001meeting of the board of education's regular meeting on February 12th to order at 6 um 6 o'clock. >> So um at this time, Mr. Uh Trusty Anderson, will you lead us in the pledge of allegiance? >> I aliance to the flag of the United States of America and to the stands one nation under God, indivisible with liberty and justice for all. >> Thank you. And then um Miss Scott, will you please take the roll call? >> Trusty Mansfield. >> Trusty Kamacho, >> present. Trusty Anderson. >> Trusty Heatherton >> present. >> President Kemper >> present. All right. Uh our next item is uh item number two to adopt the agenda. Do I have a motion to adopt the agenda? >> I move to adopt the agenda. >> A second. >> All right. I have a motion
002by trustee Heatherton and a second by trustee Kamacho to adopt the agenda. All those in favor say I. >> I. >> Those opposed. Okay. The agenda is approved. Next we have our communication and reports. The first one is board member reports. Do we have any board member reports? >> Well, President Kemper, I just have to share the excitement last Friday night at the school for the basketball games, but um Trusty Mansfield and I were able to hit both the girls and the boys and the energy of the students and the parents and it was just it's just such a feel-ood event and they and they actually did pretty darn good, too. So, it was just nothing but um excite exciting. So I have that and then also I want to compliment the students who did
003their senior projects a couple of weeks ago. Uh the wonderful job and one thing we all noticed is that the students just don't use note cards anymore. You mean several years ago they'd be standing there just reading it but they have been they have learned over the years just to to speak and uh and not have to look at rely on their notes and it was just it was just nothing but also feel good for that too. They um all three presented quite um efficiently and it was just nothing but fun there too. >> Excellent. Thank you. I have nothing to report. >> Uh I attended the uh Friday night basketball games versus uh who are we playing? That was Incline Village. Um [snorts] fabulous fabulous uh spectating opportunities. I want to pay my compliments
004and my admiration to the basketball program at South Tahoe High School. Um both boys and girls programs. Very very impressive. The coaching is fabulous. Uh on the girls side we have we've got Tyler Pacis, a person of high character helped out by David Finnegan and Dulie Reva, another person very impressive person as a JV coach. And I have not met Brooke King, but I I I've heard great things. Uh the boys program led by Phil Bryant, not a young man, but I told Coach Bryant, "When I get on an airplane, and I'm I'm we're getting ready to take off and I I I see I I always when I'm walking in, I always take a little look to the left and see who's in the flight deck. And I'm very pleased always when I see
005a little silver and gray behind the cap of the of the pilot. I like to see somebody there with a little experience that's going to get me safely on the ground at my destination. And coach Bryant, we appreciate you. Uh the JV coach, Kyle Herbers, by the way, um I'm very impressed with how he interacts with his co with his with his uh student athletes. no league losses for four years for the JV team. The uh the freshman coach is Loftton McDonald. Uh I think this is his first year coaching uh with with South Ohio High. Uh but their record is equally impressive. No league losses for three years. Uh and it's not just basketball skills that these people are are passing on to their players. They're they're fabulous at at uh producing character development.
006They have high expectations for the for their student athletes in in terms of academics and and behavior. And gosh, I'm so appreciative of that. And the coaches model the behavior that they're looking for. They they're they're uh they're classy. I just love going to a South High School game and particularly the other night when on the girls team uh Emily Earl, senior player, it was clear that it was important to her teammates that she make a basket that night and they were feeding her like crazy. And time and time again, she tried and didn't quite get it. And then with I think there was only about four minutes left in the game, she let fly with a three-pointer that hit nothing but net. The crowd went crazy. The the blue zoo emptied onto the floor.
007We got called for a technical foul for delay of game. [laughter] I don't think coach Pas minded. It was it was one of the highest it was one of the most exciting moments of my spectating career my whole I'm I'm you know >> how many years? 75. [laughter] It was unbelievable. And Emily will never forget that and neither will I or anybody else who was in the audience. [laughter] >> Awesome. >> That's it. Thank you. That was awesome. [laughter] All right. Um I know it seemed like the basketball season came and went very quickly and um now it's Well, I don't know. We didn't hear how the Wednesday night game went with the girls. They won. So they're still So they're Churchill >> Churchill this Friday out. No away. >> Yeah. >> Okay. So, we
008can maybe stream that. Maybe there's this Oh, they're playing against Fallon. >> You might be able to stream it like on Huddle or something, right? Yeah, >> that would be cool. All right, cool. Um, yeah, I've been enjoyed in basketball also. It's been excellent. So, um, I also had an opportunity to meet with Woody Peterson, who is the head of the math, uh, department at the high school. And, um, I just want to report to the board members that I believe we're in good hands as it relates to the math program. So, some of the things that, um, have changed since I talked to anybody about math was that there no longer is kind of a remedial uh, there's a fundamentals in math, kind of the the beginning math class, but there used to be
009something before that that really wasn't supporting kids that were struggling. So, it's really about teaching to grade level and bringing and bringing the supports that are necessary for um students to succeed. So, I was glad to hear that. And they're also working on this new curriculum through Amplify. And they're really excited because they think that program is helping them provide teachers uh new entry points for students that just more more opportunities to bring students in if they are behind and you know to support them to bring them up to grade level. So, um, so I was glad to have that opportunity. Um, and with that, we are now going to move on to the student board member report. We have Miss Mary Luxinger here. Okay. So, um, as you guys know, there's been a lot
010of stuff going on at the high school. Um, winter formal happened the week or the weekend after finals and there wasn't crazy high attendance for that, although I know I went with my friends and it was pretty fun. So, >> Okay, good. >> Um, so that was cool. Um, there are yearbooks on sale. There's lots of stuff going on with sports. Um, as you heard, boy, girls basketball is going to the second round of regionals. Um, both boys and girls wrestling are going to state. And both Nordic and Alpine ski teams are going to state as well. Um, and then there's tryyous for the spring sports coming up soon. Um, jazz band, there's a competition that's going to be coming up at the end of the month. Okay. And last night, me and some other
011members of the Combo Jazz group played at Reva Grill for the Boys and Girls Grubs Smarty fundraiser. So, that was pretty cool. Um, the play is coming up soon, so keep your eyes peeled for the tickets. >> Um, and then yearbooks are on sale, so there's plenty of stuff being planned for later this year. And then me and Arya decided to start doing a thing where we're going to the elementary schools now. So, I went to Sierra House two weeks ago in LA in Tahoe Valley just last week and I met with seven students from each school and we just talked about what life's like at the elementary schools because they're students, too. So, um at Sierra House, I met with Skyler, Gia, Tio, Adella, River, and Brooklyn, and we just talked about how they
012have so many ballet, jazz, band, choir, basketball, volleyball, and soccer opportunities that are after school programs. and they're all enjoying their classes and the math at that school as we've heard in the past is going really well. They're all enjoying it very much. And then at Tahoe Valley, I met with Levi, Leah, Jasper, Elellion, Maddie, and Memphis. And we just kind of talked about student life there. Um yeah, they're enjoying having recesses. The their play is coming up soon, Finding Nemo, and they're really excited. So, make sure you guys go see that. Um that'll be at the end of March. And then there's a really cool program I heard about called Girls on the Run and it's a really cool program that they're doing to support the girls in the school and making sure that
013they're understand like they can be just as academic and scholarly as anyone else. >> Um, and then I also heard that they're doing a really cool at lunch kind of like calming center that makes it so that the students can calm themselves down and get into like a good mental state before they go back to class, which honestly I think we need at all the schools. So, I think it's really cool that Tahoe Valley is doing that. Um, and yeah, of course, they said that they wanted longer recesses, but I'm not sure we can do much about that. But yeah, so that's the report. >> Thank you, Miss Lexinger. Um, the jazz band in Ren, is it in Reno at UNR? Is that where you guys are going? >> No, this year it's in um
014Stockton. Oh, it's in. >> So, it's pretty far away. >> At the University of Pacific, probably, right? They have a big jazz program. All right. Well, good luck. >> Thank you. >> All right. Um, all right. Next is our superintendence report. >> President Keer, members of the board, thank you so much. Mary, can I just say I love watching you play your instrument with your your your fellow students and uh attended the South High School's um launch into the the spring term last Thursday night and saw you playing and really enjoyed the group to kick off that day and and then had and sat with Val as she attended and got an opportunity to move around the school and talk to a lot of parents. It was a nice evening to kick off the spring
015term. Thank you guys for attending um the senior night basketball. It was an pretty incredible night and boy that the the girls really had an incredible win. Um and the boys had a tough tough game. It was a competition was was pretty incredible. Um and and we're excited about our girls having won Wednesday night and moving on to the game on uh on Friday night in Reno. And then we have some wrestlers that are going to state this weekend, too. So, we got a lot of good activities going on there. Um, really on my report, I just really wanted to highlight a couple things. Um, number one, we we you know, you may recall that we had a community conversation in the in the fall about um ebike and bike safety and and we've had
016we've launched a committee um that has been looking at what can we do as a district. What kind of plans and processes and policies are we putting in place? And that committee actually is going to come and and provide you an update shortly. I think it's either the next meeting or the meeting after that. Um, but I wanted to let you know just as we as we prepare for them to be here, we're going to launch a pilot program where students will have registered their bikes both the middle school and high school. Parents will have to sign off on a on a document and and um and and acknowledge whether they've got um done some professional development or training on that. And so all that's to come, but I just wanted to give you a
017heads up because that that committee's done an incredible job. Shout out to Teresa who facilitated that group. Um and then in January we had our community conversation regarding uh smartphone use in schools and and reducing that uh that use um that the concept of that and um had a great conversation at the community conversation. followed up with a really incredible conversation with our student advisory count council on that and um we've been working to put a plan together for a launching a committee and we actually emailed all of the folks that we're inviting to engage in the committee that today I see we Justin Zenino a principal at Sto High School will be the facilitator of that committee um we'll have a we'll have two parents excuse me two staff members um two students and
018six parents that will serve on that committee. We've emailed all those folks and if they don't come back, we have alternates ready to to invite. Teresa will be actually finishing up notes from the original meeting and getting those out um in the next week or so, I believe. So, so folks will be hearing about that. Um the intention is to be pretty aggressive to have that committee have three meetings that will be more just informative, hearing from experts, but also hearing from our students. um the student advisory council asked if they could actually meet with that committee and talk about what their um ideas and concerns will be. So we'll have three meetings offormational components to it. then about two or three meetings for them to come up with recommended suggestions for policy change to
019me um with the the hope and intent that we'd bring forward to you in May um recommendations to see where you would stand and if all goes right we would have any adapted or change of policy before the end of July ready to implement um in the school year. So just wanted to give you that update on those plans. Um, and I think it's really important for folks that, you know, when when things come up or is or ideas come up or concerns come up and it's really um broad and and and impactful to students that we do take the time to have those community conversations and then um take the time to consider what should or should not happen moving forward. So, I just wanted to share that with you tonight. And then that
020with that, I'll leave that my report at that. Thank you. >> Thank you. All right. And next, we have our employee association reports. And I don't see anyone in the room. >> Yeah, I don't see any association members here tonight. >> And uh now the door opens. No one comes in. No. Um >> and next we have our um public comment. And this is a public comment that is for items that are not on the agenda. And um for that section, public comment uh do we have any? >> Yeah, we didn't receive any. >> And and I want to read the um we we do have one. >> Okay. Um, so for the public comment section, please limit your comments to three minutes or less. If there is more than one speaker on a single
021agenda item, um, I may limit the comments to less than three minutes and no more than 20 minutes of public input will be taken on any one item. We appreciate your cooperation in helping us facilitate uh, timely meetings. The Brown Act only allows the board to address items on the posted agenda. So when you comment just during this general public comment period, the board is listening and we care about the important issues of our dis of our district and a board member or the superintendent will be glad to meet with you to discuss your concerns or address them on a future agenda. So with that um we are happy to hear public comments. >> Yeah, we didn't receive any electronically. Um we do have one and and Mindy I apologize if I misstate your announcement
022your name but parent Mindy Langavan regarding Chromebook Chromebooks. >> Chromebooks. like Chromebooks. >> Good evening, Dr. Cutler and board members. My name is Mindy Langan. Um I am an apparent to a sixth and ninth grader um who were born, raised here, and have only attended school here at the in the LTUSD system. Thank you for allowing me the opportunity to address a matter of growing frustration, which is the overwhelming amount of screen time our students are exposed to during the school day. Of a specific concern is the lack of restrictions to media such as YouTube, AI, and several gaming platforms on schoolisssued Chromebooks. I think most adults would be surprised to see how often an average student accesses these sites during the school day. Recent reporting has highlighted the extent to which students are becoming
023increasingly distracted by entertainment content during instructional hours. Excessive screen exposure during the school day also carries cognitive consequences and diminishes students ability to engage in sustained and meaningful academic thinking. Our district currently uses light speeded sport portal for website monitoring and limiting website access. However, students are still able to access YouTube, YouTube shorts, AI, and multiple gaming sites. They can also download media offline. For example, Minecraft Education, which is really just a video game packaged as an educational site. These downloads go completely undetected on the Lightseed portal. The district provides Chromebooks and access, leaving students to self-regulate against powerful media designated by designed by multi-billion dollar industries. Currently, it's my understanding that middle schoolers are being issued detentions for being distracted and cognitively outmatched by the allure of these sites. Education for parents and teachers
024on the light speeded portal is limited and inconsistent. Parents receive little guidance and are expected to manage settings outside of school hours while teachers have varying levels of understanding resulted in limiting monitoring during school hours. I recently showed a parent how to access access their child's light speeded portal. The student had visited YouTube 800 times within that school week. I encourage our district to adopt more intentional limits on student screen time, particularly during instructional hours. This can be accomplished but not limited to um several key options or ideas. Restricting access to non-educational platforms including YouTube, YouTube, AI, and gaming sites. Strengthening digital education for students, parents, and district staff. Consider a more effective monitoring system beyond the light speeded portal. Implementing screen time guidelines. This could include technologyfree lunch periods and keeping Chromebooks at school
025instead of coming home. transitioning homework back to pencil and paper formats, especially for elementary and middle school students. I recently attended the conversation, the community conversation on students cell phone use. It was a great way to gain input and ideas. There is no recent comparative conversation around the use of Chromebooks in our schools. We should consider expanding the cell phone policy committee into a >> 30 seconds >> responsible technology committee with teachers, administrators, parents, and IT representatives. I appreciate your kind um attention and time and commitment to our students. And I will just leave you with a copy of a New York Times article that recently um addresses the same topic. >> I'll take that. Thank you, Mindy. >> Thank you. Thank you. >> That is all that we received in regards to public comment
026for non-aggendaized items. Um, was there anybody that missed to give me something for non-aggendaized items? >> All right. >> Okay, that's it. Thank you. >> Uh, next we have our item number four, our partner organization updates. And tonight we have Heavenly Veil Resorts here to >> President Camper and trustees. Super excited to welcome and introduce some of our amazing community partners from Heavenly Mountain Resort to share their generous offerings through the Epic Resorts Promise Foundation and their Epic for Everyone program. With us tonight are Shadar Elman, Heavenly Ski Resort Vice President and General Manager, Cole Zimmerman with senior manager of communications, and Jimmy Pollock with communications. So, thank you gentlemen for coming if you could uh join us at the podium here. Thank you. Thank you very much. Good evening uh trustees, staff and students.
027Uh my name is Shadar Edelman, vice president, general manager at Heavenly Mountain and here u like Dr. Alan Reeders said to discuss our veil resorts epic pro epic promise program and what we have been able to partner with the school district over more than 15 years. But really proud of the partnership and relationship that we have and appreciate the time to to be here tonight to speak to it. um in South Lake Tahoe heavenly with with Kirkwood Mountain um through Veil Resorts Epic Promise. Uh we we partner with 45 nonprofit organizations um and contribute nearly two $2.5 million in cash and product and services um across the area for uh pro providing access um supporting the environment and supporting critical community needs. And the access is what we're here to talk about tonight with uh
028with our program. We we support more than 2,000 local youth and access programs through through our season and with the school district here that is a streamlined program this year. If we go to the next slide, um streamline program this year to welcome all fourth and fifth graders in the school district for three days each of skiing, riding lessons, equipment, um and everything that comes with that. So the value there is $838,000 of inind donations through through those programs. And it's it's access to the sport. It's access to the outdoors. Um we do career days for for high school students. There's there's so much that we just it brings us joy to be part of this community and support support the community and support access through through this program. And I'm honored to be here
029tonight to share and celebrate that. So, thank you for having us and thank you for all you do for for the community and for the children and families in the community and and we're proud to be part of it. >> Thank you. >> Trusty Anderson, do you have a question or >> got a check? >> Yes. Comment. We got a check. Oh, wow. Oh, the 838,000. >> Well, let's not do the picture yet because they may have some they might want to ask you questions and andor, you know. >> Well, that's a very impressive check. [laughter] $838,48. But I want to tell you that doesn't begin to cover the value of that program. >> Thank you. >> As a young fifth grade teacher in 19 the winter of 8586, >> I took the first group
030of fifth graders. It wasn't a veiled program, but it was Heavenly Valley. Bill Kilibru was here [snorts] and I spoke at the board meeting um thanking uh Heavenly Valley for what I learned was a gigantically impactive program. gigantically, way beyond anything that happened. By the way, it was fifth grade only back in those days and it was five days. Uh it it had an impact on those kids for the rest of the year >> and the rest of their lives. They became skiers. >> Love thank you very much. >> Thank you so much. >> Our pleasure. >> Thank you very much. >> Yeah. Appreciate that. >> Very good. Yeah. That's You know what? Let's do this. Number one, Shadar, thank you so much. And uh just to speak from my own experience, you know, and
031I I was on the I was at Heavenly when I was four years old for the first time on skis and I spent some of my childhood that was a ski pass and having returned here to work, it's been nice to go up there. But when it was what's really great when I get up there is that I see so many of our students and our staff and everybody enjoying joining it. And by doing this for our students, it really gives them that full experience of being living here in South Lake Tahoe and being part of what this community is all about. And of course, um, you guys have been such incredible partners. We so appreciate that and know that it's going to continue on for many years, no matter what. So, we thank you
032so much. Let's get a picture with you guys and the check with the board if you don't mind. Let's do it. >> You bet. >> And one one other note. So many former students um now work at the resort as well. >> All right. >> Right on. Right on. Let's do it. Let's do it. You get getting that picture, Mary? >> Oh, wow. He's getting the real picture. He needs You're gonna send us that picture, right? >> Don't even bother. >> I know. I don't think it's the worst pictures. >> You want to get in there? >> Hey guys, by the way, Dr. Little party, >> you know. >> All right. >> Thank you. Awesome. >> Thank you. >> Fourth and fifth grade. >> Yeah. All right. Uh, thank you so much. And, uh, next
033we have Dr. Reer to discuss the I Ready data, the midyear uh, results. All right. Thank you. [snorts] All right. Good evening, Dr. Keer and trustees. This evening, I'd like to share with you our mid our midyear IR ready data for our K8 students. Um, I Ready data applies to our district's vision and mission and that the achievement data can identify the unique talents and potential of all students and we strive to develop confident lifelong learners resulting in academic did not get that second one to go, did I? >> It was on. >> All right, I'm on three here. Yep, I'm good. Okay, as you may recall, we transitioned to I Ready from NWA maps in the 2324 school year for our K through8 students. We appreciate that I Ready is adaptable, measures growth over
034the course of the year, calculates annual growth goals and has a high correlational value to the state tests or the CASP tests. Meaning, if a student is meeting or exceeding the standards in Ire, there's about an 80% chance that they're going to meet or exceed the standards on our state CASP test as well. [clears throat] The gentleman on the slide there is somebody I aspire to. One of these days I'm going to show up in khakis with that white shirt and roll up my sleeves. Steve Cornaki with um with NBC. As I'm about ready to start sharing the slides with lots of data around reading and math, just a reminder, the results are colorcoded. And when we see green, that's representing students who have already met end ofear standards. Um whereas the yellow will represent
035students who are approaching those standards and the red is representing students who are below the standards. So, what we like to see, of course, is we like to see the green growing larger and larger throughout the year. So, we're going to start with reading tonight in our midyear ready data. And we'll start with an overall um overall charts there. As you see here, our K8 reading results with diagnostic one representing the beginning of the year assessment and that's at the top bottom there as well as diagnostic 2 which is stacked right up on top there. And as you see and as I shared, we want to see green growing and we want to see red shrinking throughout the year. You're also going to see a little chart there at the bottom. Um well well first
036of all the top graph shows that at the beginning of the year we had 35% of our K8 students that were already meeting students and as of midyear that increased to about half or 49% of our stu students who are already meeting end ofear standards. The table below shows the subcategories of that reading assessment and that is going to be funological awareness, phonics, highfrequency words, vocabulary, comprehension, literature, and informational text. And we can see the growth in all of those categories as well where you're going to see the uh midyear up top there and then just below that is the beginning year beginning of the year. So, I'm going to go now on to our individual schools with Beiju moving from 27% the beginning of the year to 45% of our students meeting end of
037year standards as of uh January, [snorts] late January. So, keep in mind this is the English test administered to our TWWBI students and that's only the third through fifth grade students who are taking that test. The K through 2 grade students are taking a Spanish test. However, that data, we can't compile it like schoolwide. It's by in it's it's just not as clean and it's by individual teacher. Um, so I'm not sharing that tonight. Next up, I'm going to move to Tahoe Valley who has improved from 25% to 40% of students meeting or exceeding endofear standards. Sierra House is next where they move from similarly 27% at the beginning of the year to 45% [clears throat] meeting end of year standards. And finally, Meyers, we can see a good jump from 53% or 52% starting
038a higher rate and then but a lot of growth there with 73% of their students meeting or exceeding those standards, end of year standards in reading. And finally, our middle schoolers here. you'll see they move from 37% to 47% of students meeting or exceeding endofear standards. We can also look at the progress by grade level where you can see our K students are at 74% in the green up from 40%. Our first graders at 38% up from 23%. Our second graders at 55% up from 30%. Our third graders at 59% up from 41%. Our fourth graders at 42% up from 28. Fifth graders 44 up from 36. Sixth grade 49 up from 38. 7th at 43 up from 36. And finally our eighth grade at 47% up from 38 meeting end ofear standards already. We
039can also look at some of our subgroups including our English learners who move from 4% to 13%. We have still have a lot of work to go there. Our socioeconomically dis disadvantaged students move them from 23 to 36. Females 36 to 51 and our males from 33 to 48. Next up, what I'm going to do is go through our math data. And first we'll look at our overall K through fifth data with our students meeting end of year standards a little lower in in our math and beginning of year at 15 now at 32% midyear. You can also see the C subcategories broken down below with all all of those showing progress from fall to January. Our middle school teachers coll in collaboration with them they have opted to start experimenting more with the CASP
040interim assessments in lie of taking the I ready assessment. It takes them the the middle school I ready takes about two periods sometimes two and a half periods and we felt that that time might be better spent with them experimenting with those interim CAS or interim CASP assessments. [clears throat] We're going to move now to the individual schools. Uh, Beiju moved from 7% to 20 21% in the green. Sierra, Tahoe Valley, I'm sorry, from 8% to 22%. Sierra House from 13 to 32% and Meyers from 31 to 58%. Next, we can look at our progress by by grade level with our kindergarten students moving up to 44%. Our first grade first graders moving up to 25%. SE second graders moving up to 35% third graders up to 27% fourth at 19 or 33% and fifth
041at 31% overall meeting end of year standards our subgroups we [clears throat] can show that our English learners have grown from 3 to 10% socioeconomically disadvantaged from 8 to 21% females from 12 to 28% and our males from 16 to 35%. Again, we saw all grades from all schools and our subgroups are showing growth from fall to winter. We're a little past midyear now and as far as a school year goes and we have some data that we can study further based by, you know, by individuals, by class, by grades, and by subgroups. Our principles and leaders are reviewing this data with their teams and making adj adjustments based on what they see and what they're learning. We're also exploring some opportunities to do some afterchool using some afterchool grant money to run some additional
042intense after-school tutoring sessions for a final push before we start taking our state tests in miday. [clears throat] This agenda item is forformational purposes. Uh I I will return in late June to share with you our endofear uh data for I Ready where you will be able to see beginning of the year to the end of the year progress. Um, again, we're growing in all areas and um, we're excited about what we're seeing so far and again, we'll make some adjustments for a for a stronger finish. Do you have any questions for me? >> Questions? >> Thank you so much for the presentation. Um, I'm eager to see how we do at in uh, the end of the year scores. Also, I wonder if I I I heard you say that we switched out of
043I Ready for the middle school testing for math. >> We did. We did >> to to uh the state test CASP. >> They they provide interim an interim assessment that is very that mimics the CASP state test questions >> and they're shorter and so they're experimenting with those this year. They just felt that that would be more valuable. Alicia Far and Joanna and team decided that >> they wanted Do we get any data from it? >> Data is kind of hard to to pull together. I'll play with this some more to see if I can share some of that data. I' I'd be interested in in seeing and hearing about that. You know, I really appreciate that question because some of my hesitation when when Dr. Reer came to me and said, "Hey, how do
044you feel about this?" Is that >> Yeah. How does it fit in? >> Well, if we just go back on the history and and and and Dr. Reer shared a little bit about the history, we we were doing maps and when I got here, the the board directed, we want to see data on student growth and improvement, right? And so I said, "Well, maps are already in place. We'll use maps." and we actually pushed them all the way up through sophomore year. And through that that process of working with staff and working through what was applicable, what wasn't. We slowly made changes, but what's been concerning to me is as we make changes is having consistency of seeing data. So I really appreciate that question and and would and I and you just answered that
045question. And I think it would be really worthwhile if there's a way to couple things that I'd suggest is are if we're taking that interim CASP assessment, can we compare how our CASP data is changing ver for for when we did MAP assessments versus ready assessments versus doing that? I mean some way shape or form making some connection of the growth or not because I think that uh Trusty Anderson's question is an important one that we also have to make sure that we're utilizing the data. So just cuz I wanted to share that with you because that was been one of the things as we've backed off of doing certain assessments at the high school now we're changing at the middle school is where's the consistency of seeing the data and and making sure that
046we can be compare how are we growing on our IR and how has that impacted our CASP data. Right? So that was part of the part of the concept is are we growing in our I Ready and is it correlating to improvement on on the CASP. So I I was excited to hear that if this is what we're going to do because it's right from CASP. >> Mhm. Right. >> Right. But so let's see what we can do. Al Allan in regards to addressing that question for Trusty Anderson. >> Other questions? >> Hi. >> Questions or comments? Um Dr. Reer, before you go, um I heard you mention after school tutoring. Um so I want to hear a little more about that. who that's going to be offered, which grade levels, and how that's going
047to happen, how we're going to make that happen. And then I just want to also put a plug in and I know that um Arya has brought this up and when I talked to um Woody Peterson about math um about the um concept of doing peer tutoring, you know, and I know like the community college provides um students at the college that help younger students, you know, there's tutoring that happens there, but just looking for more opportunities to have some of our maybe our high school students uh provide tutoring uh or even just fifth graders helping first graders, that that type of thing. So, I'd love to hear more about what what you're thinking right now, what's going on. >> Okay. All right. I have shared some information with our principles earlier this week as
048we were um as we were crunching this looking at trying to uh with some of the limited funding funding we have with our um ELO money. >> Um would be targeting, you know, we have we have intervention supports for, you know, some of our intensive students who are in the red. Um, we are targeting our students that are approaching standards. I've asked them to look at 8 to 12 students per grade at each site, third through through fifth as well as sixth through 8th. Um, for using the >> I Ready standards mastery, which are shortened formative assessments. We currently are not uh doing a good job of using those resources and they're they're free for us to use since we buy the I Ready package. >> So I want to use that and I want
049to use grade level curriculum. I don't want to to level and use lower grade level curriculum just based on some of the research that we're learning. So it's twofold. >> Okay. >> Give give 8 to 12 students >> per grade per school >> a boost. And secondly, uh, get our teachers to start looking at standards mastery, formative assessments, play with those and see what they can learn to help students help target to be able to target the specific specifically for the students. And I appreciate that because I that's what I it seems like and I know we're going to talk more about this in your next item on LCAP about just supporting our teachers and professional development on differentiation, but really trying to figure out a way to support those students that are struggling. Um,
050and then I just want to comment that I noticed that first grade in the reading was where there was just not as much growth there. There wasn't as large a group that has is in the um green zone as in all the other grade levels for reading. So that just seemed like a area to look at. And and then um I just want to compliment all the teachers on the math. that really even though we are I mean the scores are abysmal in my opinion on math but the growth between the beginning of the year and the middle of the year at all the sites and all the grade levels is is really quite impressive. So I I see we're we're making progress there. >> Thank you. >> So thank you. >> Thanks. >> All
051right. All right. Um next we're going to go on to local control and accountability and maybe we'll hear more about differentiation. >> Thank you President Keer and trustees. Our annual local control accountability plan or LCAP surveys are complete. Our amazing Jenny has compiled the data and has provided comparisons for the past three years. I'm excited to share these results with you tonight. Um I've shared these slides with you previously for a little background on LCAP. It is we are currently in year two of a three-year cycle. Our LCAP goals and progresses can be found in more details by reviewing the LCAP executive summary. >> We'll move it once for you. [laughter] >> All right, there it goes. Yep. So, the LCAP executive summary is here on this link in the lower left. Um, as you
052may recall, goal one is about increasing achievement. Goal two is about maintaining a positive climate and culture. Goal three is about maintaining a culture of continuous improvement and growth. So onward to our LCAP survey which opened the week before we went on December break and kept it open for about 3 weeks afterwards, closing it I believe on January 22nd. As you see here, our participation rates compared to last year went down a little in all groups with the exception of our TK through second graders. Our LCAP advisory committee was able to review the data at our last collaboration on January 27th, I believe, and they were able to provide lots of valuable feedback. Uh, one being that maybe we administered the survey a little earlier in the year to hopefully increase our participation rates. What
053I really appreciated about this year is as I as I shared in our previous LCAP um update is our LCAP advisory committee is now combined. It's the LCAP advisory committee where in the past we had a task force which was the principal and a chosen teacher and our SDA folks which would have you know like one one to two teachers from each site. um in collaboration with President Mora, she agreed that we could pull that committee together to have one committee. And so we had some great feedback on this survey. And that's what you're going to see here on the notes summary after each of the sections was what the LCAP advisory committee composed of our STEA colleagues as well as our principles and other teachers. Well, they're all STEA, but um teacher leaders, STEA
054leaders were able to share this data with us. Okay. So, overall, we have six categories um listed up here. Some of the some of the highlights, 27% of the questions had at least one red in indicator where 25% or more of those are responding disagree or strongly disagree. You're going to see those little cells on the spreadsheet as red. 72% of the questions had at least one green indicator where 75% or more agree or strongly disagree. And you're going to see those represented as green cells as we progress through the slides. So, I'm going to start off with looking at our first category. And I apologize for the small print there to fit it all on one slide. um up at the upper left where those green uh letters are, that could that's a link
055that will that will open up all of the data for you. But you'll see that some also that some of the questions are blank there. For example, those top two, they're blank this year. That's because those are previous year's questions that were slightly changed over the years. Jenny felt that we should memorialize those still. And you'll see those top three questions are very similar, but as we got feedback from our LCAP advisory committee, they suggested making some revisions there. Um, for example, around a safe, you know, around a safe campus. And so that's why you'll see the top two, but the third one is is the more recent question. Again, [clears throat] those cells that are highlighted in green indicate 75% or more of the partners answering that they agree you strongly agree. whereas the
056red is 25% or more disagree or strongly disagree. Another area I want to point out to you is the column on education partner. That's the second column there from the left where you'll see who's responding. is that the parent, the staff or the students who are responding to those questions? And then Jenny then pulled those questions together and organized them um close together similarly so that you can see how each of the groups responded with similar questions. Again, I apologize for the small numbers, but the u the titles have a link to each of them where you could open up all of the data as well as see it on our website for the past three years. So overall under safety, the feedback that we received from our advisory committee is listed here with some
057stable feedback on safety as well as ongoing concerns regarding online safety. [clears throat] Next up, you're going to see the results around equity. Again, the highlighted green of 75% or more where we're getting real strong uh um finishes and then the red cells indicating 25% or more disagreeing or strongly disagreeing. Our advisory committee under under [clears throat] this area identified some of the strengths, excuse me, around respect, access to resources and high expectations with challenges around differentiated instruction, rigor, and instructional materials. On the next slide, it's on community engagement. [clears throat] And our advisory committee shared that parents increasingly feel welcome. Translation services have increased um of of how parents are feeling. Input opportunities have increased. Although we still have 27% of our of our families still disagreeing or strongly disagreeing that they're not provided
058those opportunities. There was also some feedback around some of the survey wording and and some of the nonapplicable responses around student engagement. You may notice there's a lot of green cells, meaning that we had high levels of agree and strongly agree in nearly all of these questions. Bright spots include feelings uh of students feeling that they are challenged, receiving helpful feedback, staff identifying that relationships matter, they have engagement strategies, and report building connectedness. Concerning stats include that we have a little over one-third of our students indicating they do not like going to school, 24% of our parents feeling their student is not challenged academically. Suggestions from the advisory committee were around disagregating the data by elementary, middle, and high, which we can do for individual school sites and share that with the with the schools
059themselves. Next up were the questions around achievement. Again, I'm excited to see lots of green in those areas where we're getting strong um agreement. Feedback from the advisory committee included 86% of the students feeling their school is preparing them for the future. 93% knowing what they need to do to succeed and parent perception of student engagement is high at 87%. Some of the concerns include professional development remains just over half of our students in um of our staff indicating that the professional development is meeting their needs. Close to onethird of our staff disagree that parents understand academic standards. And again, it was noted that we need to look at our data by school site and by grapes span. Onward to social emotional learning here where we only have five questions. One for parents and two
060for students and staff each. Feedback includes strong student awareness of where to get help. Parents and students feeling supported and positive feedback overall. Finally, our TK through second surveys who received some fairly basic questions with a response of either a smile, a neutral face, or a frown. The data is fairly positive with art and PE being some of the more popular subjects. Um, and the advisory committee identified that there was no music selection opportunities. Um, some small declines on the questions of I like school and I feel safe to take a look at. So in conclusion, we have a lot of perception data here. We need to make some adjustments. Uh this includes increasing our participation rate by possibly moving the time that we move that we administer the safe survey, you know, possibly earlier
061in the year. Um revise our LCAP based on the feedback and look at our professional development offerings on our PD day as well as our early Wednesdays. So this agenda item is forformational purposes. I will be returning in June, two meetings in June. First with some suggested changes and public participation and then the last week in the last meeting in June asking for your approval of any revisions to the LCAP partly influenced by this data that you're seeing here. Do you have any questions for me? >> Yeah. Um uh along the lines of uh trying to get greater participation. First of all, I would I would venture to guess that the TK is is up because of the TK enrollment being up. >> Uh that participation number showing a lot higher from year-over-year. >> Um
062but in regards to uh doing the survey earlier in the year, um I understand that logic, but I would think that it almost might be more beneficial to do it midway or towards the end of the year um as the parents have had experience that school year not coming out of summer. >> Yeah. I just think that might create a little more insights. >> Sure. >> Something to think about. >> You know, just one thing on on timing, right? There's the LCAP timing process. Um, and that's one of the interesting things whether it's budget or or strategic planning LCAP is that um you you you know, you have the state required timelines for approval. So, as you get going in this process, right now we're in year two of a three-year plan. So our requirements
063are really about making sure we update and modify according to the the this pro this process and and so then timing wise Allen is expected well is expected right now before we get to May. So March, April [clears throat] really to do any adjustments and suggested adjustments as we then bring you [snorts] the basic planned adjustments in May. Allan just kind of outlined that. then public hearing around it the first meeting in June then approval right so just so you know timing wise it's just like budget right now we're all into for next year's budget so we're doing all this work around it just just that piece yeah >> okay >> thank you >> um will you uh in when you come back with the professional development we'll hear more about the ideas that people
064have for the professional development for the future is that we're going to hear that in June and then is there an opportunity for us to see that disagregated data related to some of the um the feelings around connected connectedness and safety um by school site. You were saying that you can do it and you're going to provide it to the sites. Is that something that you could share with the board? Maybe even by email or something that would be great. >> Thank you. >> My question, Dr. Reer, has to do with professional development also and I'm I'm I'm all the teachers were surveyed. Is that correct? >> Yep. >> Yes. Well, they were provided the opportunity to survey to complete the survey in the spring talking about what their needs might be for next year
065as well as a survey provided to them after the professional development day. And yeah, that's kind of the last thing we did on the PD day. >> I guess what I'm wondering is is is it is their response limited to what happens on quote PD day or is is it something that happens throughout the school year? >> That's a good question. So, so of course that survey at the end of our PD day in late October is is specific to their experience that they had on that day. This survey question, what we attempt to do is say overall, not only just the PD day, but those early out Wednesday opportunities. >> Yeah. You know, just a note on that. Um, so I want to make sure I understood something you said and then then addition.
066So the survey in the spring is a broad spectrum of what is it that you're looking that you may have needs for >> as we plan for the upcoming year. >> Yes. >> Okay. And then of course just to note for professional development time, right? Because Wednesdays were in 2020 I go back to my arrival. We had early out Wednesdays for the middle school only. And part of the planning for the LCAP this the school improvement plans as well as the single focus was that the sites all sites needed that professional development. So that would be specific as well to their single focus plans or their SEPsa plans. Um and just to note that so the Wednesdays is also considered a part of that professional development concept. I just want to connect it all >>
067sight specific >> right and then >> which is sight specific. Thank you. And then there's in addition to that, my understanding too is that as part of uh teacher evaluations, there's an opportunity for like a individual development plan. So that there's that there's additional training that teachers can request outside of either Wednesday or the October 31st. I mean, I know we have limited funding for that, but it just seems like I'm just trying to tie all that together. Right. There's a >> I think that's really great because we negotiated I think it was 20 2122 we negotiated a change to the evaluation process which included >> personal plan >> the personal planning self-evaluation and professional commit kind of commitment >> setting goals and all that >> we'd have to bring it back to you Dr.
068Reer and principles work on it regularly make sure that we're all all accomplishing that that those components of the the valuation process. It's just something I know the board, you know, prioritized too that we really want to support professional development, you know, both whatever teachers need at the time as well as for the future, you know, things like that for uh future growth. Um, thank you so much. >> Thank you. Can I ask a real quick question or comment? Dr. Reer, sorry. Thank you. I wanted to thank you for all the the data that had to be put in there. Um, on the completion rates, is it possible to show the percentage instead of what 24 because everything's changed, right? I mean there's not going to be the same amount of student I mean parents
069and staff. Can we get a percentage of the difference? >> We could too hard. Okay. I just see the participation. Thank you. >> Thank you. >> Participation rates. Okay. Thank you. Next we have our personnel services. Um item 6A is on staffing projections and we have Miss >> President members of the board. I know I'm responsible for HR but have Kelly Buttery providing you a staffing projections report tonight. Good evening, President Kemper and members of the board. Tonight, we'll review staffing projections for certificated staff. These projections are based upon the current enrollment projections and the staffing ratios agreed upon in the collective bargaining agreement. On this slide, as you can see, we're going over elementary just here. Um, we're a bit overstaffed right now, uh, based on our current staffing and our projected enrollment for
070next year. This is reflected in grades 2 through fifth grade. So you can see the projected enrollment projected teacher and that what our current FTE FTE it's really long to write it out is full timement. Yes. >> See >> um it's basically our full-time teachers. So you can see that we are overstaffed in grade second and above. At the secondary level we're relatively flat at the middle school and we need to re reduce one staff member at the high school level. For alternative, we are maintaining the uh staffing ratios to what we currently have. We actually are uh very probably low staffed for elevated and we maintain for the most part for TAC, but we are not planning to increase that at all. We believe that we will be able to accomplish all the reductions
071through attrition and the retirement incentive uh that we posted to the uh STEA last Friday. So, and we signed thatou I think yesterday. Should be getting some retirements I believe. Do you have any questions? >> Any questions for Miss Buttery or Dr. Cutler staffing projections? So, at this time, we just kind of hope to uh meet our needs through attrition essentially um or retirement. >> And I will tell you, we we uh we have contingent plans if it's a it comes in a little bit different, but we really believe that we'll we'll we'll hit hit the mark and may even have to hire hire staff. We feel like we're in a good place. >> We've got some good student teachers out there. I know that. >> Yeah. And I will tell you there's some there
072when you do these projections, there's a lot of there's also some uncertainty. for example, will TK numbers grow? Um, you just talked about TK numbers growing. Um, you know, will we have that additional TKers that we may have to add um some staff there andor if we don't have that if we don't hit our numbers. So, there's a lot of play that happens, but we we definitely feel as though there's no reason to go forward with any types of reduction in force process at this time and that we'll work with our our team. And in general, when I do staffing projections, it's like a 15 tab Excel spreadsheet. Yeah. That all the data feeds into it. It's it's crazy. It is based on census day, which is October 1st. The enrollment on that date. >>
073I see. >> I told Dr. Cutler, I kept looking at it thinking something just didn't sit right with me. >> Actually, when I went and pulled current enrollment, our enrollment has declined >> since October 1st. October one. And at that point is when we kind of decided made the decision it does make sense for us to offer the um retirement >> retirement incentive >> really do need to reduce especially at that elementary level >> and and the numbers you showed tonight are based on current enrollment not >> current enrollment >> not October 1st. Okay. >> But we decided we needed to based on that um make some adjustments. We were we've been really trying to work through it uh effectively um responsibly and and and come with what those numbers are because again projection enrollments
074are are projections and they're really hard to get to exactly where you're at. And by the way, there are some real complex formulas out there that we can also do and it's cohort three fives. >> I look at three-year cohort, fiveyear cohort, correct? Which is just year-over-year which is that's what we're actually doing. That seems to be the cleanest from the last three years. there's a lot of data analysis when he comes to my office and says what are you doing and I said staring at screens which is really just processing all the information I'm looking at to try to figure out what is the best way to make sure that we are being fiscally responsible. >> Thank you. Appreciate that. My question um I think I think I understood that uh based on the
075regular uh >> retirement incentive program we would have two retirees this year. Um is that correct? >> I do I recall correctly? >> Uh I think I had one confirmed. >> Actually we hadn't received we had one con that that said but hadn't submitted papers. Mhm. >> So we had one we had actually had heard another that that then that person had we had heard that person had changed their mind. We believe that the retirement incentive might have changed that person's mind again. >> Um the association uh felt like they >> they thought they would have about I would say six to eight that they thought would would take it if we offered it. >> That was that was going to be my question. >> Yeah. So that's what they um we we were again
076obviously we're you know confidential in regards to negotiations with the association. Um but we we were working on looking at you know as Kelly and I really look at what is what does our staff look like that are in that time frame of retirement and what might be um something that wants to get them to make the choice to to depart. I I do want to say this and a matter of fact I believe Dusty Anderson's always has said this to me. you know, it's kind of a bummer when you get rid of your best teachers that have have all this veteran experience, right? But also, we celebrate them if they want if they're at that time of their career wanting to move on. Um, so we we settled in with the association. They felt
077like we would have six to eight. And our goal was um >> four or five. >> Well, we got, you know, you got five at the elementary level and one at the secondary level. Um, so that would that would hit it for us. And of course, possibly we may have in in the end have to hire. >> Yeah. >> Okay. [snorts] >> That helped. Okay. Good. >> Thank you. >> Yeah. Thank you. >> Sounds like a good plan and I'm grateful that we are fiscally, you know, being fiscally responsible. I was listening to the news on my way up the hill today about some other schools in Sacramento not doing so well. So, yeah, I know a lot of people are struggling. >> All right. Now, >> can I just make a comment to Thank
078you. I I just really say the staffing ratios, not just for the teachers because that's a negotiated number, but just the staffing ratios we work from really does assist us in making sure that we're aligned with um what we can afford. >> Yeah. >> Thank you. And then uh our next item is on facilities and transportation. We have two items. The first one is radon update and we have Mr. Zebo here. >> Good evening, President Camper and members of the board. I want to take a few minutes to talk about radon, what it is, what we've done as a district, and how we plan to move forward. [clears throat] Radon is a naturally occurring radioactive gas that comes from soil and rock. [snorts] Because of the geology in Lake Tahoe basin, our area is known
079to have higher radon potential than many other reason regions, excuse me. Radon can enter buildings through foundations and lower level spaces, which is why it's something the school district should be aware of. The EPA recommends taking action to reduce radon levels at or above 4.0 pico curies per liter. This threshold is the standard used to guide testing and mitigation decisions and our goal is to keep levels as low as reasonably achievable in our school buildings. [clears throat] Looking at our district history, in 2008, LTUSD worked with outside resources to conduct districtwide radon testing in all occupied spaces. One of the key takeaways from the before and after results and something I recently discussed with my predecessor from that time was that properly functioning HVAC systems and adequate fresh air circulation played an important role in
080maintaining lower level lower indoor radon levels [clears throat] during CO in 2020. LTUSD made a significant investment in indoor air quality. We did upgrade to MV 13 air filtration which is more robust and commonly used in healthc care settings and we ensured all HVAC system HVAC systems were fully operation operational and those practices still um continue till this day in January of 2025 at the recommendation of Dr. Cutler. We began random radon screening in our schools. We purchased an Air Things brand radon detector and placed it in selected locations. Um during this initial screening, we did not observe any readings at or above the EPA action level. And because it was an internal screening in effort or screening effort and California does not require radon testing or reporting in schools, these early readings were not
081formally logged. In November of 2025, Dr. of color asked us that we expand this effort by testing at every school site, including multi-purpose rooms and randomly selected areas, and that we be informally documenting those results. In response, we expanded testing, began consistent documentation, and purchased a second air things detector to support this work. All of this data we recently collected and is attached to this agenda item for review this evening. Um, as you can see the attached agenda or the attachment in the green were well below the 4.0 threshold in most all tests with the exception of two locations in orange which happen to be both NPR locations. After modifying the air flow to these HVAC systems, those areas went below in our second testing which you can see highlighted in the yellow. The locations
082tested included classrooms, libraries, multi-purpose rooms, and other congregating spaces. These results continue to support understanding that ventilation and HVAC performance are key components in managing indoor air quality, including radon. Based [clears throat] on the data we've collected and staff review, we have a clear consistent plan moving forward. We will be purchasing six more Air Things radon detectors at a cost of approximately $130 each. This would allow us to imple implement district-wide radon testing twice a year, once in the spring, and once in the fall. And testing would follow this protocol up to eight testing locations per session. That would be once in the spring, one session in the fall. detectors to remain in place for a minimum of 48 hours to support short and long-term assess assessments. Uh the testing locations would rotate and include
083classrooms, offices, common and congregating areas each major building wayne. If a reading happens to approach or exceed 4.0 no pico curies per liter. We would uh review the HVA operation and air movement, make necessary adjustments, retest the space, and if these elevated levels persist, then we would engage with a qualified radon consultant. To ensure these to ensure consistency and accountability with this process, it would fall under the responsible of our acting facility supervisor. These results would also be documented and provided based on our current data, testing results, and existing ventilation practices. Staff feels that this approach is appropriate and sufficient at this time. Staff does understand the need to be proactive with testing, HVAC investments, and ongoing air quality improvements, and we will continue to monitor, document, and adjust as needed. So, I'm happy to
084answer any questions at this time. >> Do we have do questions? >> I do. Thank you. So after um you adjusted the ventilation in the two schools, >> is that what the ventilation runs while this while the students are in school? >> Yes. >> Okay. >> That's right. >> Thank you. >> Uh thank you Mr. Zebo and thanks for having a plan moving forward because uh the data I mean I appreciate this data and and I also recognize that when when our systems are working well it looks like we're you know we do okay and but I would I do want to see more data related to classrooms. So when you mentioned the eight site the eight locations are you basically saying the new protocol is eight locations per year and you're going to change
085those will you do you'll do those eight spring and fall one year and then the next year you'll do eight more. So, >> or is it gonna be more than that? >> Eight at each school in the state. >> Eight at each school >> and each loca a different location at each time. So, we'll kind of just stagger. >> You just make sure. >> So, it won't be like a I'm just like, yeah. Are we going to look at one site spring and fall and what is when you pick those sites for the >> every site will be done spring and fall? >> Spring and fall. >> And then I want to use an example of this because we talked this through. >> Yeah. >> So, at the high school there's lots of wings. >>
086Yeah. Right. So, when we do it in the fall, we'll do one classroom in Stadium View. >> Okay. >> One classroom in uh SV uh um ST or something, one classroom in A 1 B 1 B 1 C, right? It's because the high school so the so the high school is a lot larger campus which really brought us to >> if we're talking about an elementary school, we'll do one classroom on each wing. >> Mhm. and then incl then then then and so they'll they have these tools so they'll set them out be done and then move on to the next place next. >> So I'm feeling that if we did every building >> Yeah. perfect. >> If we had one classroom that had a high level or or a space outside of that classroom.
087So that was that was the goal is that we will every and then it won't be the same space the next time we come back >> the next year. Yeah. All right. >> I I didn't I just wanted to help you out. >> Yeah. Thank you. And we we we kind of got them put them in places that are not, >> you know, like easily accessible as well. Sure. We noticed that one got removed when we were testing in one location. We don't have no idea. And then it showed up a couple days later. So >> Okay. Well, right. You want and you want to put it Yeah. someplace that's uh not necessarily the the best uh the best air flow, but you know, someplace, but where some place where kids are, but I I
088understand the the challenge because you want it where kids are, but you want it not where kids are, where they don't where they or staff or anybody move it, right? Exactly. We talked about it. We talked about the length of time. >> Um >> 48 hours. >> Dave explained that if you're there, if you're you don't do it long enough, you can get initial reading, but it may not be. know it's the 48 hours that gives you the ability to go, "Yep, >> we've got sustainability of time." Yes, we have the score for that. Like because you can put it in, he said it might be high, but then you know air air kicks on and all of a sudden it's really relieves it immediately, right? >> Or you put it in and it's low,
089right? So want to have that 40 window. Of course, when you do that, >> and we'll talk to staff about, you know, we need to make sure we're not moving them when they're placed, but students, you know, sometimes like, "Oh, what is this?" Right? Yeah. >> And so we have some process that we'll have to navigate >> piece of for those. Yeah. >> And we also want to do it while school is in session so we get the most >> clearest >> clear. Yeah. Most accurate >> in the building. So >> realistic data. All right. Well, good luck. Thank you. >> Thanks, Dave. >> Um do we have any public comment on this? >> Not we did not receive any public uh comment on this one. No. >> Okay. And then uh next we have
090um our audio enhancement possible pilot and it's information item. >> Yeah. President Kimber, members of the board, I I know that I've referred to uh Sam and audio enhancements, the possibility of doing a pilot. Um I want to just highlight what was important to me about considering audio enhancements for a pilot and possible moving [snorts] forward with a plan for our school district. There were threefold. one the the the research be re behind um actually the audio the speaker systems that where all students can hear everything that's being said by a teacher and there's research and data behind that and Sam will talk a bit about it but the two pieces above and beyond that that were really appealing to me was translation as well as a safety component we've had um we've had staff
091we've had things happen in schools where I go we really need a system that can help and respon help help our response time to that as as well as we've had teachers association here talking about they're concerned around student safety staff safety and we're concerned about safety all the time students and staff so um considering this pilot we have not made any final decisions um but I asked Sam to come here this evening to to give you guys a presentation on it if we are going to move forward with a um pilot this spring we're going to have I'm I'm going to need to make a quick decision so if you have any impressions? Um, not that this is an action item, but if you have any impressions, I would sure will love to hear
092them. Okay, Sam. >> Thank you, Dr. Cutler, President Kemper, and board members and Lake Tahoe community. Thank you so much for your time tonight. Uh, uh, and yes, uh, I'm here to present, uh, a quick overview of what is being proposed for a possible pilot here. Um, but before I do so, I'd like to introduce introduce myself. I am Sam Lee or Samuel. Um, and I'd love to. Oops. Keeps jumping on. Sorry. So, um I am a lucky husband of my wife, Jensen, and my two kids, Enoch and Nora, uh who are in that picture right there. And yes, my daughter still smiles like that without her in front of me. And uh and I love bear. I love sports. And so that's the picture on the right. If you guys can recognize, that's the
093Golden State Warriors coach. Um and yeah, like as I as I mentioned, um what this possible pilot is uh is about. I'm here to share who we are and why we exist. And it really the story of audio enhancement starts back in 1978 where a mother of two deaf and heart hearing children was told that her kids had no luck, tough luck, they won't be able to hear like the other students. And she said, "Yes, they will. they will have an equal opportunity. I will build a mic and speaker system in my garage and supply it to my children so they can have an equal chance at learning. What she didn't anticipate was that profound impact it would make on all the kids as they started to scoot their chair next to Jeremy and Justin
094who's pictured right here because they could hear better as well. And so uh what has started off as a simple mic and speaker uh concept has significantly evolved to what we know today in 2026 as a comprehensive communication platform that uh Dr. Tutler wasing alluding to that has a safety component where you're able to call for help from the microphone itself and also a real-time translation solution as well to not just help to to to help all students in the class especially those that are migrant students in here for the first time in America. Um and so uh without further ado I have a short video to kind of go over what we do here at audio enhancement. Go, go, Andy. Go. >> Thank you, Andy. >> Audio Enhancement is honored to partner with hundreds
095of schools across the great state of California to support them in creating the optimal learning environment for all students. [music] That learning environment requires classroom technology, safety solutions, and a communication platform. With audio enhancements classroom audio, teachers wear a lanyard around their necks that has the ability to [music] run their sound through speakers that are installed in the ceiling. >> I can navigate the classroom as needed, which means I can manage a lot more behaviors because of teacher proximity. And I'm able to [music] teach from anywhere in my classroom, whether it's the back of the classroom, the front of the classroom. >> Because of hearing my voice, they're on target [music] and on task. The student microphone is just a handheld wireless microphone that kids use to amplify their voice and share their ideas. >>
096Because sometimes the air conditioner or heater is on and it's hard for us to hear. >> We get a lot of newcomers to our school district from different [music] countries. So, we needed to have some sort of a vehicle to be able to communicate with them and help them be engaged in the classroom. [music] >> Clear Connect flips that on its ear. Clear Connect is a translation tool that we use so that [music] the students can read and listen to a translation of what I'm teaching throughout the day. I just have to wear my lanyard that I wear for audio enhancement. The student then logs on to their Chromebook [music] >> and as I'm speaking it's live translating so the kid is able to understand in their home language >> and they can immediately start
097learning content [music] in addition to learning another language. Being able to have a translation on demand for them is going to really support [music] them as they're trying to master content and learn the language. >> In addition to the impact audio enhancement brings to education in our classrooms, it also transforms the safety of our schools and the way [music] our schools communicate. >> As district leaders, we know that there's no silver bullet when it comes to safety. It's a layered approach >> to [music] ensure that our schools are a safe space for our students. With audio enhancement, we've empowered [music] our entire staff with the safe system. >> The safe system is a button on the lanyard that allows me to contact the front office in case [music] of an emergency. >> It automatically connects
098to the front office and communicates to them that there is a situation and I need assistance. >> There's a kiosk at the front desk that is basically [music] a detail of what's happening in the classroom. And if the school has cameras, that camera feed will pop up on the kiosk. We can call into the classroom with an intercom and it also shows us on the map exactly where they are even if they are not in their classroom so we can respond immediately. [music] >> And the safe badges for non-eing staff gives peace of mind for a staff member to be able to know that they have the power to call [music] somebody and respond a lot faster to all staff not just teachers. >> The key pieces [music] for them is not only the ease
099of use but the integration of the systems and that's where it all comes together with the Epic system. >> [music] >> The Epic system is our bell's paging and intercom system. From the front office, I can choose a specific classroom, a specific area, or the entire campus. [music] We can even set up a different tone for each bell throughout the day to make the bells fun during class changes. >> Info view is a way to get visual information [music] out to the students. It could be anything from the school logo to the time to even bell schedule or today's lunch special. >> And if there was an emergency at the school, that screen would change. And if I didn't notice it right away, the kids would notice right away. >> Their original purpose when they
100started audio enhancement was the [music] microphone as a tool for instruction so kids could hear and kids could be engaged. And in today's world, they've evolved to include so much more. When you have a relationship with a company that understands your vision, understands what you're trying to do, [music] and at the bottom line has nothing to do with a flowchart >> that has innovation that's willing to change and adapt [music] over time >> and allows us as a school district to be able to support our students in [music] a way that we weren't able to do before. >> That's like the holy grail for us. >> I've never come across [music] a company that can do all of that in one product. It's it's pretty amazing. On behalf of all of us at Audio Enhancement,
101we're thrilled to partner with districts across the great state of California [music] for many years to come. >> Great. Thank you, Andy and Scott for your help there. Uh, great assist. >> Got a lot going on. >> Yeah, it's the A team right here. Love it. >> All right, go ahead and move on to the next slides here. Okay. So, uh I don't need to belver this. Uh we're over 50 100 districts in California and we're ser servicing over 28 million students nationwide. Um and uh as I as it was mentioned, this company is K12 specific. Everything that we design, everything that we come out with is designed just for K12 classrooms, teachers, students. We don't sell into any other industry. So, it's a very niche product that is designed specifically to fit hand and
102glove. Um, and so as a quick overview in terms of the audio solutions, trying to give you a quick feel of what this is going to look what this will potentially look like as a pilot. Um, there are the key components here where there's an amplifier, speakers, and microphones. Pretty simple. Um, and the idea here is that, uh, we are not trying to make this room louder. The rooms are loud as is, right? There's a teacher using their teacher voice and it's uh you know causes a lot of strain on the voice. But not only that, the kids in the front are like why is the teacher yelling at me? The kids in the back say he say three bears or tree bears or are the bears free? It's very difficult to hear. And so
103what actually happens is that the classrooms get quieter because everything comes out clearer with recessed speakers uh strategically placed around the classroom. every student will hear the content clearly and no worries about if the teacher needs to turn to the whiteboard and and do any type of teaching as they write on the whiteboard or as they peruse through the classroom. Every student will have an equal learning opportunity uh with the micers uh setup. And so this is what a typical classroom would look like. four speakers on the top, an amplifier, uh a teacher microphone, and then there's a student microphone for students that may maybe have a quiet voice. When they present, they'll be able to project their ideas and what they have to say amongst all their students. Uh and so there are several
104benefits from three different perspectives that I'll highlight here for for students. improved understanding um being able to hear everything uh articul articulated well for them in their ears. Uh student empowerment, enhanced focus and from a teachers perspective uh reduce vocal strain uh inclusive communication improve student engagement as well. And then lastly, from a district perspective, elevated achievement, engaged classrooms and educate empowered educators. And there's a study that that was done back in 2004 where students in amplified classrooms scored 10% higher on standardized achievement tests than students in unamplified classrooms. Amplification is not a new concept. Uh but it the proof's in the pudding and what uh what we've seen and what we've heard is that 10 points higher on the on the on the on these tests are really helping districts and students equally. Uh
105so that is the first piece and then the second piece to uh this pilot would be the clear connect solution. And so you may be asking how does this work? How does this actually get real-time translation to whatever language the student needs? And so, um, it's very simple. It's the same equipment, the microphone, the amplifier, and all that you need is for the students to have their Chromebook open and and they'll go to the website, log in on the session code, pick their language, and they'll now now they'll be able to hear the lecture from the teacher in their own native tongue. That's it. And what's great about this is that as the teacher speaks in English, the students will be able to read and listen at the same time. And so this whole concept
106of learning English through immersion while learning the content at the same time is now possible without delay. First day the student comes in and it has to learn about Pythagorean theorem or photosynthesis. They know exactly what the teacher is saying right away. And what's great also is that with version two, we have come out with a way for the student to speak back to the teacher and be able to communicate any questions that they have by raising their hand, speaking into the Chromebook, and asking the question in their native tongue. Once again, enhancing uh student engagement in the classrooms. And what's great also, I'll just leave it at this, is that we've broken every language barrier because the student, say a Mandarin speaking student says a question in Chinese, the student that's listening in Korean,
107they'll hear it in Korean. The student that's listening in Spanish will hear it in Spanish. Now, there's collaborative opportunities amongst the students as well. So, that is what we're doing by leveraging the technology that we have today with the Northstar, which is let's create an equitable learning environment for all students. Sorry, I'm getting chills as I talk. Um, and so here's a list of the 200 languages that uh we are supporting. Um, if it's if there's a language that's here, it's probably on that list. And so, uh, it's continuing to grow. Uh, we started off with 60 back in June last year. Now we have over 200 and it's going to continue to grow as uh as as we keep going forward. The last piece of this is that is the safe system. And you
108might be asking, so what does it take for the safe system? Well, you already have everything. You just need the microphone. Uh, and what's equipped on this microphone are these two buttons on the side. And all this teacher needs to do or any staff member is squeeze this device for two seconds and an alert will be sent to the front office letting them know that someone is in duress. and it'll tell them exactly where the location is so they can cut down the time to responding to that emergency. And so from a district standpoint, whether the teacher is in the playground, in the front office, bathroom, fieldhouse hallways, in the classroom, no matter where they are, they'll be able to communicate directly with the front office to ask for help. And as I mentioned before,
109you just squeeze the two buttons on the side. And the the reason why we designed it this way is because that is the most intuitive way to do it. If you're ever in a pickle, say you slide down the mountain here and you get you go into a ditch. If you ever need help, what do you do? You you squeeze your phone on the two signs and it'll call for help. SOS message. We don't want teachers to have to think when they're in that moment of duress. We want to be intuitive. And that's why we designed it this way. And what's going to the response from here is that there will be a an alert sent to the front office. But not only that, we can customize the message to say if they squeeze this
110button, do these things. Text Dr. Cutler, text Scott, Andy, whoever, the principal, the SRO. Also, I want you to email all of them. And also, I want you to send set off an alert from the epic application. That way, nothing is missed. somebody will respond to that moment of duress and that way yeah we shorten the time and make sure that every teacher and student is taken care of through our safe system. >> Any questions? >> Before Before you ask questions, I I want to highlight that last piece. >> We had a situation at the middle school last year that would have been really nice for us to have that safety system. Boom. And it's response, right? And we had a situation at the high school this year that's happened. Boom. Response. Um and and
111and and I and so that's another piece that's just like, hey, this is something. And the other thing piece that stands out is also if I'm not a classroom teacher, I still have one. It's I have it around my neck on another it's on the card, I think is what you call it, right? And so that everybody that's working on campus has something. So if I'm a security person and I'm down at the lower parking lot, the high school and something's happening, boom. and and and the highlight that I wanted to then and you said it but I wanted to really o overdue that highlight when I when you hit that the presentation as well as your starting your presentation there's alert to the office but you can set it up where it's an alert
112to police officer it's an alert to the principal it's alert to the dean it's it's going to whomever you think needs to be able to respond and we'd have so our safety team at the high school for example would all have that that communication immediately sent out to them so I just just wanted to share that that that was could really compelling to me. >> Any other questions for Sam? >> Yeah, Sam, uh, on that translation piece, >> um, it sounds like there would be a necessity for headphones. >> I would highly recommend headphones. Otherwise, it would be a tower battle situation in the classroom where you'd have all these languages going off and so yes, you it would I would it would >> ideally correct. Okay. >> Can I make talked about that today
113a little bit? Yeah. is the reality of it is you're not it's not every student, right? So, um and it's not every teacher that's going to need to have that. So, you you in essence you purchase so many headsets, you purchase so many um what's it called? Because there's a $200 per teacher a year process to have that specific ongoing. >> And so you so you purchase so many of them and then it's just ready to to rock and roll >> for the English for for English learners. the So, I I have a question about the translation piece, too. So, just so I'm understanding, if um a student is speaking in Korean, um they've got their headphones, so they're hearing it in Korean, and then they want to ask a question, they're using the microphone.
114Um it's translated to English. So, the kids, everybody in the room is hearing it up in those speakers in the ceiling. Is that how that works? It gets translated into English. So, it may not be the child's voice anymore, but they're going to hear it in Correct. >> In English. Um, and the teacher would hear it that way through the speakers. The teacher wouldn't necessarily have to have a headset on. No, >> because it would because the student would be speaking that other language through with the mic and it would be translated to the speakers, right? Okay. Um, I think that answers my question. Any other that was more how that worked. I just wanted to mention I remember when I was in third grade, my teacher, Miss Buis, had one. Like I think it
115was probably from one of the earlier models cuz I think one of the students in the years before me had like had a problem with hearing. And I just remember like none of us in my class really had a problem with hearing. But I remember we all just really liked it when she would use it because it was like really helpful cuz we could all hear her really well throughout the whole classroom. >> Yeah. And it was just like really easy and accessible and like she never it was never like a burden for her. She would just put it on and then press the button and then she would just start teaching. >> You know, you made me think of something too. It's funny because teachers me I'm a I got a teacher voice, right?
116You know, and and you you you talk loud enough for everybody to hear. But and I and I it's like when we go to events and say I don't need the microphone, but the reality of it is not everybody hears because of the noise around them or or different hearing the different tones. So it just I like what Sam said is it actually quiets it because then you can hear everything right. Thanks Mary. >> Thank you. >> I had is that okay if I speak? Thank you for the presentation. Um at Sierra House I think you call it pods. Is that how you two levels? And so they're pretty open right? So our daughter um in kindergarten struggled and so Mrs. grabs wore a microphone and she wore headphones and she was able to it
117was a dramatic change in a very short period of time and then after a year she didn't need that as much because she learned you know retrain the brain to to listen different but because those pods are so open is there a problem if every you know because the classrooms are more open can is is that noise from each classroom going to emulate into the into the pod I mean or is it does it stay pretty direct into each classroom >> stays pretty direct into each. >> Okay. >> And this this problem is not unique to Lake Tahoe. There's a lot of schools that have that similar situation. The idea is that as part of uh the service is that we will tune each room to there's no um interruption or disruption to other classrooms
118and ensure there's a an optimal sound environment for that classroom. So that's how like as as part of this we'll make sure that each individual room and each individual individual teacher is uh set up bespoke to their learning environments. >> Thank you question that did. Thank you. >> Hey just a note real quick to to that question. Um you know if this pilot goes the way we'd like and we in intend to do these types of things in our schools one of the things that we'd probably do is in correlation with some of the bond work. And just to note at Sierra House, we're going to be working on those classrooms a little bit, those triangular classrooms as part of the update to that school. So we probably in the you know the process of
119implementing this plan if we do so we would probably do it in cor at the same time with the bond. >> That's cool. And then also with the speakers u you know they have announcements that come over from the principal. Will they be will those announcements be coming over that same speaker or are there going to be separate speakers for the all when the whole school has announcements? That makes to answer that question. >> Yeah. No, that's a great question. Uh each district does it differently. I do believe that there's already existing speakers for those announcements and so those are being currently leveraged for those announcements. That being said, we can do some sort of cut over to also leverage the those speakers as well because that was one of the feedback items that we
120got as we as we developed our solution. Um and so uh that is possible. Uh but I think for Lake Tahoe right now it's uh the the the announcements and bells are going through the existing speakers that are already in the classrooms. >> Gotcha. Okay. Interesting. And then because it's a pilot program that costs >> I you know what um obviously when we would negotiate a cost with the the company if we were to move forward and look at that the the cost for us um would mean that we would most likely need to do a school a year kind of concept in regards to total cost. You could I think you can say like per every 10 classrooms probably close to 100 $100,000 per 10 classrooms or so as just a general cost structure
121for for you to to consider. >> Yeah. One of the things I would like to uh mention, thank you for sharing that Dr. Miller, is that this is a one-time investment. >> Yes. >> So, and you have our full support for the lifetime of the of these devices. And so, um, yeah, we're still supporting districts that have had our assistance for 20 years. >> Yeah. >> Uh, and it was all that one time investment in 2006. Isn't >> that great? It's just >> and and just to also go on to the question, so um we've been looking at our developer fee dollars and how we want to move forward with enhancing the classroom spaces. one we've been doing um for the classroom environment with furnish furnishings and we would utilize the same fund process of
122developer fees for for this pro this plan if we were to move forward. >> Yeah, I it just was a big game changer for my daughter. So when when Dr. Cutler told me about it was like oh wanted to cry [laughter] would like that for every student to be able to hear. Sam, have you uh I'm I'm guessing you have, but uh I'm I'm interested in hearing from you what your experience was watching this in a classroom, especially if there were more than one language uh more than two languages rather um taking place like you you mentioned, I don't know, Korean and and Chinese or whatever. Uh have you witnessed that? >> I have witnessed it and I wish I included the videos. >> Yeah. What's um >> what's your take on it? Is it
123just it's just stunning? >> I'm speechless. It's it's it's hard to put into words. kids that would literally be sitting aloof have no idea what Attilla dan is or Pythagorean theorem and or like these kindergartener kids like you know what does what sound does a bell make and the first time they're able to understand what the teacher says and stand up for joy and know how to answer that question in front of the teacher is I I don't know if you can am I turning red I'm I'm I have chills just watching this happen because these children are so excited even like the high school students it may not show it, but they're like, "Wow, I'm actually able to understand the content. >> Can't wait to see it." And so and and for the teachers
124as well, they feel very much more empowered and equipped where now they can get very creative on how they help with this immersion process where maybe month one through three you'll listen and read in your own native tongue and then after month three I will ask you to turn take off your headphones and I want you to hear in English but you can still read in your native tongue or vice versa. And now learning the content and learning the language is so much easier. Once again leveraging the technology that we have available today. Okay. Okay. >> We had a foreign exchange student from uh Brazil >> and she didn't speak bit of English and wow she would have actually learned [laughter] she she caught on quick but how how wonderful maybe we could get more
125foreign exchange students here too if we offered that right. >> Yes. >> Okay. Thank thanks that was a question I forgot to ask Sam was that you can the students could hear it in in their language but see the teacher can modify that so they can read English listen to it in their language or they can see it see it also in their language it can go either way yeah >> that is correct and they can go at each is powerful >> which is really powerful yeah all right thank you so much thanks for making the trip and you lucked out on the timing for driving up here today [laughter] too between the >> yeah thank you Sam members of the board looking at your responses hearing your responses is I I feel as though
126you're supportive if we could get a pilot going forward. >> Absolutely. >> Very good. Very good. Thank you. Thank you. >> Thank you. >> Hopefully we can >> That's really wonderful. Okay. Next we have our >> Oh, a yes. A public comment. Um yes, >> submitted. Would you like to have a public comment on that? >> Would you come up to the microphone? So we have this and Cindy TGO. I believe Cindy will be speaking at a an item later. >> Okay, perfect. >> No worries, Cindy. No worries. Take your time, >> yeah, we just want to get you on the microphone so we can have it on the recording. So, >> thank you for allowing me to have public comment. My name is Cindy Trigo and uh great presentation. And I just thought um
127if one possible suggestion might be >> for someone doing a grant for something like this and maybe his company may have some experience in that and if they have some experienced grant writers they might help you with that situation. So that was my comment. >> Okay. Perfect. Thank you so much. >> All right. >> Yeah. And said we've got >> good ideas. >> Yeah. Developer fees grants. I know there was there were some offers of that at one of our I think the meeting on cell phones. Yeah. Related to getting bags and that sort of thing. But anyway, all right. Moving on to the next item which is the business service and operations section. Uh 8A is the T-Mobile antenna agreement update. And this is a discussion item. We heard information previously and again >>
128in the fall T-Mobile approached the district about the possibility of an in installing an antenna on the roof of the gym at South Tahoe High School. On November 13th, Bud I'm going to mess up his name. Wolfing I think is it u from T-Mobile presented to the board. That presentation is attached to tonight's agenda. Teresa is actually showing the propos proposed location which is slide five in the presentation. Uh President Kemper, you asked Mr. Wolfing the amount of the lease uh which at that point was $2,500 per year for 30 years per your direction. You asked us to get more money per per year and we began negotiations. We are currently in negotiations with T-Mobile and unfortunately cannot disclose the amount at this time as we are in negotiations. It is our intention to bring
129the proposed lease back to the board at a future board meeting. Any questions? >> Any questions from anybody? >> On that picture you can see um yeah is that the top picture is the current what it currently looks like. bottom picture is it almost looks like a chimney stack uh antenna and they have they would be working with TRPA uh to ensure that they're following all the guidelines that are required for that antenna. >> Okay. And that might include an environmental assessment or >> I believe it would >> it would and and then is that we just uh >> we don't pay for any of that. >> That would be that would be T-Mobile's responsibility. mobile responsibility and whether they get a permit from TRPA andor the city or if because it's on a school
130district property it doesn't need a permit from the city we can't because it is a school property we could get away with that but TRPA we can't >> TPA for sure has to have a permit >> but again I I would think it's whatever that T-Mobile has to do to to be able to >> they're the ones who are going to do it right >> got it not that's not on us >> um are there other schools that have I think the middle school does don't they have a cell tower >> tower yeah this is significantly smaller. It is just an antenna on top of the roof which will be enclosed which is one of the requirements of a city ordinance that passed I believe in 2020 that if you have an antenna it needs
131to be enclosed follow TRPA guidelines u which is the rendering shows that >> thank you. >> All right any other questions or comments? Next time we it'll be an action item. >> Yes sir. So, um, yeah, the intention, so as you gave us direction after the first presentation was to go ahead and, um, enter into conversations with them. We've been doing that. Um, it appears we're getting closer to a possible agreement. So, we brought this forward to you tonight for a discussion item. Um, it is our intention based on board's direction, of course, that we'll continue to finish up those negotiations, bring back uh that that that agreement for your approval. Okay. whenever that time frame comes. It seems it's uh pretty close based on our current conversations. >> All right. And do we have
132any public comments? >> There are two uh folks that have asked to speak on this this evening. Um let's start with DJ Guest. >> Bye Sam. [clears throat] >> Bye Sam. Thank you. >> Thank you for coming. >> Hello DJ. >> Good evening President Kemper and board Dr. Cutler. Thank you for the time. Um, >> will you repeat your name, please? >> I'm sorry. Uh, DJ Guess. >> Guess. All right. Thank you. >> Uh, appreciate the time again. >> Thank you. >> Um, I actually started doing some research on this back when it initially came up. I think it was November. >> Yeah. >> And President Kemper, you had made some comments around cell phones and like radiation and, you know, just general comments. um kind of got me thinking about it and started kind
133of diving into cell phone towers and asking friends and just trying to get a better idea of what what are the pros and cons? Is this good for our school district or our kids, >> staff, faculty, etc. Right? went down the rabbit hole of, you know, [snorts] you have people who are the knee-jerk reaction of this is horrible and others are this is great and everything in between of millions of questions of like I have no clue how to calculate the decay rate of these particles and you know if it actually can impact our kids. So, um, the reason I'm up here today is I want to make sure that we don't move forward with a cell phone tower if there's a potential that we'll regret that decision in a few years. And so, I
134came with more questions than a comment or my own personal opinion here. Um, because I think history shows that, you know, sometimes things are presented as a good thing and then we find out they're really bad for us, right? and you can pick your product or whatever out there. We've all read about them in the headlines and I think my goal is just to make sure we're making the right choice here or you're making the right choice here. Right. So, I did prepare a few questions and hoping that um the T-Bog rep can help address them or maybe the board has already done the research and might be able to help you know educate myself and the rest of my friends and the public who are kind of looking at this that that's okay. All
135right. Um so, a few things that I found in my studies and just kind of trying to understand what's going on. T-Mobile has done research in the past. I think they've hired some outside thirdparty consultants. One of them I found was Eco Log based in Germany. I don't know if you're familiar with that. It's in German. I was trying to decipher what was going on if it's legit. Right. Um and so I'm just kind of curious a is that study legitimate because based on what I'm finding. >> Okay. >> A DJ, what I would say and I'll I'll pause I'll give you extra 10 from me speaking is get the questions out. Actually, there's no T-Mobile person here tonight, but but uh but we will do our best to to to find those answers. Okay.
136Yeah. >> All right. So, rapid fire questions. Um FCC guidelines. >> Pretty confusing. Seems like uh we're still going and operating off of the guidelines that were established in 1996. Just curious if that's true, if anything's been updated. Uh EPA and other government agencies based on what I found. Again, haven't been able to confirm. Um they're questioning the current uh EMF standards how they might be out of date or inapplicable today. Um insurance liability seems like a lot of insurance companies may not again don't know this as fact hoping someone has done the research that they don't insure for EMF. So question is, hey, will T-Mobile do that? Right? >> They don't have insurance to cover students, faculty, if there were to be an issue discovered in say two years, >> is a school district's
137insurance policy cover these types of things or maybe the board has special insurance for these things. So again, unfortunately, if something does happen, would love to know what the what the outcome there would be. >> Um, >> your three minutes is up. >> My bonus 10 seconds. Well, you did. But here's what I want to say cuz we're capturing them and we obviously got a recording, but what I would really love for you to do for me and DJ, we you I know you have my email. Could you just just type that up for me or even you can leave that, but if you type it up for me, what I'm going to do is I'm going to forward those questions off to to do my best to get answers for you. So, so that's
138what I would say because that'll be really helpful for me. And for the record, you know, obviously we know you would like us to to look deeper into making sure we have answers to the questions. >> Is that fair? >> Right. >> Perfect. >> Thanks. And then we can and then Dr. Cutler, yeah, you'll send him to T-Mobile as well as like our insurance companies, right? I mean, just to >> We will do our due diligence. >> I appreciate it. That's what I'm asking. And maybe it's great, maybe it's not. So that's >> Hey, DJ, thank you for waiting this through the >> Thank you everyone. All right, >> no problem. >> All right, our next >> Miss Trigo, >> our next our next speaker is Cindy Tgo. >> TGO. Okay, perfect. Thank you. Thank
139you, DJ. And welcome [clears throat] again, Isabella. >> Hi, Cindy. Cindy Trigo here again. Uh uh thank you uh president and staff and staff members. Um my name is Cindy Trigo and I'm part of uh Minden Nevada for Safe Technology work with Children's Health Defense which was founded by Robert F. Kennedy Jr. and uh also work with his attorney Scott Mcola and a few other attorneys at Arno. Um also part of the international for safe technology for children. Uh so we deal with a lot of different countries. Um [clears throat] I also work with the 704 no more and also stop 5G. So what that's gone through the children's health defense. So I I really suggest that you do that. I also work with ehtrust.org which is environmental health trust which is Dr. Kent Chamberlain.
140Uh this gentleman is correct. There hasn't been any updated health studies in 29 years. I would suggest that you listen to the uh March 20th, 25 meeting that we had with the Douglas County School Board regarding all the questions. We uh spent time educating at least four of the seven board members and uh this [clears throat] was against Verizon, not Mobile T, >> but uh they uh we asked uh they asked a question regarding the health studies because you can discuss that at a school level, but you can't do it at a council meeting or a board of county commissioners. I've been doing this for over two and a half years. You can talk about it at a board, but the board can't make a decision on health stuff regarding the EOCC, right? You can
141discuss it, but they can't make a judgment. >> School boards can. Yeah. So [clears throat] my uh telling you you know I would I would actually love to go to the school and do some education to the students on uh technology safety things that you can do because Dave [clears throat] Watowski who's Verizon's RF uh engineer specialist stood up in front of the board of county commissioners and said I know you're looking for me to get off here but um he basically said our cell phone is the most dangerous device we have. He said no one should ever ever ever carry a cell phone next to their ear. It causes global blasto and also [clears throat] uh anybody who's carrying a cell phone in their pockets. I have I have a video I have snapshots
142from the international thing where people are getting tumors in their legs. >> You have 30 seconds. >> That's fine. town of uh Minden. We had when we did the first uh meeting there because we did a symposium. We had that room filled with people after a symposium. We had a police chief who stood there. They put a tower on the police uh I mean on the fire department uh property and his son died. He was bleeding from his nose, ears, and eyes and I had to speak after him. It was very heart uh wrenching. So I'm saying I hear you guys talk about safety. >> Your time is up. Thank you. >> I will in a second, but uh your time is up. Thank you. >> Okay. I'm willing to meet with all any of
143you guys. Okay. And I'd love to show you some of the stuff I did with the BOCC. Okay. >> Thank you, Cindy. >> Yeah. So, please. >> Thank you. Thank you very much. One thing I do want to make sure that we're because I even go to you DJ on your comments there. There is a difference between a tower and an antenna. Yeah. >> And so, this is not a tower. This is an antenna. So, we'll make sure that we clarify specific to an antenna versus a tower because the because from my understanding there's a big difference, but I'm not an expert any way, shape, or form in this information, but >> yeah, but uh Right. >> Well, I think the I think the point about cell phones is is one of the is is
144one of the more concerning things. I mean, I honestly um and I I don't know what you know, I don't know what we're going to do about that. like you that the the tower and the antenna are um are not as harmful as the cell phones that we're all carrying. So, it's a it's a matter of I think just in continuing to educate our students and maybe that's something that comes out of the cell phone committee >> phone committee might have that conversation >> about safety, you know, and I and I also I know that because the service is so poor up at the high school, the fact is the cell our cell phones are doing even more work there at the high school because they're trying to find a signal. That was why we've
145also had some problems with our Wi-Fi there because everybody is >> everybody's working to use the Wi-Fi and because there's no there's limited cell service and it causes more I think it I think that that our cell phones are then producing more of that energy that is potentially harmful. So having a a antenna make >> but but I think it's really powerful for tonight's speakers number one if you'd like to get with her and have any questions but but DJ will send me those questions and we'll get those best we can get those as best we can get those answered >> um as part of the process. >> Appreciate that. >> Okay. Thanks. >> Thank you. >> Uh the next item is our measure U bond program update and we have a presentation and I
146see uh George Rojos in the >> Thank you both for being patient tonight. Thank you for waiting. Mhm. Thank you. Thank you for coming. >> You can always submit things in writing as well. Uh Miss Trigo and they you know anything you submit in writing will be uh submitted to all of us as well. >> Is there >> Yep. There is >> Thank you. Thank you, >> George. Welcome. >> Evening everyone. Um, trustees, Dr. Cutler, and of course, cabinet. Thank you so much for having me here once again. Um, again, my name is George Ros. I am your program manager. I'm with Coming Group. So, I'm very excited to be here, of course, and give you the next update. This is our sixth update on measure bond program, but the first of this year. So,
147kind of excited to kind of walk you through some of the progress that's been made. So with that, too far. Too far. I did it again. >> All right. So we have quite a bit on the agenda today, but really we're going to focus on just as always. We're going to talk a little bit about what we worked on this summer and into kind of the end of the year. We're going to go over a little bit of an update on phase one, which continues to move forward, and just maybe touch on a little bit of what we're starting to do on the planning of the phase 2 project. So, all right. So, starting off some great news, of course, we're going to start with South Tahoe Middle School in the softball field. Um, we
148had a great uh ribbon cutting here in November. I know some of you were there present. So, uh, so far the project construction is 100% complete. So, we're very happy about the project. I think it turned out very nice from the pictures as you can see. Um, so we've been kind of still continuing to work on this project. Of course, there are still other things that we have to make sure are completed. One of those is a notice of completion that's been filed with the county and that was done on January 28th. Right now, we've also been talking about the uh closing out properly with division of state architect all of our projects. So, we've put a lot of time and effort into making sure this first project of course has done that. Um, again,
149we want to make sure that everything, every project that we're going to be completing is certified to kind of give you guys an explanation of what certification means for the division of state architect. That actually means it's a certification. It's a letter by the division of state architect that shows that this project has been completed, has met all the different requirements that u meet all the safety of design and also construction as required by EDC code. So, so far we've submitted all the proper documentation to the division of state architect and typically it takes them about a month or two to go ahead and provide us the letter. So, we're getting very close to getting this project complete. So, um the other task that we have going on, of course, is the contractor and retention
150release. So, we're working with the contractor to make sure that we can have everything closed out financially with them. And of course, the rest of it is just enjoying the field and hopefully as the weather turns good, we can see some kids out there in the community using this pro project. So, as we move right into the rest of phase one, of course, so now we've continued to develop our bond program team. Of course, it's a very large team that has to work on some of these projects. So, you've seen in the last couple of months some consent items, and those are for the storm water pollution prevention plan consultant, of course, our inspector of record contract, special inspections and material testing inspector, and that's going to be for both sites. So, we've been able
151to get that accomplished, right? As well as from the February 12th, we've also um been able to submit all of our plans to division of state architect. That's for both projects as well as TRPA. So, um everything is moving right along. Uh hopefully as we get into the permitting process that's going to be in the April and May timeline, we'll continue to push for it. So, um again, these projects are not stagnant. Once we submit things, it's not like we have to wait. We continue to work on different things that might be risk to the projects, working with utilities, working with the water district, working on different things that we want to make sure that everything gets all of our ducks are in a row just to make sure that we can start construction and
152have everything in the line. So, um, everything's going really well so far. Um, but of course, a lot of work has gone into this. So, we're very excited to hopefully get our permit soon. Now, here's some pictures. Of course, you know, it's always more fun to kind of look at some of the renditions of everything that's been completed. So, of course, our partners with Studio W have been working really hard on the designs. So, there's a little sneak peek as far as what the projects are going to look like. Maybe some of the classrooms and the new This is Tahoe Valley Elementary School, of course. >> This is the exterior of the building, classroom, and then some hallways. And that'll be the same kind of color palette, different finishes that we're going to have throughout
153the modernization of the project. So as we look at maybe South Tahoe Middle School, of course, we're going to be doing this in two separate phases, right? We have only have so much money that we can spend within this first phase, right? So we are trying to make sure that we can hopefully maximize as much of the work that we can bring to their first phase. But if you look at the rendition, this is going to be the parking lot. On the right hand side, you actually see a picture that's shown in blue. We're going to try to focus everything on the area that's are in blue for this first phase. Okay. >> And then we'll be leaving the remainder for phase two. Now, depending on where we come in with all the different dollars,
154everything that's going to be coming in when we do the guaranteed maximum prize, we're going to try to maximize as much work as we possibly can at the South Tahoe Middle School. Uh so there's a couple of little things that maybe are not shown here, but we'll know that a little bit better as we get into that April May timeline when we start receiving bids. So, okay. So maybe just a quick update on the lease easeback process, right? So we've kind of gone over in the last few meetings a little bit of how the lease easeback process kind of a not only how you begin the process but also like maybe some of the next steps. So and maybe talking a little bit about the next step. We are currently doing the subcontractor advertisements. So
155um of course we picked core construction as our partner as a leases back entity. Now they're going to be selecting a lot of their subcontractors. So um that takes a very much a public process, right? We have to do advertisements. no different. Um, currently we are looking at roughly 14 trades that are going to be part of each project dependent. Um, Tahoe Valley, South Tahoe may have a few uh, less of course just based on the scope of work. Um, but all of these folks so uh, public contract code still requires us to do pre-qualification for mechanical, plumbing and electrical. So, we have to do all the pre-qualification and do the very much the similar packages that we did for um, core construction. and we hope to get those five days. We have we're required
156to post who's been pre-qualified for these projects five business days before we actually receive bids from them. So, um that's the next step that we're going to be doing. If you look February 25th, kind of at the end of this month, we hope to start receiving bids and start seeing where numbers are coming in. Okay. The next piece will be once we get the permits, we'll be able to go and get once we get permits from division of state architect, I should say. Um, we'll be able to start working and landing on the guaranteed maximum price, which will lock in the price for what this project is going to cost. So, that gives us a little bit of better idea what we might be able to spend more on South Tahoe Middle School and kind
157of it'll have a very similar process to it. Okay. All right. So, one of the things and as I mentioned like talking about dollars, talking about where projects are coming in. Oh, battery is running low. Let's see. Maybe it's maybe it's getting late. So, one of the the most important things when it comes to bond program management is right is understanding and knowing where every single dollar is, right? It's the best way that you're going to be able to maximize and put it back into construction. So, our goal is to make sure that we don't have any cost overruns or um we actually have very early warning signs, right? Um just kind of sharing with you guys a little bit of our financial tracking and what we do. Just put a bunch of the dashboards
158of how we track things. This kind of gives us a better idea how we do everything real time, all of our commitments, expenditures. Of course, it allows us to forecast to completion for each phase. So, we know how many dollars we can possibly move from phase one into phase two and so on. And again, we want to make sure that we always understand where there's some variances. So, we kind of do some larger analysis. And of course, we work with Kelly very closely because we want to make sure we have adequate cash flow to make sure that we're paying our contractors, vendors, and the like, right? So, um this is just kind of some general kind of dashboards that you see here, but what they really also help us with is as you go into
159the next slide is really make sure that we have everything accounted for. Maybe you stop working on While we while we while we've interrupted your while we've >> I can get it to go forward. I always happy it wasn't your >> um George while while we've interrupted you on the um on the cash flow piece or just I mean I like your optimism you know about saying if we save money we'll have more money for phase two but I also know that I mean I've been hearing I've just been hearing that things are costing more than you know we ever anticipated. So on the other side of that because like for this phase one where we have Tahoe Valley obviously is the bigger project if it costs more than we planned is there an opportunity
160say in the summer to maybe say oh at the middle school we're going to do maybe not I mean I know we're just doing the parking lot but maybe we scale back a little and we finish some of it the following year. Is that part of what all that >> there's different thoughts right? We always want to have contingencies. We want to have program contingencies. don't want to try to affect any of the scope, right? So, if we can make sure that projects continue, >> the worst thing we can do is continue to uh extend or delay projects, right? It's only going to cost you more. >> It's always going to cost >> for us is to try to figure out how to make sure that we get all of our soft costs and put
161them back into construction. Yeah. >> And so, we do look at all those different scenarios and see what's coming up. But, you're absolutely right, everything's costing more. Um, it's why we want to be a district of choice for contractors, right? We want to make sure that they want to work here. So, we're doing a whole lot of outreach. Currently, we have about 400 uh subcontractors who are interested in working here. Um, that is how you're going to have competitive bids. That's how you're going to keep your cost down. So, really, we can't leave it to chance. We have to be very proactive in how we seek partners to work here. So, thank you. >> Yeah, it's a great place to live. It's a very challenging place to work, right? So, we we want to make
162sure that um we get the right partners here. So, um, so as we're kind of going and we're talking about financial tracking and making sure that we have everything done correctly, all of our expenditures and what it also does is it kind of helps us go out into the citizen uh citizens oversight committee of course, right? And we just had our last meeting when it was actually done last week. We take a lot of our dashboards, a lot of the information, a lot of the work that we do with Kelly, just making sure that we know where every dollar that she's tracking and we're tracking to make sure we're in alignment. And we were able to present all the expenditures to date. Um, and that was last week. So, the next meeting is going to
163be in August of 2026. And of course, those are always open to the public. And, uh, we enjoy kind of presenting and kind of letting them know where we're at as well. But all of the expenditures and, um, were presented and everything is going right along. So, all right. So, uh, some other important news. So, uh, uncertified projects. So, I brought this maybe in one of our earlier meetings, one of the very first ones, right? And, uh, of course, closing out projects through DSA. it there's a it it takes a certain amount of time and effort into it. One of the things we did run into, of course, when we started the bond program is that we found that we had some uncertified and we're going to call legacy projects that were here and those
164are 26 of them, right? So, there was quite a long list of them, but we wanted to make sure that we actually addressed those first. The division of state architect will not allow you to submit designs and approve designs if you have uncertified projects on that site. So it requires us to kind of really shift our focus to make sure that we got everything complete ahead. So as we have phase one and phase two, we're trying to get ahead in closing out those projects. So every every project that you try to close out has very different kind of outstanding aspects. Uh some of them may be paperwork, some of them may be fees. So it does take a little bit of that work. And uh we've been uh you know honestly I think this has
165been a very a good team effort. Uh Studio W has jumped right in. our inspector record has been chasing things down and of course our team and so we've been able to close out eight out of those 26 in just a short amount of time. Uh I've been doing this for 27 years and I can tell you closing out eight projects in less than a half a year is a pretty tremendous um uh amount of work that went into it. So kudos to the team and I think uh we're very happy and of course we are prioritizing everything that we have to close out for the next round of projects that we have coming up. So, and just for last, of course, I always love to maybe just talk to you guys a little bit
166about what we've done, what we're doing, and maybe where we're going next. So, of course, um, with any bond program, there's really no time lost. Whenever we have any gaps of time, we try to fill it into what we can do kind of going forward. Um, so right now, what we're doing is phase two planning. Of course, we went right into it as soon as we were done with phase one and we have everything in alignment, everything's continued to move forward. So now we're starting to talk about phase two planning. You can see some of a couple of the pictures. We actually held a workshop here in this room of course and uh we really talked through with Dr. Cutler uh Kelly and the rest of the kind of bond program team just to figure
167out what priorities are. We're starting to go through the same process scope validation budget validation for phase 2 and of course really focusing on Meyers Elementary School and Sierra House Elementary. We also did a tour. We were able to walk every site and so just so that we can have a better understanding of what's what's happening. So currently right now you see some of the pictures in the middle there's there's a whole lot of code analysis that's happening scope validation and of course that is the next step of course to continue just to define what we're going to do in the next phase. So um aside from that so a lot of work and I hopefully in the next presentation I can bring you a lot more information on maybe what we're tending to do
168for phase two where phase one is starting to shake out and it starts to kind of develop a little bit more what we're going to do next. So that is tonight's presentation and um just wanted to turn it back to you in case you had any questions >> questions. Excited. >> I would just like to make a comment. I [clears throat] looking at what the original budget is and what the estimated completion and it's not that much difference. I was kind of holding my breath looking for that last [laughter] that anyway. >> You you know it's what's really important is we really can't make it much different, right? Yeah, I mean you sell your series of bonds, you have that certain amount of money. >> Um, you have to really work this. So then and
169then working as a team, we have to be really creative of how we're going to get this done, you know, and there are little things to to to President Keer's question, right? Our intent is to complete our scope of what we're going to do. We might have to do it differently than maybe the first initial thought happens. Right. >> It's all going to work out. [laughter] >> Exactly. >> Can I can I do have actually one other question? So we have until um for applications for subcontractors. Have there [snorts] been any to apply yet? I know it's not the cuto off date yet, but >> yeah. So we use quality bidder. So it's a third party and actually if you go onto your website and we actually have all the information where subcontractors can log
170in. So we are currently already tracking who's been pre-qualified, right? So um as the time starts to get close, we start picking up the phone and saying we need more electricians. We need more PL. So we look at the participation just to make sure that people are getting everything submitted. If there's any quality biders will also let us know this is some of the information these are missing. We may just jump into it and give them a call, make sure we can help them through it because we want them to pre-qualify. If they're not pre-qualified, they're unable to bid. So, >> yeah, >> George, can you give me some um details about just general details about that uh Tahoe Valley new building we saw in the in the illustration? >> Is it a two-story building?
171How many classrooms does it hold? >> Yeah, absolutely. >> Do you want me to >> No. No. Go ahead. Go ahead. >> You want me to? >> No. Yes. You go ahead. >> Six wing. Six classroom wing. Um single story. single story. >> Single story. >> Yeah, absolutely. >> You know, I I would want to share with you this. So, the intention is as we look at um specifically to Tahoe Valley and Sierra House, which we'll be doing some some building um is how many portables classrooms do we have or the whole goal part of the part of the bonds project is to get rid of the old portable classrooms, modular classrooms, and do we need to replace them all because of the size of the school or not? Tall Valley, we determined we needed
172to at least replace six of them. And so that's six six classroom buildings, you know, and and just to talk about and George didn't want to get too into the uh next plan, I guess we would call it series two or phase two. Thank you. Um but we're looking at Sierra House going, well, we may not have to replace all of those portables because of where the size of the school is. um and how can we maybe do it a little differently that will end up being um save some some dollars and still accomplish what we're wanting to accomplish. Right. So is all part of the planning. >> Thank you. >> A little bit longer answer, but I thought since we were talking about it. >> Six. The answer is six is single story. >>
173But but you know, but you're gonna ask you might ask those questions too later. So I just thought I'd give a little additional thoughts on it. >> Thank you. >> Anything else for George? Anything else? >> Thank you, George. >> Awesome. Great. >> Thanks, George. >> Good timing again. I know. All right. >> Look at the detail. Look at the detail. All right. Now, we move on to board governance. We have a number of items here. First one is November 2025 board policy update, second reading. And this is an action item. President Mckmper, members of the board, you had the first reading of these board policies from CSBA's November 2025 packet on your at your January 22nd board meeting tonight. They're here in front of you for action. So, the staff's recommendation that the board
174of conduct second reading and adopt the November 20205 board policies and administrative regulations and delete board policy 6146.2 certificate of proficiency high school equivalency. Do I have any comments or questions? Or do I have a motion to approve the November 2025 board policy updates and deletions? Everything that's part of that package. All right. I move to approve the uh board policy update November 2025. >> I will second that. >> All right. I have a motion to approve by Trustee Heatherton and a second by Trustee Anderson. All those in favor say I. >> I. I >> those opposed. Okay, the motion's passed. Uh, next we have an information item on January 2026 board policy updates first reading. >> Um, President Kimber, members of the board, you have in front of you the January 2026 board policy
175updates from CSBA for your first reading. It's intention for you to have this night as the first reading and then to bring them back for action and second reading at the February 26th board meeting. Um there are two additional items that will follow that will address some of the board policies here as well. >> Oh that will be covered by the the two follow subsequent items are going to be as part of that uh >> as part of the January >> excuse me or they're separate >> the the D is part of the >> D is part of January 26. >> Thank you. >> Okay board policy update. Any questions or comments? >> Seeing none. We have uh item 9C which is update to board bylaw 9150 uh regarding the student board member. >> President
176Keer, members of the board, our board policy was out of alignment with our new structure and process with our student board member system. Previously, we had the student uh board member selected through the ASB presidency. We made an addition to having that another board uh student board member selected through the superintendent student advisory council. Last year the ASB moved forward with the idea of having a sophomore be coming to become a junior to be elected by the students to serve a two-year term. So this board policy updates that whole process as well as the state of California has new laws around the poss the uh the ability to to engage student board members including salary and so we also included in this board policy what students will receive as a scholarship for serving on the
177board policy. So, it's it's in depth of how we will go about. Um, but needless to say, what will happen is every year a sophomore rising to a junior will hopefully run for that position and serve two years as Mary is the first to be um in that process. And so, this board policy now aligns with how we started with Mary. >> Excellent. >> And so, this is a this was first read this evening with the intent to bring it back for a second read and action at the next board meeting. >> Any questions or comments? um including Mary. Do you have any input on this on how it's going? You like it? >> I mean, I really like it. So, I Yeah, >> you're supportive of it. Yeah. >> When's the election will come
178up in the spring for >> I think it'll be in May again >> and so sophomores will run to serve for next year. Okay. >> Um any questions or comments? Okay. Supportive of the concept and uh and the pay is really like a scholarship. It's a onetime scheme. >> It's a scholarship. Yeah. All right. >> Y >> perfect. Thank you. Um, next we have the board policy and regulation 1445 response to immigration enforcement. President, camera, members of the board, as I misspoke, this is the one that was pulled out of the January 2026 board policy update packet specifically respon this is response to immigration enforcement which we are uh we are presenting this item as separate u so the board will have fullware of the policy and changes understand their purposes and has dedicated time
179to review and discuss updates independently of the broader policy package. really felt as though with the current state of things that are happening around immigration that it was worthy to pull it and have a separate agenda item. Um the state is requiring that this board policy be adopted by March 1st and then uploaded to the CDE website that we have we have adopted it. So just so there's additional components as well for this policy. One of the things that I would want to highlight in the policy, and I could read it for you, but um it's very clear that we uh have a process of not allowing um certain agents to have access to students without the actual specific legal right to do so. But it also highlights that our staff is not to stand
180in the way of and put themselves at risk. And I think there's that balance of of we're working to protect children and also making sure that we're keeping our staff safe as well. So, um, I would encourage you to to to definitely look closely at it if there's any direction that you have for us. Otherwise, today is the first read and we'll bring it back for you as a second read um, at the February 26th meeting with the intent for action. >> Any comments or questions? Um I mean it seems like the resolution that we previously passed it align I mean I looked at the the language in the new states um policy and it kind of align >> the resolution that we passed last February that I did recently put back out to all
181of our staff. There's a we have great alignment with that resolution as well as our board policy >> this board policy. All right. Thank you. >> You're welcome. >> All right. Safe travels. And uh our next item will be um item 9E which is updating the board's priorities. >> President Keer, members of the board, at our January uh board retreat, we did work on our board's priorities and um in your packet this evening is the updated version of the board polic board priorities. And I don't know why they're all of a sudden disappearing on my [laughter] >> thing here. So I'm going to just open them back up again. As you as you could look at our board priorities prior, there are some changes and adjustments. Um, and this is intended for you to you
182to give feedback on these board priorities. What we provided was just a basic priority statement and then a summary there to follow. The board priorities are preparing students to be ready for what's next, building strong connections for every student, commitment to academic excellence, success for all students. Once again, open to any direction or feedback. It's not our intention to necessarily bring this back as an action item unless you'd like to actually formally act on it. But it really is intended to make sure that we get your direction to finalize it with the intent to um unveil it at our March 18th state of the district event. >> Any comments or questions? Discussion. Yeah, actually you can feel free to communicate directly with me if there's nothing that you have at this point in time. >>
183We'll continue to update. If there's any dramatic changes, we'll bring it back to you as a whole board again in in another agenda. Um at the February 26th, if there's no major changes, maybe little little components, we'll just go with it and then unveil it on at March March 18th. >> You'll have the um posters on March 18th. So I I think >> I don't know if we'll have the posters ready, but we'll have the president in the presentation and we'll speak to them um at the March 18th state of the district. >> I think the point is is that if you have any comments that you get them to >> if there's something dramatic to change, obviously we'd like to then bring it back as a whole board. >> If there's nothing dramatic, just
184little little things here or there, then I don't necessarily feel like that. But if you have specific items tonight, it's great. Again, feel free to communicate directly with me with any suggestions >> within the next week. I would suggest just >> I'd appreciate that with so that the 26 meeting because if there's any significant changes that >> because then you could bring it back at the end of the month. So, but they so people should comment by a week from Friday or something like that, that would be great. Okay. Thank you. Um and then item 10 is the consent agenda. Do I have a motion to approve the consent agenda? There are just four items on that agenda. >> I move that we uh we adopt the consent agenda. >> All right. I have a
185motion to approve. >> Second that. >> And this a motion by trustee Anderson and a second from Trustee Heatherton. All those in favor say I. >> I. Those opposed say nay. Okay. Motion passes. And then item 11, items for consideration at future board meetings. Does anybody have any items for consideration at future board meetings? Um I think Trusty Anderson mentioned the CASP interim CASP data I think for the middle school but um other than that and that could be always be by email or more information. We >> we'll discuss and figure out how we can do that. >> And with that I am going to adjourn the meeting at 8:21 tonight on February 12th.