 78% of the expenditures. Uh this is the education protection account or EPA and provides local education agencies eleas with general general purpose state aid funding per the California constitution. The EPA funding is a component of an LEA's total local local control funding formula LCFF entitlement as calculated in the principal aortionment and as you can see uh our revenues and expenditures balance >> and per the education protection account we're required to spend 100% of it on salaries which we do >> sent it all out
089>> we're spending it out >> this chart is a comparison of the 20 2526 f first interim versus the second interim beginning budgets of the district funds. The cafeteria funds shows an increase due to receiving federal reimbursement. Uh the cafeteria fund has a plan to be spent down as again we're still carrying more than six months reserve. Uh which we aren't supposed to be doing. Uh but we've received a lot of grant funding. Yeah. >> Um uh Kelly I noticed the the cafeteria you said it went >> I did say it increased. increased but >> decreased because we've actually started um encumbering some of those money. Sierra House is having some work done at um over spring break they're getting a new dishwasher, a new hood backsplash. We've had a lot they're call them kit
090funds short for kitchen >> um and their big grants. So we've received a lot of them and now we're trying to spend them out. We are trying to align all of this with bond spending too. >> But so but the funding the cafeteria our cafeteria funds that we received went down. >> That's our balance went down. Oh, our balance that what what I'm looking at here is the >> that's the balances. >> Balances, >> correct between first and second interim. >> Okay. The bal Oh, the Okay, that this is why I was confused when I looked at this earlier. >> Just since we were talking about that, I wanted to just make a comment. See, was uh >> the balance >> Buttery just commented regarding the work at Sier House. By the way, there's there's
091there's a lot of work that's going to be happening at also Meyers, but there's some DSA closeout items that need to be done. And so as we wrap this up with the bond, as as Kelly mentioned, as we're doing bond work, we're also looking at this work and trying to and do it in combination. So some funds are going to be encumbered and some are actually going to be waiting to be encumbered. >> So this slide I this while we have the slide up. Thank you. So I'm I'm slowly understanding, but the so under like the c the capital facilities where it shows the 2.7 million first interim that was our balance and then we're expending it because we're building things. >> It's encumbered. So it's we're saying it's Not like we spent 5 million.
092It's not like we went 2.7 and then we spent another 2.7. It's like we just spent the 2.7. >> Correct. >> Okay. And so we're just showing the second interim is like the difference like down at the bottom is >> so you can think of like the budget is what we project we're going to get in June. Then the first interim is we look back at the budget and go we need to make these adjustments because what we received from the states and the feds sometimes varies. So we make the adjustment at first interim. two months later we come back make adjustments again at second interim and there always seems to be adjustments because unfortunately there is some level of um we're projecting and it's not a projection prediction. We were told to project that
093we were going to get the same amount of special education funding we've received in years past. We did not receive the same amount. We've received less. So, we're working through that original budget and constantly updating it as we go through. >> And we receive less special ed funding because of the federal component even though there's a requirement that we spend the same amount or more each year, but the feds did not the feds did not provide what and they're and I know they only provide a very small percentage even though they're they're the ones requiring it. >> Correct. >> Uh okay. that's in within the general fund too. So I can go over that one. >> Um see >> there are a number of assumptions utilized in developing the multi-year projections. If you recall we're
094funded at the greater of the current year prior year or prior three-year average for average daily attendance. So whichever is the highest of those three that's how we are funded. Um, we've had a decrease in enrollment of approximately 180 students between June and January. In addition, the district has projected declining enrollment over the next two fiscal years. As always, projections include step and column movement for teachers, negotiated salary increases, and projected pension increases. The cola assumption for the 2627 school year is less than the bargaining agreement increases. So, it was dropped down to 2.06. Our agreements we have with both bargaining units is 2.5%. >> I You guys can look at this one on your screen and make it bigger. [laughter] I realize it's >> I get really close. >> If you want I can
095print it out. >> You can print it on a giant printer. Thank you. >> Uh they're going to print it out on something this big you can put up on the wall in your kitchen. >> They can do a whole chart. It be amazing. Um this chart includes the projections for uh fiscal year 2026 27 through fiscal year 2728. The district continues to experience budget challenges in um next year due to declining enrollment, declining attendance. Actually not declining attendance. We have, as we discussed earlier, our ADA has actually we've been able to show an increase and we are on par if not outpacing the state of California, which is a really good thing for um our budget budgeting purposes. Um even with the Lake Taho Unified achieving the economic reserve of required 3%, we're projecting
096exactly 3% for the two outy years as well. So we are very tight at this point. Uh the district is in cost setting phase and we'll be working collaboratively with all administration and labor um partners to identify any details. The second interim projection indicates that as defined by AB1 uh 1200 the district will meet its financial obligations for the current fiscal year and the subsequent two fiscal years and as such is self-certifying as positive. It is staff's recommendation that the board of education approve the fiscal year 202526 second interim financial report. Are there any questions? >> Any questions for Kelly? >> I don't have a question, but I you know there's so much on the news of schools closing and budget cuts and struggles and it's just really refreshing to see that you guys have
097taken such good care of our money and that we're still [laughter] >> It's not easy. >> No, but it's some gray hair. >> Yeah, but [laughter] >> she does a lot of the technical work, but we it is really I I do think we are in a really good space in comparison to other districts and really larger districts are really struggling. Um uh I was notified of another district that is close to being insolvent uh which is >> we are seeing a lot of districts getting close to that and or be going insolvent. Um and I and I want to give a lot of credit where credit is due. Um obviously our team here working on it but you know I I want to call out uh Miss Moore and our associations um because it
098is working together. It's working and you know obviously always wanting to make sure we do our best we can for our staff but also there's limitations and working through those. It's our staffing ratios and working with our those ratios. not just our staffing ratios for teachers, but our staffing ratios we've established across the board um to make sure that we are staffing appropriately for the the the funding and our size of school um school districts. So, uh you know, there's a lot of work that goes in it. We're always a little nervous because it's it is money, right? And you got to be really careful and and and and be but we feel very confident even with the outy years being at, you know, that 3%. Um out years are tough like you know, it's
099a projection. It's a it's a lot of things we don't know. >> A projection, not a prediction. So >> projection, not a prediction. But but I do want to say um and I'm look at look at the board and your support and your your your your questions, your guidance, your direction as well as is important. So >> So thank you. >> Thank you. And um just looking at the bottom line on that spreadsheet that was difficult to read. Um we basically have like a $67 million budget this year and then next year it shows 62 million which is like a $5 million cut. I'm thinking some of that might be some capital expenditures from the bond. >> And then um and then it slowly the prediction is to that our expenditures are going to go
100back up to 67 like over the next couple years. >> Part of our uh multi-year projection is with the um local control funding formula calculator which is a spreadsheet that's put out by um who's the okay >> financial crisis management assessment team. Um, and we were able to kind of play with it a little bit as far as what our enrollment in ADA looks like. And yeah, uh, MMAR did the initial like input of a lot of the data and then I went back through and looked at the ADA and kind of really I mean I I monitor enrollment and attendance every single month. So if you ever want to know where we are in a month, I can tell you because I have it all in the spreadsheet. We track it. Um, and with
101that I actually went through and adjusted our enrollment down and but maintained our ADA if not pushing it a little bit up because I think we are increasing ADA. Yeah, even though our enrollment has gone down, we're getting closer to that 92%. >> Which is really I that's better than most districts in the state. >> And that just equates to dollars, right? >> Equals dollars equals dollars. much as we have kids in school >> not just enrolled and there are districts that want to transition to enrollment an enrollment model don't necessarily I see both sides of it >> both yeah >> so >> thank you >> you know and in our in our state's funding is complex it's unique um and and but so just to make a note of that when we have the
102dart boards that's what they call them right because it's like you're projecting these things and you're shoot throwing a dart but they're very helpful because they help us maintain looking at where we're going with our budget. >> Okay, great. I need a motion. >> I move to approve fiscal year 2526 second interim budget report. >> I'll second. >> I have a motion from Trusty Heatherton and a second by Trustee Kamacho to approve the fiscal year 2526 second interim budget. Um, all those in favor say I. >> I. >> Those opposed? Okay, motion carries. Thank you so much. And next we have our consent agenda. Do I have a motion? It's an action item. >> I move to adopt the consent agenda. >> Second. >> I'll second it. >> All right. I have a motion from
103Trusty Anderson and a second by Trustee Heatherton uh to approve the consent agenda. All those in favor say I. >> I. I. >> I. All right. Motion carries. Uh next we have items for consideration at future board meetings. Trusty Anderson. I do have one. [laughter] >> I saw you had >> I am interested I'm interested in learning about um uh non-use and use of restrooms at the high school. >> Presentation on that would be great. >> Yeah, I like that idea. Mary's also uh seconding [laughter] that. >> Something that I actually earlier asked my sister if she had anything and she was like we need more bathrooms in >> I can't wait to hear your thoughts. >> We It's not agendas so we got it on. Um, [laughter] but I will say this to you.
104I will say this to you, Trusty Anderson. It's a common conversation that pops up every once, not pretty common, the superintendent student advisory. So, there you go. >> Yes. Okay. Excellent. Appreciate that. Okay. And with that, we are going to adjourn the meeting at 7:26.