001agreement for financing energy efficiency improvements. And so at this time, I am going to call that hearing open at 6:02 p.m. Do we have any public comments related to that public hearing agreement for F? >> Okay. Um, we didn't receive any specific cards. Is anybody here to speak on this public hearing item this evening? This would be the time to come forward if you're speaking on this public hearing item. >> Okay. Seeing none. Item number eight is >> you need to close >> I'm sorry. I need to close the public hearing at 6:03 p.m. >> Okay. Thank you. >> Um and we will be there is an action item later on the agenda related to that item. Uh next is item eight, our annual organizational meeting. This is the time and place where once a
002year uh the board has an opportunity to elect the president of the board and I have been honored to serve as um the president for the past year. And at this time, um, I would like to hear if there are any nominations for, um, the president of the board for this for this next year. Anyone or a motion? >> Uh, do I have any nominations for president? >> I I I would like to nominate Lori Keer for president of the board [laughter] again. >> All right. >> I will second that. >> Second that. All right. I have a motion from Trusty Mansfield and and a second from Trusty Kamacho. Um before I take a vote, I just want to say thank you for um trusting in me and putting and supporting me in this role.
003Um we we have a at least a um a vision of rotating leadership because um the board as a whole I think believes that each one of us can serve as president and we are not elected that way from the voters. So, um I want to make sure that if there's anyone else who would like to take a take a wheel as president for this next year that they nominate themselves or they uh I just want to make sure give an opportunity for any additional nominations. So, um seeing none, I'm going to take a vote. [laughter] >> I've done it for two years. I don't need it again. >> All those in favor say I. >> I. >> Those opposed I I will not say nay. No, I'm I will say thank you. So, uh,
004with that, I am going to continue the meeting as president of the board for this next, uh, 12-month period. Uh, our next item is electing clerk of the board, and John Heatherington has served as clerk of the board, uh, this past, uh, 12 months, and he was here earlier this evening, but he really was not feeling well, so we we we excused him. [laughter] However, he did indicate to me that he is interested in serving as clerk of the board for another year. So, um, any do I have any motions or nominations? >> I'll make a motion. I'll make a motion to nominate Heatherton as our >> as our clerk >> clerk for next year. >> Do I have a second? >> I'll second that motion. >> All right. Um, any other nominations before we
005move on or discussions? All right, with that, um, I will take a vote. All those in favor say I. I. Those opposed say nay. >> Okay. Number uh, 8 C is designation of board member representatives. And in our agenda there is a list of um some some formal committees and some less than formal kind of ad hoc uh related to different subject matters. So we have um two by twos where two of our board members will meet with the city council when and if they want to meet to discuss uh items that kind of intersect between the school district and our community. Um we have a 2 by two with the community college. Um >> should I I nom or I would like to just keep the same positions that we had last time. >>
006Okay. Uh and there are also some other things on there. Yeah. Health and wellness. I serve on the county uh quarterly meetings with all the all of the districts in our in Elorado County and I'm willing to continue that role. Um, are there any other suggestions or ideas for is there something you're interested in that um you're not serving in or something you want to change? >> I would continue with what >> Okay. Um, and that is also an action item. So, I need a motion. So, I heard a motion from Trusty Mansfield at least as related to her, but I considered a motion. >> We'll consider that as a motion that we all keep our positions. Motion by Trusty Mansfield and second by >> I will second [laughter] >> Trusty Anderson. All those in
007favor say I. >> I. >> All those opposed? Nay. Okay. Um we also >> do it. >> Our next action item is setting the times and dates and places for our regular board meetings for 2026. And um we have a list of dates. Um do I have a motion or is there any discussion? I'll make a motion to um not change any of the dates that have already been set. >> All right. >> So, to accept those dates, >> accept the dates that have been set. Second. >> Second. >> Okay. I have a motion by Trusty Mansfield and a second by Trustee Kamacho to approve the list of um dates, times, and places for our board meetings for 2026. All those in favor say I. >> I. I. >> I. Those opposed. Okay. Next we
008have our communication reports. These are limited to five minutes. Um board member reports. Do I have any board member reports? >> I do. >> Go for it. Just ask. >> Um we attended the CSBA, the California Schoolboard Association annual education conference um for three days last week. And one of the good takeaways I got was for because you go to different breakout sessions for different classes um depending on what you're interested in. And one of the takeaways I got was if there's a conflict, respond, don't react. Because there's a difference between thinking and responding than just passionately reacting. So that was one of the big takeaways. And then uh Tuesday night was the 30th holiday extravag extravaganza at Bal's. And um one addition that they had this year was an ac cappella group that was
009amazing and directed by Annie Davidson, Mary's mom. Um they were just they were amazing. And then last night I was able to attend the PK graduation celebration at the Parent Institute for Quality Education and they had raffles for $500 worth of gift certificates at Target. Um it was just great. They had a photo booth, they had food. It was a great celebration. So I was glad I went. >> Awesome. Thank you. >> That's it. >> Come on. >> Thank you. I'd like to report a couple of things. Um way back for Thanksgiving, Soprimus International Taho Sierra hosted lunch for um the students and school board members. Um and it was just delicious and everything was homemade and it was just great seeing the kids there. They packed up enough food for the students to also
010take um take home. So I just really appreciated what they did for our students there. Um CSBA was great. Karen Holmes at Sierra House was recognized with the Golden Bell Award that was I was so proud of her and her staff and all that they've done. Um it was a great recognition. I also went to some few breakouts and I try to talk to as many schoolboard members in the hall, you know, and or when I'm sitting next to them to find out what's going on within their school boards and I specifically was uh curious on cell phone usage. And so I had got some good feedback um from the other trustees and then also um AI and it's here to stay. So we had a great presentation that last day as well for that.
011And then um um yeah was that yesterday? Yesterday um was uh presentation for all the scholarships available for the high school students. Were you Oh, you're junior. Okay. [laughter] Make sure you're there next year. It is so great. Did did any of y'all get a chance to go yesterday? >> No. >> There are so there's so much money that is given out for from so many different organizations. So um all you parents out there just listen when that comes available because there is money to be given. >> Excellent. >> And that's all I have. President >> Keer Trusty. >> I'd just like to piggyback on uh Trusty Kamacho's um salute to the Sierra House uh leadership and staff. very very proud of them. >> Yes. All right. And just on that that the Golden Bell
012award was specifically given to Sierra House School for the work they've done on math instruction and their work with California Ed partners and you know we're starting to see the um improved achievement by our students there and we're building on that at all the other sites. So that that was very exciting. Um in addition at the AEC a major highlight the annual education conference because I'm the first one to complain about acronyms. um was a workshop that was led by our own board representatives Mary uh Luxinger and Arya Sani and it was about the importance of student voice and honestly um that workshop and the fact that um our students have a greater voice now at our board um and it has inspired a lot of other students to take action and I really think
013that um it just sh proves that one person can make a difference a positive change and these two students students have made a really big difference and and they um they put the proposal together, ran the ran the workshop, they had about 75 people attend and um other schools learned how to invol you know it's really a conference for schoolboard members. So it was an opportunity for other school board members to find ways to include student voice in their decision-making process. So it was really um an exciting opportunity for for them and to highlight what we're doing here at Lake Taho Unified School District. So that was wonderful and um and I think that's basically it. I learned a few things about ethnic studies and some re free re free free resources available for our
014school sites to um incorporate more of the culture and and um the culture of our country and California and and just the kinds of resources that are being produced right now. So, I'm hoping we can take advantage of that. And with that um our next report is from our student board members. So, Mary Lexinger microphone. Oh, she's got a presentation. Yes. Okay. Way to go. Thanks. Thank you, Arya, for coming. Normally, our board our board member reps, they take turns attending board meetings and but because they were at the conference last week, they wanted to share >> about that. >> Yeah, go for it. >> Um, I'm Ner Linger. Um, I'm the junior who was elected to represent and the school board. >> And I'm Anna. I'm the senior that is the student board representative.
015And then we just have a presentation. We're just gonna have to show like some photos and then also just some of the other workshops that we went to and we learned a lot at this conference. >> Yes, >> it's great. >> Oh, I love that. >> There we go. >> These are just two photos of us. We went to a student board member program that was really cool. We learned a lot about how other schools are running their student representatives and how the student representatives are making changes and really affecting a lot of the choices and decisions made within the districts and there was close to 250 different student trustees there. So, it was a really diverse array of opinions and um different programs that kids are implementing in their districts throughout California. It was
016definitely I think really inspiring for both of us and allowed us to see how we can really use our voices to empower our community. Yeah, this is a group of students that we met with and we had lunch with that day of the workshop. Um, some of them, one of them was from um, a district with I think close to 30,000 students, others were from districts about our size, others like kind of more like 10 15,000. It was just really interesting to meet so many other students from bigger and smaller districts and just like hear their opinions on what a student representative does and does for the school and the district. Yes. >> And then these are the sessions we went to. Um on Tuesday we just did a workshop. Then both through Friday from
017then we went to just a bunch of different sessions about different topics that we found interesting. >> Yeah. And we got to choose the different topics. So as some of the trustees mentioned we went to some artificial intelligence. Those were very very full. We were all sitting on the floor. Y [laughter] >> we had um of course ours a seat at the table why student ma voice matters in school leadership and that was really incredible. We had about 75 to 80 people attend and we really got to engage with a lot of um student board trustees like ourselves and also student board members like yourselves. >> Yeah. And then on Thursday we went and saw another presentation that was from another student representative and she had done something that was helping a lot with sexual
018abuse and she passed some policies and did some work to help >> provide education to the younger students in her district. So we went and supported her for that and it was really awesome to see another student That's really great. >> Yes. Absolutely had an incredible experience. So, thank you for taking us. >> Thank you. You're welcome. >> I'm I'm interested in hearing more about that that last one about the consent and improving sex. I know we've adopted recent curriculum on that, but it's always an interesting always important topic. Um, next we have our superintendence report. Yeah, I'm going to do my my best to be very quick, but it's not going to be all that quick. I want to thank everybody for being here and being engaged in our board meetings. Um, oftentimes the
019rooms are quiet and we really look forward to to folks being engaged and being here. Um, I do also, while I have everybody here, just a note. So, January 16th is a day where we have no school [clears throat] >> unless we miss school because of snow. >> So, just kind of making sure everybody reminding folks. So, if between now and January 9th we have a snow day, we will actually have school on January 16th. >> If we don't have a snow day or a non school day because of something, >> then that will then then that day will be an off day. So, it's a Friday, January 16th that we had a lot of confusion on last year and so I want to make sure we're getting out in front of it and making
020sure folks know that way in advance. Speaking of, you know, that's in January. I just want to share that and every year this time I'm always concerned about um people. It's a very hard and emotional time uh for many. Uh you know, there we have many folks in our community that that struggle um with food and shelter and all of that. And it's a time where hopefully we take moments to help and support those that are in need and uh and and it's also a time that's very emotional for many and to reach out and to support uh some that may be hiding it or or are blocking it. This is an emotional time of year and just want to make sure that we're providing the support to everyone in that. And when I say
021that, please reach out to to whomever you feel connected to. I know that we have now have counselors at all of our schools, for example, that folks can reach out to. our teachers are there for our students. Um our our administration uh our folks here at the district office as well. That's really important to me. Um we've already said it, but I just want to say uh how proud I am of our uh of Sierra House and the work they've done and our ability to get a Golden Bell award at the California School Board Association's annual education conference. To be there was just pride um in the work that our staff have done to to get to that level. Um, pride is the word I would use for the presentation of Mary and and Arya.
022Um, they were just outstanding. I had several people stopped me after that and say, "Your students were amazing." Um, and we were just so proud of them. So, I just want to share that. Um and lastly, uh unfortunately many of us came back a little having colds and sickness and and Tuesday night was a night I really hated to miss because um the the uh annual performance at Bal's um is a special time and and it's a special time for you Val because you've been doing it 30 years and this was the last one that you're going to be teaching and and preparing and being part of the process of getting our students ready. And you know, of course, you had an incredible education career and of course doing that. So, I actually asked uh
023Teresa to have the video that they showed the other night up for tonight. And you know, we have a lot of people here and I know it's a little long, but I think it's worth the time. >> Can we get to Can we do that? >> We get to try again. >> I hope it works. Fingers crossed. If it doesn't, we'll put it out there for everybody to see. >> It's really great. >> Okay. >> Volume. >> Well, we'll see. >> No. as we continue to navigate technology sometimes. [laughter] >> That's right. Absolutely. >> I love her so much. >> No, that's only on my computer. >> Okay. You know what? Um and we It's a long night. We're going to post it out there for everybody to see on our website. Um but you
024know what? I want to say this to Val to Val. You are so special. Just a little something for you this evening. A >> sweet [applause] >> [applause] >> put it on Facebook, >> you know, and and Teresa just told me she had put it on Facebook today, so we'll we'll get it out for everybody to see. Um, you know, uh, yeah, we have water down here. We'll put it back in the vase for you. [laughter] >> I'll I'll I'll I'll make that my report this evening. Thank you. That was uh that was impressive video and impressive work by I know by staff to interview kids and kids really did a nice job of talking about >> So we just teased you a little bit. Go watch it. We'll get it out there. >> It
025was very it's really great. Um all right. Next we have our employee association reports. Do we have reports from our employee associations tonight? Bernardet >> Bernett Santana. >> Come on up. >> Good evening President Keer board members Dr. Cutler and everyone on behalf of CSEA. I just want to say thank you to the board for all the effort that you have put in all year. The fact that everybody matters is wonderful and our organization really appreciates it. We haven't finished our negotiations yet, but we are working hard and the district team is working hard in the spirit of collaboration for what is best for the district and our students. So, thank you. Happy holidays and good luck and and happy new year. Thank >> Thank you, >> Right. Do we have someone? Uh >> I
026think Nicole Mo is here. Y >> All right. I saw her there. >> Good evening. >> Hello, trustees, cabinet, family, and friends who are here to visit. Students, so happy to see you all here. Always fun to have you in the house. Um, first of all, we do want to thank the board and everyone in the district. We're happy that our new contract is live on our website now. If anyone wanted to check that out, it's a lovely hundred pages of information that you can read all about what teachers have a right to. Um, I also did spend some time in the last couple weeks taking part in community activities. I was part of Santa's breakfast at Tahoe Valley where they ar um honored the Arnold family with all the proceeds. Um, Charlie Arnold is
027one of our students and his mother passed over Thanksgiving and we're very um honored to help take care of him every day at school. He is actually my student in my class and we hope everyone in the community has seen their Facebook post and is able to help them. And then we also got to attend the Bal's 30th choir extravaganza. Can you believe 30 years of us meeting? There were over 700 people in that room between the families, the performers, and the volunteers. And that was organized and orchestrated due to the tireless efforts of Alyssa Little who gets not enough recognition. STA is so honored to have her as one of our members and all the good she is doing in our community for our students. Um I would like to close today just looking
028forward to the future. STA is meeting with the executive cabinet next week and our site reps are looking forward to talking about a few issues that are coming up. There are a few issues that surround student and staff safety, student and staff safety on many levels with community members coming into the schools with biohazards in the schools and with students attacking teachers. And we know during this festive time that we want to look only at the good, but we need to go into the new year finding solutions for these problems. And so we really look forward to our meeting next week with the cabinet to find a solution to how our students are being attacked by parents, to find a solution for how our students are attacking teachers, and to find a solution to how
029our environments are attacking both our students and our staff. And so with that, I thank you and wish you all a happy holiday. >> Thank you. [applause] All right, our next item, item 9E, is our public comment. And this is the item where we take public comments that are not related to items on the agenda. Um, please limit your comments to three minutes or less. If there is more than one speaker on a single uh topic, the board president may limit the comments to less than three minutes. No more than 20 minutes of public input will be taken on any one item and we appreciate your cooperation in helping us facilitate our meetings. And also I want to remind you during public comment that the Brown Act only allows the board to address items on
030the posted agenda. Um so if you're speaking during this public comment period, the board is listening and cares about your about your important issues and a board member or the superintendent will be glad to meet with you to discuss your concerns and or address them on a future agenda. So this is now the time for those public comments not on the agenda. >> Okay, we're going to start with from SDHS cheer Isabella. [applause] >> Is it so both Isabella and Ava coming? I got you both here. Okay, thank you. >> Um, hi, my name is Isabella Genta. I am a co- captain on the South Tahoe High School varsity cheer team. In light of recent events, I want to emphasize how truly exceptional our cheer coach Izzy Preston is. Coach Izzy has done so much
031to develop our cheer program into what it is today. Coach Izzy has poured her time, energy, and heart into our athletics. She is constantly showing up with positivity, professionalism, and a genuine commitment to helping every girl grow. Under her leadership, the team has flourished not just in cheer skills, but in confidence, unity, and pride. She goes above and beyond supporting the athletes academically, emotionally, and athletically while creating opportunities for the team to give back to the community. She is a constant presence in the community, representing the program at community events to help spearhead much needed local fundraising. She leads by example and has guided us in representing our school with integrity. We are so also incredibly grateful for our athletic director, Mr. Hennessy, who has shown unwavering support for the cheer program and un ensured
032that our athletics are heard and valued. His leadership and willingness to listen has made a meaningful difference. He has also been there through the continued development of South Taho cheer. Together, Coach Izzy and Mr. Hennessy have strengthened the this program in ways that truly matter. Thank you for your time. [applause] >> So now, Ava. Okay. >> Good evening everyone. My name is Ava Galley and I am a senior at South Tahoe High School as well as a member of the varsity cheer team. I want to share my perspective regarding our varsity cheer coach and head of spirit, Izzy Preston, as well as athletic director, Kevin Hennessy. Coach Izzy has been an amazing coach within our spirit program. She has dedicated years to strengthening both the cheer and dance teams and is the reason our program
033has a JB team. Since joining the team my sophomore year, I have only experienced Coach Izzy as supportive, patient, and encouraging in regards to each and every athlete. Coach Izzy has significantly expanded opportunities for our team. She has taken us to cheer camps, brought us guest cheerleaders to help, and significantly involved us in the community in events such as Fall Fest and Dancing with the Stars. Her commitment to our program was especially apparent last year when our varsity team won first place at our competition, an achievement she celebrated with us. To continue, Coach Izzy prioritizes athlete safety. For example, during the homecoming game when it was pouring rain, she made sure that it was safe for 40 athletes to perform, ensuring no athlete was unsafe. Not only does coach Izzy ensure athlete safety, coach Izzy
034also holds us to high expectations, but always with positive intent and genuine desire to help us succeed. Along with this, STHs athletic director Mr. Hennessy has always been nothing but supportive in regards to the spirit program. Mr. Hennessy is present at almost every event our team performs at performs at and helps send our team to competitions and cheer camps. Mr. Mr. Hennessy always listens to SCHS athletes and strives to improve our athletic programs every single day. Both Mr. Hennessy and Coach Izzy have worked to elevate our spirit program and have had an undeniably positive impact on mine and other high schoolers experience. Thank you for your time. >> Thank you. >> All right. Thank you. Next up, Victoria Jimenez. >> Victoria. [clears throat] Uh, good evening members of the council, school leadership and community. My
035name is Victoria Gimenez. I'm the owner of Tahoe Elite Cheer. I've been involved in cheerleing since I was 7 years old from Pop Barner High School cheer for South High School. I now coach athletes from ages 4 to 19. I love the sport and I care deeply about the well-being of our youth. I'm here tonight because I believe our cheer athletes at Southaw High School have been put in an unhealthy environment under their current coaching staff. Over the past few years, multiple parents and athletes have filed complaints regarding coach Izzy Preston and Mr. Hennessy. The school district has already found coach Preston at fault following its own investigation. But despite that, she continues coaching. While coach Dawn, who consistently supported athletes and maintained excellent communication, was removed after raising concerns and was told she was
036not needed for the winter season, which is contradicted by the absence of the head coach at this winner's first practices and first basketball game. These concerns are not about drama. They are about student safety, student meth student mental health, and accountability. Students have been reported being yelled at, publicly bered in front of parents and peers, and told their stunts look like by the head of the spirit. Some athletes have left the team in tears. Other have quit the program entirely. Several of us have witnessed a JB team being ignored and treated poorly. Also, certain athletes with no tumbling experience were placed on varsity over more qualified students based off of favoritism. We have also seen athletes targeted simply because they previously trained with my program. This is not how cheerleading or any youth sport should
037be operated. Our town is small. Our kids deserve adults who build them up, not break them down. Instead, we have incidents of intimidation, poor communication, and violation violations of basic school policies. Parents have been excluded from scheduling information. Students have been privately messaged instead of using the appropriate private parent channels. Unauthorized practices have been arranged, including one while coach Preston was out of town. And when parents have tried to speak up, they have been met with retaliation or rudeness. For three years, I have offered to collaborate, collaborate, provide safe stunt training and help in any way I can. Those offers have been repeatedly dismissed. At the end of the day, this is not about me. This is about the head of spirit and the athletic director of South Hall High School and how we need
038to create a safe, supportive, and respectful environment for our kids, our cheerleaders, and all student athletes should feel supported by their coaches, not afraid of them. They should be placed based on skill, not favoritism. They should never be subjected to yelling, intimidation, or inconsistent leadership. Tonight, I'm asking the school district and this council to take these concerns seriously, to follow through on the disciplinary actions that were promised. >> 30 minutes left, >> 30 seconds, >> and to ensure our athletes have a positive role model they deserve. Our students only get one high school experience. Let's build them up, not tear them down. Thank you. [applause] >> Next up, Don Kaskey. Give me a moment. Good evening, board members. Internal STHs investigations have confirmed that your athletic director aggressively bered the entire entire JV cheer team,
039creating a hostile and intimidating environment for minors. This violated district standards on professional conduct, student treatment and emotional safety. Also confirmed, your head cheer coach issued a death threat to student athletes. All of which occurred in a student a school sanctioned program. Under California Ed Code, Title 9 district safety policies and basic mandated reporting standards. A substantiated threat to students requires immediate and decisive action, not excuses, not delays, certainly not the protection of the adults who made them. Instead of holding the coach accountable, this district held me accountable for reporting it. I was fired and that coach remained. That is textbook retaliation and unlawful. So again, a substantiated death threat, a substantiated verbal attack on minors, multiple policy violations, and still the only person removed was the whistleblower, me. This district didn't just fail to
040act, it acted against the wrong person. But it goes further than that. After my complaints um were filed and substantiated, my daughter, a minor with legal protections of her own, was retaliated against by her head cheer coach. She was isolated, spoken negatively about, and treated in differently because her parent um followed the law. Retaliating against a student is not just unethical, it violates many policies and laws and pl and it places this district at significant legal liability. You know, the most troubling part about all of this is a clear pattern has emerged. The principal, the athletic director, and the head cheer coach have operated in a boys club type mannerism. They are were working collectively to silence me and others who have filed evidencebacked complaints to shield one another from consequences. Their goals bury the
041complaints, protect the adults, get rid of get rid of the witnesses, and avoid cleaning up the mess that they created. Let's look at the facts plainly. A coach makes a death threat. She's kept in place. An athletic director berates minors. He's protected. A confidential complaint information is shared. It's overlooked. A mandated reporter follows the law. She's fired. And her daughter faces retaliation and it's dismissed. South Tahoe High School's mission claims they empower students to become informed citizens who demonstrate integrity, kindness, and confidence. But what was demonstrated here? not integrity, not kindness, not confidence, not safety, and definitely not the compliance with the law. They retaliated, protected each other, and coordinated efforts to silence the one person who stood up for students and their safety. Let's be clear here. This district failed its legal duty to
042protect students. It failed its ethical duty to act, and it failed its responsibility to uphold its own mission. My family and every family deserves better, and no parent should ever be punished for pro for protecting children. >> Thank you. >> All right. >> [applause] >> Brandon Casky. >> No, she's >> Last time I spoke at uh this event, I was emotional trying to describe the impact that the STHs bullying has had on my family. My daughter was a new girl on campus, working hard to make friends and find her place. She became a target. Clearly not included in Izzy's inner circle, the varsity coach told my daughter's close friend that my daughter was a bad influence and she should stop talking to her. That damaged a new and important friendship. She also told my daughter
043that the entire cheer team believed that our family posted a negative Facebook post about Coach Izzy and warned my daughter not to let anyone take her down for it. No one in our household is even a member of the private snowboarding Facebook group where that post appeared. This accusation left my daughter feeling isolated, anxious, and responsible for something entirely unrelated to her. On top of that, coaches irregulars sing singled out for socializing when many other girls were doing the exact same thing at the same time. I want to briefly share two stories that uh underscore the real world consequences of bullying. The National Association for People Against Bullying, which provides free legal support for people who uh are experiencing bullying, highlights the case of Daniel Menddees, an underworld student and snowboarder. After years of relentless
044bullying, Daniel took his own life at just 16 years old. In another case, EI, which is the students initials, versus Elsagundo Unified School District, students created a hate page and circulated a petition urging EI to kill herself. Uh, despite multiple reports to the district, the bullying escalated. EI eventually began self harm and moved to a private school. A jury found the district negligent for known indifference, meaning they knew and they chose not to do anything about it. The court awarded $1 million in damages. The court ruled the district was not immune from liability because staff failed to follow established anti-bullying policies. My daughter's situation has not escalated to the level of these others I highlight. I refuse to allow it to. If this district continues to show indifference, the consequences, both human and financial, will
045affect every student. This is serious. And the known indifference here is unacceptable. >> Thank you. >> That's all I have. [applause] >> Next up, Kathy Haven. >> I just had a quick comment in regards to my experience with the athletic program here at the high school. Um, I have three student athletes who are three sport athletes, all my youngest is now a senior. And I have to say I haven't seen I haven't seen what the parents are talking about at all. And in my experience, Hennessy has been the strongest ad, very fair and efficient and very very the opposite of I've seen the opposite. And I just want to show my support because I think he has turned the sports program at the high school around from what we saw eight years ago or six
046years ago, even four years ago. Um, and I'm sure there's always room for improvement, but I think we also need to look at all the amazing things that have happened and how the sports are all on a much more even plane and on a much more I can't think of the word, but it's a like I see much less bullying. I see much more conflict being being worked on with the administration with specifically uh Hennessy. Thanks. >> All right. [applause] >> Before we go on our last two uh public comments, we have two more. I just wanted to make a just a a general comment and and thank you all for sharing and and speaking this evening. One thing I would want to make sure that everybody understands that um when we deal uh have
047um complaints and investigations and and and they're against employees um employee discipline and actions and and reprimands are confidential in all nature. I just wanted to make sure that we all we understand that as we navigate these types of things forward. Um okay, let's move on uh to um Jeff Miner. I'm gonna speak about Tiffany would like to go first. >> Tiffany chat. >> Okay, >> go first. [laughter] >> Come to the lectern. You got handouts. >> Handouts. >> No, I don't want them. You have three minutes. Hey, you might remind him three minutes. >> Three minutes. And um >> start it. >> Yeah. Well, maybe. >> Bored. >> Are you going to start? You got three minutes. Okay, everybody. Um I'm going to say quiet coyote again. Uh excuse me, but please uh respect
048the individual who came for his public comment. He only gets three minutes and I know he probably has he could spend a lot more time talking about radon. Um but uh I want everyone to just give him the respect and and if you need to talk to someone then you can do that outside the boardroom. Thank you. >> Uh board and superintendent. Um I'm Jeff Miner. Um I want to talk about radon testing in the schools. Um and you all should have a copy of this. If you don't, it'll be handed out to to you. Um, we live in an area of very high radon. If you can see this map, it shows that in South Lake Tahoe has some of the highest it some of the highest radon in California and it matches some
049of the highest radon cities in the entire country. Um, and it's because we have granite in the Sierra Nevada and granite happens to be high in uranium and so it's a natural occurring thing. But we have a problem more than all other school districts in California because we happen to be have be in a very high area. Um the school district um school districts have a testing protocol that you can on this thing that I handed out. You can get a copy for $75. It's how the EPA recommends school districts test and mitigate their buildings. So I I have a link to that on here. Uh radon gets into buildings through a process called the stack effect. It's actually heat rises. It creates a vacuum and it kind of sucks the radon out of the
050ground. The way that radon is mitigated, it is it is taken out from under the building before it has a chance to get into the building. When we when the school district tested in 2007, they they tested the buildings and it was found that instead of needing mitigation, the air pressure from the heating and cooling system created a positive pressure in the classrooms and it did not allow the radon to come in as long as the air conditioning and heating condition heating was running um other buildings in South Lake Tahoe, the Forest Service building, the public library, they found high radon and they mitigated. We did not m mitigate. Testing devices are now available for you to test um classrooms by the hour. Okay? And we could put some of those in classrooms just like
051we do um uh a a fire alarm or a a mon a um >> I can't think a carbon monoxide thing [snorts] and that's what I would recommend that the superintendent does and you can direct him if you wish to do that. >> Thank you. Thank you. >> Oh, we'll leave it that leave it at that. >> All right. Thank you. >> Thanks for coming. >> [applause] >> All right. All right. Tiff Tiffany, you're up. >> Tiffany's up next. >> Okay. >> Oh my goodness. Look how cute they are. >> Mr. Miner, I don't M >> Jeff. Mr. Miner. >> Jeff, will you give a hand? >> Get a copy of that just cuz I don't We didn't have one. Oh, you do have it. >> Yeah. >> Oh, she doesn't. Okay. >> Okay. You
052got it. >> All right. Now, my time. So, >> I know exactly now. No, you're not being timed yet. No, the clock is up there. You can actually watch it on the screen. Hasn't started yet, but I've just asked the audience to give the um commenter your 100% respect and quiet. Thank you. >> All right. Thank you. Good morning or good evening. Sorry. Um my name is Tiffany Cheda. I'm a physician, a public health professional, and a parent in this district. Um my husband is also a local pediatrician here. So tonight, um I want to talk to you about radon. And so I know Jeff just told you it's an naturally occurring radioactive gas. But I want to talk to you about how dangerous this is. So outside it's at low levels. It's essentially harmless.
053But in our classrooms, this radon gas, it seeps in and it gets trapped. And this is why it's so dangerous. It is the number one cause of lung cancer and non-smokers in the US. It's killing 21,000 people every year. So that's more than drunk driving, house fires, and carbon monoxide combined. >> Okay. Okay. So, if I stood here and I said that asbestous was doing this, we wouldn't debate acting. We would already be underway and uh testing in all of our schools. Now, the EPA is clear. There is no safe level of radon. And the EPA action level of 4.0 pico curies per liter. The cancer risk is equivalent to basically smoking a half a pack of cigarettes a day. Now, it is estimated that 60% of households and buildings in South Lake Tahoe has
054over that level. So, just think about that that our kids are potentially sitting in that. And so, after moving here this summer, um my husband and I began to educate ourselves after learned that our house had high radon. And we reached out to the school and we learned that the last radon testing in the school district occurred in 2008. and airflow issues were found and corrected. Despite multiple emails and requests I sent over the past month, the district has not been able to produce any evidence of testing since 2008, which means we've had no surveillance of a known carcinogen for nearly two decades in a region already recognized as high risk. So now, what's very concerning to me is the public awareness of this all. is I saw firsthand when I withdrew my child from
055Lake Tahoe preschool after the owner refused even free radon testing and mitigation support. She brushed off all concerns saying radon is everywhere. It's all of Tahoe. She's been here her whole life and she's fine. So that shows me that there's not a true understanding of how dangerous this is. So now when radon testing is treated as optional, children are left unprotected. and I want it to be known that it is 100% preventable. So [snorts] testing is simple, mitigation is affordable, and transparency saves lives. So my request tonight is simple. It's listed on that paper. I want to adopt a district-wide radar policy requiring baseline testing of every classroom on all ground level rooms, mandatory retesting every 5 years or after every structural HVAC change, immediate mitigation above 2.0, know and full public posting of all
056results. So many states already do this like uh Colorado, Connecticut, Florida, Illinois and it's all on that list. So yeah, thank you. >> All right. Thank you. >> Okay. >> All right. >> That's all. Thank you. >> Thank you everybody that's attended for public comment. We've got more agenda items and you'd love to listen to our students. Our next um our next agenda item is our student celebration. And first we have Mount Tac followed by elevated. So um again I'd like you all to um quiet stop talking so that you can hear the >> president camper and trustees. I'd like to introduce counselor Amy Jackson and teacher career coach Sarah Justice to introduce us to some of their amazing students. So Amy and Sarah, thank you for being Sarah, >> I think Sarah's trying to
057get in. >> Black students, >> come on in. Thank you. Oh, >> good evening. >> Actually, Jenny's up. Hi. >> Great. Fantastic. Welcome. >> Hello. Thank you, board of trustees, Dr. Cutler and Dr. Reer and those in attendance of today's celebration. As many of you know, Mount Telac is a small trauma enforced continuation school. Here, students like us give opportunities in academics, job training, skills. Most importantly, we're giving support, hope, so we can become strong contributing members of our community. My name is Jennifer. When I first found out I might have to attend Mountain, I fought it. I didn't want to go to that school. Eventually, I realized it was my best option. So, I decided to give it a chance today. Today, I reject ever resisting it. What I discovered is that adults who
058truly listen makes a big difference. My teachers help me balance school and personal life. And because of that support, I'm proud to say I earned 43 credits in this quarter, one of the highest credits earners in the school. I recently passed the ASBAT with an ID. My goal is to graduate in January, pursue nursing in the Army or Air Force. During this time, I have held a job as a childcare aid at LTCC. Saying yes to opportunities and working hard has completely changed the trajectory of my future. [applause] Thank you, Jennifer. That was very impressive, I have to say. Congratulations. >> Hello, my name is Eddie. Before coming to Mount Tac, I struggled with depression, stress, and attendance. When I when I enrolled here, I was given a second chance to get back to on
059track and work towards my graduation. At TAC, my team and I met to talk through my challenges and set up support that would help me succeed. With those supports in place, I started attending more regularly. I also joined a group of students who went to a job fair at Edgewood. At first, there wasn't any openings, but when my position became available, I prepared by by practicing interviews, skills, and researching the company with my teacher. Because of that, sorry, because of that work, I was hired at Beastro. Since then, I've Sorry, I'm super nervous. Since then, I've completed training, learned how to work in fine dining restaurants, and gained a lot of new experience. I I'm staying busy with both work and school, and now I'm happy I want to be here, and I'm proud to
060say I'm on I'm on track to graduating this June. I would like to say thank you for supporting our school. We're proud to present Mount Tac, and we hope you'll come visit us soon. [applause] Oh, they're going to answer questions. Okay. Do I have questions or comments from the board? >> Oh, yeah. >> Or from the student board member even. >> Any So, any questions for our Mount Tac students? Wonderful job. Wonderful job >> and and don't be nervous. You guys did a fantastic job in your public speaking in front of a big crowd tonight and we're just really proud of you up here. >> Absolut Absolutely. And Jennifer, where are you going to go to school when you graduate in December? >> Um, my goal is to go into the Army Air Force to
061pursue nursing. >> Okay. Army and they're going to do the nursing school part of that program. Okay. And Eddie, you're done in June and you're working in um and what do you think? What do you think is next after high school? >> Um, I want to do two years of community college here and after that I want to go to a four year in San Jose. >> Oh, cool. Excellent. Well, um, thank you for inviting us. I I need to come visit for sure. And thank you so much for coming to share. Congratulations. >> Congratulations, guys. [applause] >> Uh, next we have elevated >> President Kemper and trustees, please welcome our elevated teachers, Miss Wendy Smallley and Dr. Julian Raymond to introduce you to some of their incredible students. Excellent. Welcome. So we are here
062on a very positive note. >> We would like to recognize our students. Alonszo and Dominic, come on up. So these are very special students that Dominic has a blended program with Myers. So he goes to school five days a week and he also does Elevated and Alonzo participates every day and is so respectful. So we would like to present Yay. [applause] >> Miss Miss Smallley, before you um step away, can you explain the kind of blended program with Meyers and Elevated? Can you explain what to >> go to the microphone? Yeah. Just to help us understand, is he getting two is he going to get two degrees from elementary school when he graduates? >> Get degrees. >> I [laughter] know. He we were trying to blend his program >> because he struggled in person >>
063and we've just blended it so that he can show all of his growth emotionally and academically and he's doing an amazing job. >> So he spends part of the week in my at Myers and then part of the week at Oh and then he does elevated on top of it. >> That's amazing. Impressive. Good job. Thanks for coming and sharing about that. There's always more. There's always more to learn and and you guys provide a lot of um things that kids can do online, right? >> Yeah. >> Thank you. >> Good job. >> All right. Dr. >> representing our secondary elevated one of our um students had to leave. So I just wanted to share what they had um >> put in and then I do have certificates for my secondary scholars who are also
064going to share their own experiences at Elevated ranging from why online schooling works for them, what a typical day looks like and just in their own words. So, from our seventh grader, um, in their own words, they describe us as an online school that is still connected to Lake Tahoe Unified District, and they see it as a calm and controlled program that gives kids the opportunity to be independent and work on their own terms. And currently, all of their courses are their favorite courses. That was from one of our seven. And then I'm going to allow Kylie and Genesis to introduce themselves, but Alonzo has something to share as well. >> All right. >> You ready, buddy? You're going to go up now and you're going to share with >> Alonzo. Hi. >> Can I
065>> welcome Alonzo. >> Okay. Okay. >> Um um good evening. My name is Alonzo. I'm a fourth grader in elevated and I want to tell you why I like online school. [gasps] First of all, I get to spend more time with my family, especially when I have a baby sister that'll be born next week. Um >> very exciting. >> We can travel, do sports, and enjoy our hobbies together. even during school days. Um uh I like that I I don't have to rush into mornings. It makes my day less stressful. >> I get that. >> Second, I like I can learn one was my amazing teacher, Miss Molly. No. >> Um, and I I can learn at my own pace and if something is hard, I can take my time and if something is easy,
066I could do it faster. Um, another reason I like online school is because it is easier to focus. So, when I am at home, there aren't as much distractions as in a regular classroom. Uh, I can pay attention to my teacher and work. I'm comfortable when asking questions or sharing answers. Um, these are the reasons I like online school better than regular school. Thank you for supporting Elevated and giving me the opportunity to learn online. >> Welcome. [applause] Alonzo. Alonzo. No, Alonzo. Alonzo. I just want to I I want to thank you for sharing all those reasons and I'm so impressed that you um are aware that you you've realize all the different the the really good reasons why it's more effective. And I can tell um that you're you know you're performing and you're
067smarter probably than ever and an average fourth grader because of the way Elevated has um really supported your learning styles and and like you said, you can work faster on things that are easy and take time on things that are harder and it really shows. So, thank you for sharing. Really appreciate it. >> Thank you. [applause] >> All right. Next, we have uh Kylie or who do we have? >> Good evening. My name is Kylie and I'm a junior at Elevated. A day in my life as an elevated hybrid students sounds really interesting to most. I wake up in the afternoons and go to my one class at the high school. And when I come home, I'm able to spend time with my family, do art, or do my work. >> At night, when everyone
068goes to sleep, I do my work because it's easier for me to focus. Then this works a lot better for me because during the daytime, I like spending time with my family and doing art. So, Elevated gives me the option to do work at my own pace. And currently my favorite course is financial literacy. >> Nice. >> All right. [applause] >> All right. Welcome. Go for it. >> Good evening. My name is Genesis and I am a sophomore at elevated. The way I structure my day differs, but typically is the same. I'll wake up at around 8 to 10:00 a.m. and start my work for an hour or two. I'll get all my daily assignments finished and if I'm feeling up to it, I'll go a few days ahead. I'll eat breakfast and then spend
069the rest of my day with my pets and family. This works for me because I get burnt out easily. I can't do one thing for too long or I lose all my focus on it. I enjoy being able to pick how much work I can do daily and where in person you have to sit in a classroom for hours and barely get anything done. It's great how elevated students are allowed to be self-paced. My current favorite course is history. >> Excellent. Thank you for sharing. If I need academic support, I use the Spark homework helper to give me examples of what my assignments are looking for. In an actual classroom, teachers usually give their students an example of what they are looking for in assignments. So, I use the Spark homework helper to give me
070examples of what I need to aim for in my classes. Though, if I need help from an actual person, I know I'm able to contact my teachers or go to the actual elevated site during support hours. Great. >> I love meeting with my tutors because they're always so helpful. I try to meet with them at least once a week, aiming for two or three times. My current GPA is around a 3.7 and their support definitely played a big role in that. Meeting with tutors really helps me understand certain topics better. Sometimes I need that human interaction to fully understand things. I've grown a lot, not just academically, but personally as well. Having time to myself is really refreshing and helps me stay grounded. I think that the opportunities I have right now are helping me
071improve and will benefit me in the future. >> Great. Thank you. >> Good evening. My name is Dominic and I would like I'd like to thank you all for um helping us with elevated and myelis and um I do really well with it at home and um it is really easy to do it at home because then I can it would be easier to do it at school and uh it would it's really easy to do it when um not around with a lot of people and talking and it's more it's more quieter at home. >> I'd like to thank you all. >> Thank you. >> Get it. >> I get it. Thank you so much for sharing and uh >> Okay. >> It's it's impressive, you know, and it's wonderful that the students can
072create their own environments that works best for them as a really unique opportunity. >> Okay, a couple things real quick. We actually have somebody that's requested to speak on this item. And then we want to make sure we get the students up for a picture with the board. Okay. >> All right. So, um, and I'm sorry, it's a little Is it Jan Jan Raone? >> Don't leave. Oh, Jan Ramon. Okay. >> Thank you, >> Jan Raone. >> And we want to make sure we have pictures. >> Good evening and thank you everyone. My name is Jan Roman Gonzalez. >> Okay, Roman, I'm sorry. >> There you go. I work for your school district. Um, I am a proponent of our supporter of homeschooling. All my other children were homeschooled. My son is Dominic. My son
073from another school district was told that he was ED and unteable. >> He was told he was OD. He ADHD and he's on the spectrum. You every label we could come up with. They wanted me to institutionalize him. In second grade, [snorts] I developed what you call a uh what did you call it, Miss? >> A blended program. >> Blended program. Okay, my son is a brilliant child like every other child in this world. They just need to be heard and have the opportunity to learn. >> Absolutely. >> So, his blended program started with 1 hour a week in classroom. Then it went up to two hours. Then we went up to three and then all of a sudden now we're at 4 hours [laughter] 3 days a week. >> Are we done? This year
074he's in fifth grade at Meyers and he is in school 5 days a week on a blind program. He gets up at 5 in the morning. He does his Excelis. He was introduced to Excelis four years ago. Mr. Billings is amazing man. If you've ever seen this program Excelis, >> but it tapped into him and his mind. >> That's great. >> You guys adapt adopted it for me. I was appreciative of that when we came back to Tahoe. My son is thriving five days a week in a classroom. >> Yes, he is on the spectrum most likely. Yes, he may have ADHD or any other letters you may want to give him. But the bottom line, I am 42 years of teaching. I want you to know bottom line is he is learning. He is
075mainstreaming. And I thank you. I thank you for >> creating this >> hearing these children whether it's in to lack whether it's in the alpine program whether it's in the adult program or the excels or in the classroom I thank you >> thank you thank you for being here and we want to >> for giving him the opportunity to learn and he finishes his excelis >> in the morning >> in about six months and we go on to the next grade. >> Awesome. It's great. >> Thank you very much. >> We we want to >> [applause] >> gonna get a picture and then Good job. >> Thank you. That amazing or what? All right, that was incredible. Um, all right, our next item is our I'd like to call the meeting to back into order.
076And uh our next item is the Lake Tahoe Unified School District Partner Organization update. And tonight we are hearing an update from the Family Resource Center Executive Officer Karen Goldberg. Welcome. [snorts] >> That was excellent. >> Good evening, Board President Keer and Board Trustees. While we work on that, I'll just say I'm pleased to be here tonight to revisit our productive partnership between Lake Tahoe Unified School District and the South Lake Tahoe Family Resource Center. And we're going to have some Perfect. >> Um, I'll go straight to slide two. >> Slide two. Yeah, >> he's still working on getting it in full screen mode. >> Yeah, I get it. We're hoping for a better outcome for my short video. >> I tried to click I tried to click on it at home. It didn't work
077yet. >> Just a quick overview of what we'll take a look at. Beginning with our mission, which really closely aligns with the district vision and mission emphasizing serving students, our supportive activities for individuals and families. Then a look at current community challenges. Really some very touching holiday supports, some data, and some next steps. Next slide, please. Here you see the family resource center or F FRC mission and again see how it supports the district vision of supporting all students and mission of embracing diversity, civic responsibility and emotional and physical wellness. Next slide please. I'll take on some of these important partnerships in more detail in the slides that follow, but key collaborative supports between L2SD and the F FRC are educational advocacy, which includes enrolling families, helping families um access parents square, assisting parents in
078reaching out to teachers and principles and facilitating those meetings, translating and providing continuing education for parents in partnership with LTCC where we have English classes in person six hours a week at the family resource center. We also host enrichment activities. The best of these is um best known as our balorico which has performed here before which we host twice weekly for all ages at the family resource center. We also host onsite at Beiju South Tahoe Middle School and South Tahoe High School and now um for residents of the Sugarpine Village apartments as well. We also engage students in art classes so that they can take the bus to their neighborhood, attend art of the F FRC and then walk home. We also provide adult art and periodically movement such as yoga with our own Alana
079Kayabya. Um basic needs support makes up a very significant and growing part of our efforts for families with the F FRC providing food and hygiene products to any family in need in the community daily Monday through Saturday. Mental health services as all of our services are are free and bilingual. And in a second on the following slides, I'll go into a bit more detail about our English language advisory committee partnership as well as our exciting partnership under the community schools program um which is grant funded to provide dedicated staff insight for um bilingual instruction and also for family engagement. And we have those positions hired through the F FRC and placed at Sierra House, Beiju, and Mount Tac. Other supports we offer are advocacy in medical, in um education and in employment. And next slide.
080We formally partner with Lake Tahoe Unified School District for the English language advisory committees or ELAC. These meetings are required for any school that has more than 21 English learners or as we say multilingual learners and they provide a really excellent opportunity to engage parents in their schools focusing on the programs that serve their children on student data on our LCAP goals and metrics discussing for how kids reclassify or exit the program and most importantly really engaging partners as partners I'm sorry engaging parents as parters parters in their children's education. You see here a flyer for the high school ELAC meeting and you also see Mr. Harnett small but watching proudly as his students present at a recent ELAC meeting. We also offer a weekly coffee time or cafeestos which we work to create a
081safe environ inviting environment for families and parents to come in and any community member. All meetings are bilingual. Include partners throughout the community who have information to share that can help um our support our families. Examples include Barton, Vista Rise, Tahoe Regional Planning Agency, and Tahoe Alliance for Safe Kids. Next slide, please. As mentioned previously, LTSD and the FRC entered into a partnership to support students with a new model through the California Community Schools Partnership Program. We're really excited to see the work of um Amber Osorio. She works with newcomers and other multilingual learners at Sierra House. Barbara Rivas who we saw just today walking through at Beiju leading a group of readers under the supervision of the classroom teacher and we also have Marisa La Prito who is doing amazing work offering vital support
082with family communication at Mount Tac. Next slide please. You may be aware that we are facing current challenges due to a variety of factors in our community. So, we've seen a really sharp increase in the number of individuals and families seeking food and hygiene products. The truly beautiful news is that this is the incredible response from our community. Individuals, families, social groups, businesses, agencies, organizations, and so many volunteers have stepped up to donate food, lead food drives, and collections, made financial donations, and turned out to help carry, organize um and give out food. You see many district members, uh team members here. And while the demand is high in our community, our community is responding beautifully. And that includes our our team here at Lake Tahoe Unified School District. Next slide please. So the same
083is true when we look at holiday meals and foods. Here we again we see the strong benefits of a partnership between our two organizations and we work directly with schools to identify students whose families may struggle with holiday meals and gifts. Then at the F FRC we they are on to that identifying families who might need extra help with our therapist with the people coming for basic needs and for our weekly cafesitos and for our other programs. The superintendent uh student advisory council is also so supporting us with collecting gifts and again our community has rallied in countless ways. Presents are dropped off daily and businesses have partnered with us to create giving trees which members of their organizations adopt families. Here you see a tree that I recently saw at Co-work Tahoe. Um they
084have adopted gift gifts for 40 children and that's an example of their tree. What we provide for them is a first name, some color preferences, sizes, and maybe some gift ideas for each family. Next slide, please. So, I noted that we've seen a sharp increase in those seeking food and basic needs resources year-over-year. And what we see here is October of last year as compared with October of this year. And the number of families in one month seeking that food support really striking. We are meeting that need with the help of the community. Next slide please. This is just a brief snapshot of November now for our ELAC our English language advisory committee and cafesitoss. So in those general meetings we hosted about 51 people um parents and community members 15 parents met with SDMS
085principal Miss Martinez. We had five parents meeting with SH principal um Mr. Zenino. there actually more parents there but only s uh five had SDHS students sometimes people stay just because they want the information >> and then on sites we also um have parents meeting at Tahoe Valley Beiju and Sierra House it's very exciting at Sierra House the parents have really upped their involvement and have been hosting some parent holiday events and we're excited to see that change. Next slide please. Next steps the F FRC are very concrete right now. So as I mentioned we are piled high with food and gifts. It's a great problem to have. Um we continue to grow partnerships with other agencies. Those cafes meetings like I said bring in really valuable partners. Um recently we had um Chief of
086Police Robertson who just had a very warm and inviting discussion. Um and most recently um Taho Prosperity meeting with people who might want to strike a small business. So just some very exciting partnerships and one of our goals is to continue to grow those and then to give out all this food and all of these gifts in the next week. So we will be busy. Um we are also working with LTCC and the high school to host um college planning and financial planning. Um we had one this Monday and we have a few more upcoming of those sessions in another really just beautiful show partnership. We are working with the college to perhaps bring in some tutoring opportunities too for kids that have to take the bus home and can't make it over to the
087college for those opportunities. So those are things we see coming. >> Um and we're looking forward to that. Next slide, please. Thank you. So, here you see a closeup of what people are seeing over there at Co-work uh when they want to adopt a family. Um and I also if it works, I don't see the arrow on it. So, that's >> that may not. >> But a UNF recently came in and said, "I'd really like to do my final project." Um and I'll be here and I'm going to make some video. and she did have some questions on the spot, but we're really pleased with the results and if it works, we trust >> and it's a one minute. >> We can handle that, huh? >> Um, we are celebrating our 50th year. Um, we
088started with a different name, volunteer um, volunteer action of South Lake Tahoe. Um, I came to this, it's incredibly meaningful work to serve as a half-time director at the school district, working with multilingual learners and as a halftime director here at the family resource center. And so, it was just a really natural progression to continue working on engaging parents and really giving families all the support they need for their children to be successful in school. All our community members come and feel engaged in this safe place, not only for basic needs, but for um mental health services, for enrichment activities, and all the things that that make people feel included and supported and active members of the community. >> Great. Shout out to [music] Diana from UNR. Thank you. I invite your questions. >> Thank
089you. Um, do I have any questions for Karen Goldberg or comments? Uh, Trusty Anderson, go for it. >> So very grateful for everything you and your staff does uh to the great benefit of our community uh helping out with all the things you mentioned. And what really hits me is the food insecurity battle. Um, thank you. Thank you. >> Truly couldn't do it without the community and and the support we're getting from the community. Thank you. And I love that we have that partnership that you do two jobs, not half each, but you do four two full-time jobs. So, just your hard work we really appreciate. And um love the community building and the the the growing of cases to all the schools and everything. It just makes our community stronger when we all work
090together. >> Absolutely. Thank just to Oh, I'm sorry. Go for it, Mary. >> Um, I was just wondering, so I know you work with Kira and Yearlin from the SSAC group. >> Um, what have they done recently? Like, what are some recent changes they've made? >> So, um, before I get the recent, they did a big project they take on was hygiene, >> hygiene products. And, um, what they're looking at now is helping with gift collection is their most recent for this holiday season. for the holiday season. And trusty Kamacho, you had a comment or questions. >> Thank you for everything you do. >> You [laughter] need a throat loss. >> Um, and go ahead. >> Thank you. I was um uh staggering to see the difference in the 9:02 in October. >> Here we
091are in December. Are you seeing even I'm sure you are, right? Is are you but you're able, it seems like be able to handle everybody's needs to approach. >> Absolutely. [laughter] trust goes behind >> are continuing to see >> see increases now a lot of that is also because we have a lot more >> and because we're negotiating the gifts but yeah continues to grow >> data next time >> okay great oh look at that more support that's excellent um thank you Karen and yeah it's impressive all the just all the improvements I think that's been going on um just a couple questions on I I feel like maybe it was in your last report, the notion that you like you said you have more involvement with capacittos at Sierra House and Tahoe Valley. Um,
092and is are you seeing movement into these leadership roles like with the PTA? Like I think you reported on that before, but I just wanted to understand because I know that it that seems like a really important emphasis to get parents to feel like they can be at the table as part of other decisions and, you know, representation of parents at schools. >> Broadly, I'll come back with that information another time and provide that to Dr. Cutler. I will comment though that at Sierra House I do see involvement in planning involvement in some of these day of the child and diia desertos and so that greater um involvement >> almost like a connect just having the p basically having those groups even talk and collaborate right even if they aren't um someone from a capacito
093is not maybe joining PTA but just that there's a better integration of those >> you know I just wanted to say I think one of the the visions that we had uh Karen and I as we launched into this idea of sharing an employee between the school district and and the F FRC is that ability to start to see how to support and blend with one another. Obviously, when when Karen said, "Well, I'll come back with that." There's two different hats she's wearing right tonight. Actually, the F FRC hat, but but I think that's the key. I mean, you think about all that she just presented and you think about all FRC is doing to support our community. The ability to have that connection with the school district is so powerful. >> It's very powerful.
094>> One more other comment. This Wednesday, yesterday we hosted the district English learner advisory committee with principles from >> from most sites and um had a really effective discussion with parents about attendance. So here we're giving you this information now help us understand how what can we do to support and increase in attendance. So that was very active participation in addressing your LCAP goals and really trying to support families. >> Right. And the whole and just yeah the language I know uh Dr. readers and I think you're on on tap for the dashboard item too. But that notion of really trying to support um you know student achievement by having them attend but also just letting the parents know how important it is for them to attend and to practice reading or whatever and the
095support you're giving them. And then that leads to my last question of related to the tutoring. You said the um the college they would come to FRC for those after school tutoring sessions or to the other school sites >> next step. >> That's a Yeah, that's I mean that vision >> from their math. >> Uhhuh. Yeah. to you at the F FRC and and there's just enough kids that are in that neighborhood that can get there then. Yeah. All right. Thank you so much. Appreciate it. [applause] >> Thank you, Karen. Nice job. >> Um Anna D is in the house. Let's see here. Our next item is our educational services, our cowpads and California dashboard update. It's a presentation by Dr. Reer and possibly Karen Goldberg. Thank you, President Keer and trustees. U Miss Goldberg
096and Miss Kayab will be joining me shortly in this presentation tonight. I'll be providing you a not as exciting as what Alonzo was sharing or some of the other folks today, but this is all data. So, um, yeah, we're going to give you a brief update on the California Longitudinal Pupil Achievement Data System or CalPADS. Um, as well as our California School Dashboard results that were recently released to all. Now, I put these two presentations together because the data is pulled for for the for the dashboard is pulled from the CalPADs and they both come out about the same time. That's why they I put them together. [snorts] Um, let's see. Am I able to? Yep, I am. Here's some background information on CalPADs. It's a data system which includes student demographics, course data, discipline,
097assessment, staff assignments, and other data we use for state and federal reporting. This data is collected annually since 2009. And it has several important values that are listed at the bottom of this slide here. [snorts] Here's a slide showing the individual schools as well as each school for the past three years. SED refers to socioeconomically disadvantaged and EEL refers to our English learners or m multilingual learners. [snorts] As you can see, we've had an enrollment drop over the past three years. Our socioeconomically disadvantaged numbers have increased and our English learner numbers have decreased slightly. Tahoe Valley and Mount Telac have the highest socioeconomically disadvantaged rates and Beiju, Mount Telac, and Sierra House have the highest um multilingual learner rates. And here's a brief de definition of the California school dashboard, which includes our demographics, our
098state achievement results, and also includes other local self-reported indicators. As you see, the dashboard is represented by a graph with an arrow where green and blue are optimal and the red and orange demonstrates areas for improvement. >> [snorts] >> This arrow is measuring state indicators like academic performance on our state tests, chronic absenteeism, college and career um readiness which include CTE pathway completion, college credit courses, seal of biiteracy, workbased learning, and some other indicators. Also included in this is the EL progress that we're going to hear more from from um Alana and Karen grad rates and suspension rates and then the lo local indicators will also be um included in this process. [snorts] So here's how the dashboard determines Did I did I go >> you went backwards maybe? [clears throat] >> Yeah. >> Okay.
099So here's how the dashboard determines a school or district's color rating. As you see here, there's a 5x5 graph there. Um, and I've also added a page of explanation that's on your um on your board agenda because it does get a little bit confusing here. >> Yeah, >> it's based on the overall achievement or status which is the yaxis up there as well as the overall change or the x axis going across. You can see that the status has five categories from very low to very high while the change also has five categories from decline significantly to increased significantly. You will see instances where we may be in yellow, orange or red. Yet we're improving in our numbers but just not enough. Um this chart is showing the overall performance of each school and identifying
100them by color. All those indicators that I mentioned earlier are put in to to label these folks according to the color. You can see Meyers has a high status and achievement results already. So they are living in the green. They're right in the middle there. And you see there Meyers identified there kind of right in the middle. They could move to blue if they increase significantly from 24 25 to 256. You can also see Beiju in the green with medium status or results. Yet they had increases in their results from 2324 to which puts them in the green as well. Our other sites are identified as orange or yellow. Again, this is overall and is influenced by state test results, chronic absenteeism, um suspension rates, e progress, and college career for the high schools. >>
101[snorts] >> So here's the results for LTUSD for 2425 on our state assessments compared to the state. [snorts] These academic in indicators are influencing the dashboard statuses. These numbers are the percentage of students who met or exceeded state standards. When compared to the state, you can see we are still a little below ELA and math and about even in science with the state. We've seen growth in math and science and h have been steady at around 44 45% of 45% of our students meeting or exceeding in English language arts. Next, we're going to take a look at the LTUSD's dashboard results broken down by category and by site. Our California dashboard now was calculated based on the 2425 results. Earlier, just a moment ago, I showed you the CalPADS, which was just our fall 25.
102So, you're going to see some different numbers of say 3,528 students. We're now in the mid 3,300s. So, this is the numbers that they used to calculate the dashboard, which just came out. Overall, here's what where we were at. um on the bottom graphs of the slide compared to the state which is on the top as I shared earlier sometimes you might be improving such a status but not enough so um to change so you end up with a lower rating for example our math still shows us in the orange even though we've grown about 5% over the past two years all of our gauges are shown in the orange except for our college and career which is in the green as a result of higher levels of status as well as improvements. Again, college
103career calculations are based on the number of advanced placement, number of students who met A throughG requirements or university or California State University requirements, number of students who completed a CTE pathway, number of college credit courses taken, uh number of students who achieved the state seal of billet biiteracy and work-based learning experiences. Next up is our academic engagement which includes chronic absenteeism or students who are missing 18 or more days and our graduation rate. As you see here, we do have work to do re to reduce our chronic absenteeism. Last year we are at around 26% of our students missing 18 or more days and the state is around 17%. In we were around 35% and 2324 we were around 28%. We're excited to see those numbers dropping. I'm glad you guys were talking about
104it in the DAC meeting but again we have work to do here. Interestingly as you see our graduation rate is in the orange and we're at 89% this past year while the state is around 88% and identified as in the green. We experienced a slight decline uh from 92% in 2324 to 89% in 2425 which resulted in our status changing moving from the green in 2324 to the orange in 2425. Next up is the conditions and climate which is calculated by suspension rates. Again, we are in the orange when compared to the state. We had 5% of our students suspended for at least one day while the state had around 3%. In 2324 we were at 4.4%. [snorts] Next up is our individual schools dashboards. Here is Beiju's showing green results in suspension rate, ELA
105and science. The elementary school will not show graduation rates or college career um readiness rates. Here's Meyers showing green and chronic absenteeism um meaning they're doing well um in keeping those numbers reduced. ELA math and science are in the blue. Sierra House is showing blue in their English learner progress and green in the science. Tahoe Valley, as you see here, they are growing and increasing in their state assessments, but they're still low in status, resulting in yellow and orange. They continue to get a little better each year. We're really proud of their progress. Next up is Elevated, which is green in suspensions, of course. Um, orange and red in academic achievement and chronic absenteeism. Up next is South Tahoe Middle School, showing green in science and orange and red in other categories. South Tahoe High
106School, chronic absenteeism is only calculated with kindergarten through 8th grade schools. Um you'll notice here green in college career and in science. Uh next up is Mount Tac. Our state tests administered to juniors only. We have about 55 60 students last year at Mount Tac TAC. We did not have the minimum number of 30 students to show their um achievement rates on the on the dashboard. >> [snorts] >> Next up are the slides for our multilingual learners and Alana and Karen are going to step up and go through those. >> Good evening again, President Keer and trustees Viskayaby and I will offer a closer look at our academic progress as it relates to multilingual learners. For chronic absenteeism, we see a positive trend. Absenteeism decreased for all groups with the greatest improvement in attendance for
107long-term English learners, which has been a focus of ours. Looking at the college and career indicators, we saw all students improve with both English learners and long-term English learners showing significant improvement. when we consider the English learner um the English language progress indicator and a reminder that this metric is based on the English language performance assessment for California or ELPAC exclusively. Um we saw a decrease in EL progress but with our local EEL progress ranking above statewide EL progress. Notably, we saw long-term English learner progress increasing and above state levels, which is a trend we've been looking for. Just a note, whereas Dr. Reer showed data around the percent of students meeting or exceeding standards, the dashboard is based on both overall growth and performance. For ELA, while all students EL and ELTEL declined, there
108are various bright spots where we will go into more depth into more depth. For math, while all students and ELS maintained overall, we did see growth at various sites. For science, both EL and ELTEL maintained. We saw growth at our secondary sites. Now we turn to some bright spots and areas for growth at the site level. We saw both Beiju and Sierra House declining in chronic aentism. Some of these things you heard from Dr. read more detail about longterm and English learners. We also saw Taho Valley and STS declining in suspensions. A really area of improvement for English learners is elementary English language arts. Here we saw gains for English learners at every single elementary site that tracks English learners, meaning they have a large enough group of students to track it. Beiju led this
109trend with a 19point improvement for English learners, exceeding the 13point improvement seen for all students at their site. Math saw similar gains for English learners at Beiju, Sierra House, and STMS, while some declines were noted at Tahoe Valley and STHs. As noted by Miss Cayaby, we small saw small secondary gains in science for English learners. However, it has to be noted that while our students are growing towards standards mastery, under 1% of English learners are meeting standards in science still. And so when you see the growth, it is growth in those one, two, and levels one, two, and three, but not those students meeting or levels one and two, not those students meeting and exceeding standards yet. Some of our multilingual learner supports to improve overall multilingual learner attendance include tracking EL chronic absenteeism, making
110parent phone calls, having parent meetings to offer support, as well as partnering with the family resource center for outreach and resources for our families. As previously mentioned, we have seen significant growth for our EL and ELTEL for the college and career indicator. This continues in a cooperation with the South Tahoe High School family resource center and LTCC with a two and a half hour college planning session held just this past Monday at the F FRC. Principal Zenino also continues to work directly with families in both his high school English learner advisory committee and district English learner advisory committee as well. We really know that support that that we support student success by supporting educators. Miss Cayab and I support each site with a beginning of year introduction to programs and services followed up with a
111minimum of two professional learning sessions per site. We started a new model this year at the high school that we're really excited about tailoring our multilingual learner professional learning to different departments. So, we've recently worked with the math department twice tailoring what we're offering them to their um interim assessments for CASP and working with what they need. We just met today earlier in the day with science doing a similar process working with the department lead first, seeing what their focus is and then supporting them for language access based on what their needs are in science. Um, Miss Cayaby also pushes into classrooms at all sites as you've heard from planning, for modeling, for co-eing, and she's really investing heavily in supporting our newest educators. As >> this agenda agenda item is forformational purposes only. Do
112you have any questions for me, Karen Goldberg, or Dr. Reer? >> Oh, any questions or comments? Um I just uh thank you for the work and for just presenting it and evaluating it and um taking it seriously and um I think when we see it on the dashboard it's um it's rather upsetting to see those you know dials not over there in the green and blue. Um, and I feel like I know we're making a lot of progress and you know we're we're we're generally pointing in the same direction, but it's frustrating when we're not seeing the achievement. And I I feel I just want to say that we've got to find a way to do better when it comes to building the English language achievements for all our students, not not only the English
113learners, but everybody. And I I'm just going to pose the question, you know, are we setting high enough expectations in all subjects? because this issue about science of not achieving in science um feels like to me that we need to do a better job of you know increasing vocabulary and comprehension and and just like the almost like the requirement of reading. I mean I because Kathy Haven's in the audience you know my son uh took math from her at the middle school back back in the days when uh he would complain there was more writing in math than there was in the English class. Um, but honestly that has made him an excellent writer as a PhD scientist and it's just that we I don't know that we're doing enough to really require students to
114read and write in every subject, not just in English, right, in the English language class. So, I just want to say that and I know and I appreciate that we're using data and we really are trying to find the gaps and what is the, you know, where where do we push to really see that that growth. Um, but that's the thing that concerns me. And then seeing the graduation rates decline last year, uh, was exciting because it seemed like we were doing such a great job. And I know that's the next agenda and we're going to be talking more about that. But, um, these are the areas that I've noticed and I wanted to just emphasize. So, thank you. So, thanks for sharing the info and hopefully we can all work together to do better.
115So, uh, next we have graduation requirements board policy 6146.1. >> Thank you, President Camper and trustees. A request was made to review graduation requirements policy 6146.1. This agenda item is forformational purposes only tonight. There are no proposed changes at this time. Here it go. Excuse me. [snorts] Um, Mr. Zunino will be helping us out tonight. As some of you may recall, uh, we revised this policy in 2024 to reflect the new ethnic studies requirements. At that time, we also clarified the graduation requirements for our three opportunities of South Tahoe High School, Elevated, and Mount Tac. I will be returning next year to update this policy to reflect the new financial literacy requirement for all incoming students for 27 and 28. [snorts] Here are some of the key components of our graduation requirements which differs by
116our three high schools. As you see, South Tahoe High School requires 250 credits while Elevated requires 205 and Mount Tac requires the 140 which aligns with the California state requirements. >> [snorts] >> This table next up here summarizes the current graduation requirements from the state uh state of California. The A throughG requirements for student admission into the University of California or California State University, South Tahoe high school's requirements, elevated requirements and mount Mount Tax requirements. As you can see from the table, uh, Mount Tax requirements are aligned with the California requirements and the only difference between the A throughG and South Tahoe high school and elevated is two years of a foreign language. At this time, I am going to turn it over to principal Zunino. They've done some excellent work in A throughG, dual
117credit, CTE completion, and four-year plans. And he'll take the next couple slides. Thanks. >> Awesome. >> Thank you, Alan. Thank you board of trustees for this opportunity to share with you a few updates tonight. Our key areas uh a focus on tonight are around increasing A throughG rates, increasing dual enrollment opportunities, and increasing CTE completion rates. Our latest strategic uh effort to increase A throughG rates has involved the introduction of a new planning process we've worked to develop with a startup company called Ed Accelerate. Essentially, we're developing a four-year plan for every STHs student. This initiative is rolling out first with this year's freshman class. Regarding dual enrollment, we have dramatically expanded student opportunities to access access uh over the last few years. Uh our goal is to increase student readiness by fulfilling the intersegmental
118general education transfer curriculum which we refer to as IGETI which is a series of courses that California community college students can complete to satisfy most freshman sophomore level uh general education requirements. Also part of our planning process has been to consider how best to increase the percentage of students that complete CTE pathways. We would also uh always want to provide students the option to dabble in a variety of electives but also want to encourage uh students to take that deeper dive into an area they may be interested in learning more about. Essentially all roads lead to the need for more planning uh on an individual level. Every student needs an achievement plan that will support them to better prepare for a successful next step in adulthood. It is normal looking at grad rates here. It
119is normal for stats like graduation rates to fluctuate slightly. But this is a critically important metric for us. Uh LTUSD's overall graduation rate uh for 2025 is 89% and for SDHS 93.5%. Please know that we are steadfast in our goal to graduate all students even though official dropout figures include students who move away without providing next location and those that choose to go uh go on to work or follow other endeavors. We have and will continue to strive to see that kids all kids reach that graduation stage in June. Taking a look more at requirements here. Uh [clears throat] we also look to improve this statistic each and every year. Dr. Reer mentioned this a moment ago. Uh frankly, this isn't easy. To do so effectively is to change the culture of our school and
120community. It requires high expectations and a belief that our kids can achieve at high levels. by all stakeholders. I do see growth happening as I've shared here tonight and we will stay the course um with academic planning and other measures to support growth in this area. I'm excited to see where the class of 2026 lands. Thank you. >> Thank you. >> [laughter] >> Applause. Wow. Okay. Any questions or comments for either Dr. Reer or Principal Zunino? Trusty Mensfield. Go for it. >> Yes, I have a few. Um and I, you know, showing on the cow pads that the um graduation rate declined, but we're green in the college and career. And I do understand that that includes the CTA pathways as the career and not just the collegebound, but with CSUs basically getting you in
121if you've completed your A to G and you've got good grades. It just opens so many more doors. You can do both. get your A to G and do your CTE pathway and then make a decision what you want to do. Do you want to like my son did took sports med and then went into kinesiology and graduated with a degree in that and now he's on his way to be a paramedic. Do you know it just opens doors and I understand that it's not going to happen for everyone [cough and clears throat] that there are preventative circumstances. Um but I would seriously like to increase the A to G the kids who not just 50% of the kids get A to G or 45% whatever. I would love to get it up >> to
122the 70s. [laughter] >> Good luck. >> Okay. Um I I have a question. I I heard you say uh principal Zuno Zuno that you're we're paying for consultant this Ed accelerate. Is that what I got right? >> Essentially it's a platform. It's a platform a company at a mammoth been working with uh for over a year now to develop a program uh really customized to our school um and and the ability to have kids go in select courses plan that over four years >> but a key component >> is the option for parents to also be engaged with that process right open it up take a look at it at home >> and is that is then their one-on-one I mean are counselors being trained I I I guess the qu I appreciate um the
123platform, you know, and I appreciate that students are basically going to be required to kind of sit down and really engage with their schedule because I've I've known a few students come in uh to school that they kind of felt like high school was being done to them. You know, they didn't feel like there was an engagement process. Um and they just kind of because they weren't engaged themselves, you know, they kind of just were handed schedules, right? So, and they didn't really understand um you know, they didn't understand what the requirements were and how many >> I talked to kids who didn't who didn't realize until they were juniors that oh, what is this AG thing and how come I'm not on the right path? Can we start them at eighth grade? Yeah. >>
124And say, "Hey guys, these are your the this is this is these are your options if you go to college >> or even think about in the future wanting to go to a four-year college, not just LTCC." And I love our dual enrollment. I love all that stuff, >> but give them more information to their parents and to the kids earlier. Well, and I think it it just speaks to our vision, you know, of discovering and fostering the unique talents and potentials of all our students that I there and I it's a high I guess it's I it's a high level of engagement really that is required uh for students to really understand and to and to support them in whatever their um you know their focus is what their interests are right but to
125also for them to understand like like you said the consequences of you know oh well I really love art and I'm just going to focus on art and then um and then not having a conversation with someone like well you might want to also you know have a business element or you might want to have you know some more math so that you can make a living as an artist or well I you know I'm just that's just an hypothetical example but the notion that um it's not just one thing you know like a student is interested in one thing and um and really to build their success rates you know in the world there kind of needs to be support at a lot of different levels >> and one of the things that community
126colleges do is they do prepare you to transfer to a four-year, but you get your general ed stuff, your required junk out of the way in those two years. And if kind of if you look at your freshman and sophomores, it's like you got to get these basics down. You got to take math, you got to take English, you got to take history, all that stuff. And then they can go and explore. >> Yeah. >> Just a thought. I would share I think this important right to share a bit on behalf of my um counseling staff that work yeah >> very hard to communicate with kids in small group in by class lots of effort is taking place but that's that is ongoing >> yeah it >> I witnessed I was in attendance at an
127information session at the welcome back night at the high school that was presented by uh Robin Rasmusen and Bob Sullivan And there was tons of information on the it was all about the A throughG. It was all about the A. It was very well uh put together and presented uh well attended by freshman I think it was for freshman parents. >> Freshman parents it was yeah it was pretty well >> and I'm okay with that happening at the eighth grade a little bit too but uh uh I I think we're doing something for sure. >> We are doing stuff at eighth grade as well and against >> and repeat it repeat it repeat it >> and so important for the parents to understand it as well. So yeah. I thank you. Yeah, I just I
128I know I don't know where we're going to get the resources, but honestly, it it is it is an individual thing. I'm sorry. I mean, the all these things are fantastic and it it's hitting maybe it's hitting 50%, 80%, 90%, but it isn't hitting 100%. And um I value every student in our system. And honestly, a group setting, a small group setting is not enough for kids that have checked out. like we have to do more to try to um let them understand that their choices matter and I know there's a lot of e efforts made even at the youngest age now to have this you know open um limitless you know expectations and to get again to get students to understand they choose their success their attitude matters and you know all those messages
129because honestly there's just too many kids that feel like they just go to school and school is done to them and it's not they don't have a role and and they've chosen that generally, but we need to do a better job of letting them know it's their responsibility, you know, and empower them to make those choices. Um, so that's just my speech, but I also had a a couple questions. Um, I noticed health was not listed on the chart like is is that not a state requirement or is that a state requirement? We just didn't call it out. Um, and then you know that had the chart that's got all the how many years of math and science and English and and language. There's nothing in there about health. We've now added the ethnic studies
130piece kind of merged with the geography. >> Ethnic studies is not required yet because the state is not supporting it. >> I understand. And also my also understanding is that geography is not a requirement either even though for most of us in the room we probably think geography and health is required because every kid takes it. Anyway, it wasn't up there. So that was just a question about that. And then I know in the future we'll have a finance class that's required. So that will get embedded. And then under the South Tahoe High School set of like in order to get out of South Tahoe High School with a diploma, you have 85 units of electives listed and those are required. I mean I that's where maybe health and things like that fit in there.
131Um but seriously, we require students to have 85 units and that's fairly open-ended at this point. >> So can I just not to interrupt you at all? I just want to remind the board this is an information item. So the interest for staff is is if >> you want us to bring back this for a deeper discussion regard to any changes to graduation requirements. I mean the the request for this agenda item was specific to hey A [snorts] through G should we be be requiring more? So, I would want to just as we as we work towards ending this agenda item in in the next few minutes most likely is is what's the direction of of of the board to staff and if you're saying, "Hey, we really want to continue to look at these
132graduation requirements and specifically we want to look at >> um 85 graduation requirements that are electives. Those are good directions to us as we bring the agenda item back." I appreciate that and I and I'm trying and that's part of the information gathering because I don't understand this chart like now that I'm looking at it again and I thought I understood it when I looked at it earlier today. If I'm comparing A through G requirements to the S to high school requirements, would if I'm just starting at the top, it looks like if I go down English, math, science, social science, and >> okay, so really the only difference between what we require every student to have to graduate is is the language piece. It's so we're only talking uh two years of language to
133get to the point where basically we're telling every student um you're going to have a throughg to graduate. We would basically we we could we could look at something like adding 20 units into that column for Sto High School for language and then it would match the A through G and then um and then yeah there'd be fewer that it basically would it would limit their choices when it comes to the elective piece, right? >> In all fairness though, this is a minimum, >> right? So many of your kids that are going to UC are not they're not taking the minimum in terms of science. They may take four or five years something science. >> Yeah. >> Right. Does that make sense? Yes. That into the electives quite a bit. >> Okay. No, I No,
134I get that. But I was just what I guess I was surprised to see was um >> I was just surprised to see the 85. But I get what you're saying that in other words to get a high school diploma there's a requirement for like a total number of units. Um this is just a a way you're laying it out and I and I totally understand that. Yeah. A lot of kids are taking a lot more than the minimum there. Um but but in terms of getting all students out with an A throughG, really the only requirement we'd be adding to what we currently have up there would be two years of language and and that would be they that could be native Spanish would count for a for an English learner. The native Spanish
135class would account or does it not account for that? >> Two parts to it. There's there's it's it wouldn't be a choice at that point. Kids would take >> Yeah. >> VAPA >> and the two years. Yeah. So, so make sure we we have that. >> Yeah, absolutely. You still have to take the art. You still have to take some kind of art class, right? No, I understand. Um I um I you know, I I will just say that as it relates to the rest of the board can weigh in on on this piece that Dr. Cutler was asking about where do we want to go from here? Um, you know, I recognize that limiting um potentially by saying you've got to take two years of language for a student that may be struggling or
136choosing to take a bunch of CTE classes or you know the other pathways that might um impact their their interest or their and and then therefore their ability to graduate or their you know the fact that they follow through. So, I mean, I recognize that we're up against like, you know, we don't want to lose students, you know, we want as many students as possible to graduate, so we don't want to lose them in the process of requiring, you know, too many things without flexibility. So, I I respect that piece. Um, but I I also believe that two years of language is a valuable thing for our students and and it's not that ownorous if that's all we're really talking about. Um, so any other thoughts or in terms of bringing back our requirements because
137really we'd be changing what's in that column for South High School is what we're that would be the policy we'd be looking at >> if that's the interest of the board. I I do want to caution. >> You just talked about in concern about graduation rates. Um, >> and uh and and I'm going to say this uh when you think about this item which is this is the this is your purview. This is that's what this is wonderful. right that you're you're right here. Um you also think about well what's the movement to um a continuation school or to alternative schools or to other options if if you're limiting the choice of students within that that system, right? And language is a barrier for some and and so you'd have to really strongly consider that.
138But it also there's an impact to staffing um and that makes that makes it and so then when you have an impact to staffing you'd have an impact to offerings >> right so you have to >> yeah we'd have more we'd be we'd have more language classes and fewer other kinds of electives >> so I mean um of course wherever the board wants to go by the way you do have a request for public comment tonight so if you're but I want to make sure the board has completed their their questions before we had that >> thank you >> so the 85 electives that could be language other than English. Is that correct? >> Right. >> So, it'd be almost up to the student to take part of that 85. >> Mhm. Right. That's the
139way it >> and that wouldn't disrupt >> Yeah. >> our staffing and >> Right. >> Well, you'd probably have to hire another another foreign language teacher. >> I think what what uh Trusty Kamacho is saying if we leave it as is, which is the way it is now, it's up to students choice. And so that wouldn't impact staffing. Although under principal zunino's um grand proposal of using ed accelerate and the communication you know the level of if we if we do a better job of communicating to students the need for a throughg or why it's important then there could be an organic shift to where we need more language teachers or >> but that would but so rather than a requirement or flipping the switch and saying you all have to take two years of
140you know it could be built in as part of a higher level of engagement online. >> We encourage you to take two [laughter] years. Well, we tell them if then. It's an if then statement, but you know, if you do this, then you have more opportunities. You know, I mean, it's that way. >> To me, one piece on planning, I would suggest planning is part of it either way you go, >> right? Because you still want kids to engage with those elective. What direction are we going? Where are we really going to be heavy in terms of our planning for academics and our CTE options, our VAPA options? So planning either way, whether you require A throughG for all graduates or not, planning I believe should be an important component. >> Yeah, exactly. >> Work
141that they're doing right now is going to get us there. Maybe it'll take a few years. [laughter] I think you said 60%. >> I said 70. >> Maybe I'll raise it to 75. >> It is attainable based on what they're doing. You know, in Trust Anderson, you talked about some of the work you saw our counselors doing. I happened to catch a fifth up there. They had a fifth grade orientation or fifth grade visit >> and and they had them all in the theater last spring. >> Yeah. >> And our wonderful counselors, they were signs and they were teaching the fifth graders what the A throughg requirements are. >> That's good. That's a good start. >> Why not? Yeah. >> Yeah. And they they're doing it over there in the spring with the eighth grade
142students. So, a lot of good work under Justin's leadership that they're doing to get there >> and to improve it there. I think we topped that at 46% of A throughG meeting in 23. >> Dropped a little I think down into the low 40s last year and then 36 37 last year. So we saw a slight decline the past couple years, but I think there's work that's being done that's going to get us to those higher numbers. >> All right. Hey, let's hear from >> Yeah, we do have a public comment on this. Kathy Haven. >> Yeah, Kathy Haven. Then we can resume our we can provide direction after Kathy's speak. Okay, I'm super passionate about this, so I apologize if comes across that way. >> No worries. >> Um, I think [snorts] the solution
143truly and I do think we need to do more research and more have put some committees together and whatnot, but the I think we need to push hard to make A through G the minimum high school graduation requirement at South Taho High. And I've done some research. More than half of California high schools are now requiring A throughG as minimum high school standards. And I think it's the perfect time. It's the perfect time to increase expectations because of the CSU announcements because while the UC's you need way more with the electives and whatnot with 17 of the CSUs, these kids are going to get a letter that says you're in which school would you like to go to? if they do the minimum A through G and um that so they're they're going to get
144an email all seniors in the state of California next year as I understand it >> and it's based on the minimum not all 22 but 17 of them that's a pretty good start and it means they've met those basic requirements and if it's a high school graduation requirement there are so many I think there I mean I've seen it there are so many students at our high school who don't know that they've met the A through now they're going to get a letter that says you've done or they're going to I hear they're going to get a letter that says you're close. Go talk to your counselor. >> Or they're going to let get a letter that says, "Hey, here are your community college options." >> But that's just amazing. And I think it's a
145good time to make this change because of that coming in with CSUs. >> Not that every kid has to go to a four-year university. But again, having the option, like you were saying, having the choice if they choose LTCC or they choose Fulsome Lake College or they choose SAK State, that's pretty neat that they have the choice. I also think because of your priorities in 25 26 that I was sitting it's a good time to do it the whole child approach of being adaptable and making them have many more interests like language and art not just language or art. Um and also I think because we are pushing I see it as STS I think they're doing a great job talking about A throughG and pushing it and I know Wasque has also recommended that.
146So, I think we're on the right track as it is. And truly, it is two more classes. And it's not just two language. It could be one language and one art, right? Because some kids might do one year of language right now and not do art, >> right? >> But it is two more classes. And truly, there I am not a fan of the 4x4. But in this case, we can use it. There's 15 A throughG classes. They get 32 choices. >> That's not even half of their classes. They still have plenty of time for CTE and all the other classes out there. >> Yeah, you have 30. Oh, there Teresa was just saying you have 30 seconds. >> Oh, [laughter] I didn't know there was a thought. Sorry. Um Um also, while the graduation
147requirement dropped a little, we saw at site council that South Tahoe High's graduation requirement is much higher than 89%. It's like 98%. And I would say we need to hold the bar high. I think we need to have a committee. We need to do more research. and make the kids better prepared because education and the love of learning are the key. >> What time is up? >> Yeah. >> Education is the key >> are a key to success. >> Thank you. >> We love your passion, Kathy. >> All right. >> And happiness. Good job. >> Me me me me me me me me me me me me me me me me me me me me me >> me me me me me me me me me me me me me me me me me me
148me me me me me me me me me me members of the board. >> What's our direction? just need some, you know, if if you're asking us to bring this back um with additional discussion, additional review, uh any direction, >> I would say that if you're having interest in possibly changing these graduation requirements that uh we're probably going to go back and work before we just bring it back in a in a hurry. >> Yeah. So that so if there's direction >> um I would like to see I'm glad that they're doing talking to the fifth graders about it but fifth graders are really engaged and involved. I taught fifth grade for a lot of years. Um and then it goes away and so it needs to just keep coming back. Every year they need
149to be told all this. >> I got you. So, what we're going to do based on what I'm listening to and hearing is we're going to do some additional research. You know, Kathy just highlighted that she's been doing a lot lot of research. She highlighted some of the the percentages of of schools. We're going to go back and do some additional research. We're also going to create a a schematic of our communication and processes to educate students and parents about this. That's what I'm hearing about. Um, so I would tell you that I don't want to necessarily be feeling like we're going to bring this back to you in January. We're going to take some time and as a staff and really work on that. There's a possibility we we'll we'll sit down with Mr.
150Zenino and and talk about do we you know we need to get staff engaged in that. It's not just uh you know that they're [snorts] they're important part of that as well. So as well as parents. So, >> I would uh I I appreciate hearing more about the research and the options and maybe a um you know, maybe it's a tiered approach or you know um you know, I don't know, two or three years like or not not flipping the switch next year obviously or you know when you've got you obviously you've got kids already in the at the high school, but I mean just a thoughtful approach to um >> what that would look like if we started to require it and how can we um you know just keep monitoring and encouraging encouraging
151and you know um whole trying to set those high expectations without having it as a requirement but also be but potentially working toward it. So those kinds of options where it's not just one and done >> like did you know that if you just take these two classes you >> I I I think that uh I think I I think I've got a sense of what you're expecting and hoping for. Um I'll I'll I'll obviously follow back up with you during follow follow-up meetings, but I think I get the idea. you okay? Trusty Anderson, you want to >> Yeah. >> put your speaker on the >> I I am a I'm a big proponent of of rigor in our schools and uh high expectations. >> Um I'm I wonder I wonder if there's any what
152I'm looking for in this in this research that we're going to do is is is there is there any negative Yeah. uh kickback that could come out of uh increasing graduation requirements. Could we lose some kids? Uh uh you know, can we lose them? Yeah. >> Uh like they're no longer engaged. >> Sometimes those unexpected consequences that actually happen. >> That's what I'm concerned about. So I want to be assured of that uh that that we're not going to lose people um uh while still having rigor. >> Yeah. >> Demanding uh uh you know high performance from our from our students. >> Yeah. >> Got Okay, >> I think I think that gives us enough to work from. >> Okay, >> great. Next item. Thank you. And next item, facilities and transportation update presentation. Mr.
153Dave Z Bowen, other staff. >> Good evening, President Kemper and members of the board. I'm happy to be here tonight to share some updates following progress we've made in both the transportation and facilities teams. Not sure if this works or not. Was that you, Scott, or me? Okay, cool. I'll start with the transportation department. Our EV bus infrastructure project is in its final stages of completion. The chargers are installed, but before Liberty Energy can fire up the transformer, they are waiting to receive uh the last components, which are called current transformers. They need they need to be installed on the primary side of the service. As soon as that is complete, we'll go into the commissioning process with the charging stations and then we'll schedule a training for the bus drivers to get them familiar
154with this equipment. And then at that time, all route buses will be electric and we'll have a total of 15 EV buses in our fleet. Next, I want to give a brief update on our transportation change coming in January. As you know, we continue to face staffing challenges with our bus drivers, and because of this, we look at close how we can make our afternoon routes more efficient. So, Coral Lethrop has spent a lot of time reworking the schedule and were able to combine the afternoon loop bus with other routes without creating major impacts for families. We plan to begin this new structure on January 5th. Um, we've already started contacting parents affected by this change and our goal is to reach out to every family three times before the change goes into effect. Our
155first communication went out last week and we're continuing follow-ups now. Um the changes to drop off times are very minor and we're not expecting too many concerns with this. Currently, and it sounds a bit confusing, uh we run 14 routes in the afternoon, but we only have 13 drivers. The adjustment will bring us to 13 consistent routes in both the morning and the afternoon. I do have Coral here with me this evening. Um she can answer any questions following my presentation. All right. I'm pleased to share that we have been interviewing strong candidates for our open bus mechanic position and our maintenance electrician position. Uh we've been intentional and patient with these hires not only because we need individuals with the right experience also because it's important that we align with our culture we are
156working with to build within our departments. And with that, our next slide is uh these are some of our new EV chargers that we're waiting to energize. And uh we have a set of three right here that are about six foot tall. They're monstrous and they're going to be fast chargers. It's it's going to be amazing for us. This next picture is uh these are smaller ones. We got actually four of these, but they're still fast chargers. Um the picture on the right is a new um new station Liberty gave us. They ran a power pole in and a transformer and then we took some switch gear there. That's over in our boneyard at the end of the the end of the uh bus garage and we fenced it in for them and we're just
157waiting for that transformer down there to get get their current transformers and we're we're good to go. Um so now I'm going to go to facilities and facilities fields and facilities, excuse me. This is our agenda here. Um, so I would like to share an update on a new site use agreement we've been developing with Veil Resorts at Meyers Elementary. We've been working with Kirkwood, the Kirkwood team for well over a year on a plan for them to utilize our front parking lot on busy weekends and holidays as a shuttle station. The site use agreement is included on tonight's consent agenda for your review. The partnership also offers meaningful benefit to the district and it would provide $1,000 a day of their use in revenue with the intent to put that back in our asphalt
158maintenance uh program. Um I'll move on to that presentation that was delivered on November 13th with T-Mobile. Um the district office does have a follow-up meeting with them scheduled next week and we're going to discuss the logistics and explore what potential partnership we could look at what what it looks like for the district. And we do anticipate bringing this item back to you for board discussion on the January 22nd meeting. Um as many of you know we partnered with the Sir Optimus on a new dugout and parking lot project at the middle school softball field. With that improvement, we felt that it was also necessary to refresh the snack shack. So that's what the snack shack looked like. And uh this looks like now. Um we took those colors to kind of match the dugouts
159that just got recently installed. And uh I am working with Kevin Hennessy also just to get some signage, get some school spirit signs up there and you know kind of something that we can own it. >> Where's that up? >> So where am I at now? >> What goes on upstairs in that building? >> We installed a new ADA ramp for Al Tahoe Portables. The ramp is uh the old ramp has seen some it's seen its days and it needed immediate attention this year when we looked at it and it turned out really well. Another project we did uh some shot clocks above the basketball hoops at both the u gold gym and the blue gym. We did a total of four. And that looks like a simple upgrade, but it requires long electrical runs
160and careful scheduling around gym availability with our lift access. Another picture here. We recently purchased a new snowplow machine for our high school custodial team. Uh because the high school is an outdoor campus, snow removal can be especially challen challenging during storms. This new equipment will greatly support our crews in keeping up with snowfall throughout the day and maintaining clear ADA pathways for students who use wheelchairs or mobility devices. So now with all the good news, we've also seen some unexpected challenges. Uh the last few weeks our team has been working relentlessly on numerous boilerreated issues in steam pressure loss at our high school. This causing inconsistent temperatures, heating temperatures throughout the whole campus. I'm happy to say now that everything is back online with the exception of the ST building which we are using
161alternative heating methods at this time and we hand plan to have it back uh next week. We're just waiting on some parts that have been very difficult to get. Um, looking ahead, the new hydronic boiler system included in Very Energy's proposal will be a major upgrade for this site. It'll help resolve some of these dated infrastructural issues that we've been encountering. Another picture I can show here, uh, this is a compromised sewer line we had to dig up and repair last week at Beiju. Um, we tend to put cleanouts for maintenance uh, when we do dig up these lines. And those are those two towels over that. We have cleanouts going both ways. Just it's a good method for for proper maintenance. Um we did just dig a six-foot hole today over at the middle
162school. We encountered the same issue right over here and we're working on that one. Um that one's uh tree root intrusion. So I didn't have time to get some pictures on for that one, but that was fun one. >> Yeah. Oh yeah. Yeah. We ran into some issues there, too. So, we managed through them. >> And then, so this is this is just some of the guys working on the sewer line over at Beiju. Um, they've been they've been working hard. We've been we've been encountering a lot of challenges. Not so, and that wraps up my presentation. So, I'm happy to answer any questions you got. >> Thank you, Mr. Zebo. Any questions? >> Coral here if you got any transport. >> Thank you, Dave. I think I see Coral in the audience too. Thank
163you, Coral. Um >> Dave, can I ask about the fast charger and the smaller chargers? Will that charge the buses in between morning and evening? Wonderful. >> Right now, it takes all night to charge our buses and some of these longer routes, we can we can't do a morning and afternoon route long the long routes. This we'll be able to pull it in, get a charge, and do an afternoon route. >> That's fantastic. >> Going to be a huge win for us. Yeah, it is great. >> You know, one thing just to share about that. I mean, this again just just like our the plan and that we're coming up on finalizing the money to do with Varie. This was part of the board's commitment to having um electric buses and and and doing that.
164So, really proud and excited about what we're doing there. Um, I just want to truly give Dave and team a shout out that they have been buried uh with stuff as winter as winter has hit. It's funny like snow's not out there, but uh there's been lots of challenge over the last month or so. And and I know that we have staff that may be frustrated that they didn't have heat or or something else happened. Um but the team's on it and they're they're working really hard and and unfortunately sometimes we have some older parts of our facilities that they have to manage. So I appreciate that. >> Thank you. >> Absolutely. Thank you, Mr. Zebo. I appreciate >> appreciate you. Our next item is an action item. It's adoption of resolution number four, making
165the required findings after the public hearing that was held today and authorizing the execution and delivery of an equipment lease purchase agreement with Bank of America. >> We should have a couple people joining us via Zoom. >> They're they're available for if they need to. >> Y perfect. Good evening, President Kemper and board trustees. Over the last year, the district has worked diligently to improve energy efficiency in accordance with the board's resolution in January of 2022. The board approved a contract with Vari at the last board meeting for their company to support our energy efficiency projects. In order to fund these projects, the district is requesting approval for a capital lease project in accordance with government code section 4217.3. Before you tonight is the resolution and the financing agreement with Bank of America. on Zoom.
166We have Rick Han from DA Davidson and Jean Mick from DWK. >> Yeah. And they're only there if you have qu specific questions for them. Otherwise, this is an action item and we requesting the act. >> I have just one question and I know and I and I know M Rick Han explained we did get a really great interest rate. So, but we're basically purchasing solar panels and some other the heating um the not the boiler, whatever they're called, the the individual boilers at the high school. Um, it's a $22 million purchase. Um, but with the 4% 4.25% interest, it ends up costing us $32 million. And I know we were told that this had to, you know, the 22 million I think at the in the previous presentations, we saw that we were spending
167about a million bucks a year roughly for our energy costs. And so we would, you know, over 20 years we'd balance out basically by buying the solar panels. we're um we won't be spending the money on electricity and so in approximately 20 years we'll have recouped the 22 million but then I realized well really we're spending 32 million so um do I have the math right or and is it going to take us longer to really see the true savings not just the you know and I know Dr. You explained the the the state requirement that it has to be a net >> with with the law of 4217. >> It requires that it doesn't have to demonstrate and and Very did that by their their work. >> Did they include the savings the savings
168that we'll incur um will basically be a wash or better but in regards to what we'd be paying for this this right and so >> I feel like that analysis was done without knowing how much it was going to cost to borrow the money though. I I I don't think we we're in violation of anything specific in regards to 4217 based on the fact is that they they they demonstrated that and and and we expect to be able to show that to you throughout the process. >> Um but I don't know if uh if either of our folks on have an anc >> Dr. Yeah, we can hear you. Thank you. Sorry, it sounds like a little bit of an um when we ran the analysis based upon EFA's interest rate of 4.25% and um
169as you know there were rates that were significantly higher but that 4.25 25 rate uh resulted in we we looked at the cumulative savings year over year and um based upon Var's projections and the principal and interest payments that the district would pay over 20 years um the projections did not show that the district would go negative in savings over the course of 20 years. And then once the loan is paid off, then all of that is >> it's just all savings because there's no more there's no more debt service to be paid. >> There's free free power. And I I do want to just say and I think I said this maybe at the previous meeting that the panels are 40-year life because I was concerned if they were only a 25 year life,
170you know, our savings might not, you know, persist for very long. But my understanding is that the solar panels that we're purchasing are built for the snow and they have a 40-year um life. So we will see long-term savings, you know, out past the 20 years where we won't be have paying paying astronomical electric bills. So anyway, so it's good for the earth and it's good for our budget. Thank you. >> That's correct. >> Correct. >> Yeah. All right. >> Do I have any other questions or comments or a motion to approve the resolution? >> I'll make a motion. Am I ready for that? >> Yes, please. >> Okay. I would like to make a motion to adopt resolution number four making required findings after public hearing authorizing the ex execution and delivery of an
171equipment lease purchase agreement with Bank of America. >> Do I have a second? >> Second motion. >> All right. I have a motion by Trusty Mansfield and a second by Trustee Anderson. All those in favor say I. >> I. I. Those opposed say nay. All right. Motion passes. Thank you uh Sean and Rick for being here for questions. I appreciate that. >> Thank you guys. >> Thank you. And >> have a nice >> Thank you, Buttery. Um you're standing there because the next item is another one of yours. It's the developer fee report. It's information item. >> Under government code section 66,000 through 66,06 and 66,0001. The district is required to prepare an annual accounting of developer fees within 180 days of the close of the fiscal year. This report summarizes the fees collected, interest
172earned, the beginning and ending fund balances, and the projects on which these fees were spent. The law also requires the district to demonstrate that the developer fees are reasonably related to the facility needs generated by new development and to use the funds only for growth related capital projects. These obligations are satisfied through the attached annual report. Developer fees are fees we collect from both the city and the county which are assessed on new residential and commercial construction. This fund is very specific allowable uses including the bulleted points on this slide. In recent years, we've used the majority of this funding to improve classroom environments with new furniture. You can see some of the other alternative uses. On this side you can see the breakdown um the excuse me on this slide you can see the
173car county and city revenue the interest earned gains and losses as well as the expenditures breakdown for the 202526 fiscal year. We've already completed a few projects such as the two libraries. Um, and we have five pilot classrooms that we intend to complete hopefully over spring break. Um, and then we're also going to use some of the funding to help support other bond projects. We will have an outside company do an analysis of our current fees, enrollment, and average daily attendance to ascertain if we want to increase the fees in the new year. This is an information item only. We will bring back bring this back on January 22nd on the consent agenda for approval. Are there any questions? >> I do. Um you talked about raising our fees potentially if there aren't we isn't
174there like a percentage rate increase that we can automatically do every year? >> No, they you actually have to do um audit. You have to have a study done of the community and they basically will tell you if you can raise the rates or not. >> Okay. >> So, we may not be able to raise the rates um >> based on enrollment and what it looks like in the community. We did actually raise the they hadn't been raised in quite some time. I know that they were raised in was that 22? >> I think I think it was three and a half years ago. >> Three and a half years ago. So, they were raised back then. They hadn't been raised in quite some time. And so even though we were in declining enrollment then
175and we still are now um our rates were so much lower than they should have should have been that we were able to raise. I I predict we actually will probably still be able I I think it might be slight. Yeah. >> Slight. And the report that we're we're going to approve next time is basically this report of how we use the money. >> That's how we use the money and what we all the revenue we received interest we gained on the money that's sitting in the accounts. um if they the county does invest some of this money to help us raise a little bit more. So we um we do get some good funding out of it >> and so there's in terms of the regulations there's no problem with leaving that kind of
176balance in other words for a larger project in the future. It just really >> came the balance was >> well >> significantly higher. Yeah. >> Yeah. I would I would say that because district didn't necessarily understand how to utilize the the funding and specifically the funding is to educational classroom environments which it can include fields. It can include classrooms wherever students are engaging. The idea of developer fees is that usually when you're in a growing community and I'll say this, when I was my previous district, we had a lot of building going on and so we were getting expanding because of that developer fees that concept. But understand also when you have aging classrooms and aging facilities, developer fees will assist in taking helping take care of those. And it's really important. I'll just take
177a note to to tell you um with these these pilot classrooms we're doing really really important that we're actually updating upgrading our classroom spaces and our bond the cost of escalation on the on what we were anticipating costs were going to be and what they're turning out to be. We're really going to need to utilize some of the the developer fees to assist with the up continual upgrade of classrooms. >> That makes sense. >> Thank you very much. Okay, next item. Uh, Miss Buttery, first interim financial report. It's >> not moving. So, I'm just gonna >> This is an action item. >> Uh, as noted in education code 42131, the governing board must certify in writing whether or not the district can meet its financial obligations for the current and two subsequent years within 45
178days after the close of the financial period being reported. The financial reporting for f uh first interim ended October 31st, 2025 and must be certified by the governing board by December 15, 2025. The first interim report demonstrates that the district will meet its financial obligations with a reserve for economic uncertainty or EUR with of 3% for the current year and two subsequent subsequent years and as a result will self-certify positive. At some point you will tire of seeing the same slides that I always present and you're going to have this just memorized. So this is the same one I always show and right now in yellow you can see we're at the first interim uh budget reporting period. So this is our look backwards at the 2025 adopted budget and making any adjustments that we
179need to make. >> I knew that was going to happen. I pressed it. So this is my lovely graphic again showing us where we are. We do the are we always in a cycle. We're usually reviewing two to three years actually at a time. At the next board meeting, we had to file for an extension for our audit from 2425. That will be on next month's board meeting when we will also talk about governor's budget for 2627. So, we will be reviewing three years in one meeting. Um, but this is a really good just reminder of where we're at. Uh, the district budget is made up of many different funds. The general fund or fund 01 makes up a majority of the budget. While the first interim report report includes all the funds listed as
180well as some others, the general fund is what we predominantly report on as it's the largest. [clears throat] This ch slide shows the distribution of total revenue and expenditures for the district. Uh our revenue total 62.1 million through the first interim which was an increase from the adopted budget by $1.2 million. 70% of the funding is from our local control funding formula, which is 43.6 million. The largest component of expenditures is made up of salaries for both certificated and classified staff and benefits at $51 million or 78% of the expenditures. The education protection account, the EPA, provides local education agencies or LEAs with general purpose state fund state aid funding per the California Constitution. The EPA funding is a component of the LEA's total LCFF, local control funding formula entitlement as calculated in the principal
181aortionment. As you can see, our revenues and expenditures are balanced. We're required to spend all of this money on teacher salaries and we do this chart in uh this chart is a comparison of the 2526 adopted budget versus the first interim beginning budget balances of these district funds. You can see there was some variations. Um in general we usually see some increases between adopted and first interim and you can see where those vary. Uh for capital facilities in that account that's our looks like our largest account there are 32 looked like in the adopted budget is 32 million. That's the bond um and it increased to 34 million. We actually spent less because we uh some projects weren't able to get moving as quickly as we thought. They will still get expended. Um, on the
182next second interim, I will include also uh the bond fund as a separate fund as well as the interest we gain. So, you can see how we're growing. We actually are making money on the money that's sitting there, which is great. Um, this chart is a comparison of the adopted budget for versus the first interim. The increase in revenue is due predominantly to receiving additional onetime monies from the state as part of of the LCFF formula. There are a number of assumptions utilized in developing the multi-year projections. If you recall, we're funded on the greater of the current year, prior three year, prior year or three-year average ADA. So, the average daily attendance they do current year, prior year or the average three three year uh prior. We had a decrease in enrollment of approximately
183165 students between June and September. In addition, the district has projected declining enrollment over the next two fiscal years. As always, projections include step and column movement, negotiated salary increases, and projected pension increases. These were just some of the assumptions we took into account when we were building the multi-year projection. I know you can't see that on that screen, but you could probably see it on your screen. [laughter] Um, this chart includes projections for fiscal year 2026 27 through fiscal year 2728. The district continues to experience budget challenges into fiscal year 2526 or excuse me 2627 due to declining enrollment, declining attendance. Even with this LTUSD has has achieved a reserve for economic uncertainty of the required 3%. We are projecting a 3% reserve for the two outy years as well. The district is in
184C still in cost cutting phase and will be working collaboratively with all administration to identify any details. The first inter interim projection indicates that as defined in AB uh 1200, the district will meet its financial obligations for the current fiscal year and subsequent two fiscal years and as such is self-certifying as positive. It is staff's recommendation that the board of education approve the fiscal year 202526 first interim financial report. Are there any questions? >> Any questions? >> I have one. Thank you very much. Um, so when you project in the future years for declining enrollment, what percentage are you using? >> So, we were arguing a little with the county to be honest because the um we use a multitude of tools that we're given. So, um, FCMAT financial crisis management uh, assistance team has
185a calculator that we use. We plug in all of our ADA and based on where we were at the end of last year, our ADA is we're being funded on P2, which is spring, the spring number. That number is significantly higher than where we are right now. And that's concerning for the outy years because the outy years are saying you're going to be here. The other tools I've been using like projection pro where I can just um look at student enrollment and project based on trend. um those are projecting us to be much lower. So unfortunately I anticipate at second interim once we have the P1 data which is census day that when that's certified we're our LCFF calculations are likely going to go down for the out years. So those are things that we
186do have to consider. >> Yeah. This go ahead which was last >> Yeah. >> last spring. Yes. So like about Well, so it's not enrollment, it's attendance. [clears throat] >> Oh, right. >> Average daily attendance. So enrollment wise, we're down about 165. >> Okay. >> Um and then ADA, it's hard to predict right now because we're just a few months in. I usually like to wait till I'll do another attendance update next month as well. Um and we'll have >> once we get November and December in there, I feel like we have a better idea because those are high absence rate months. And then I noticed that we did get we're at 58% socially economically disadvantaged. So that does that give us more money than we've had in the past and and you're projecting that
187to continue? >> Yes, we because of the push that we did this fall and seeing um that number rise even though our enrollment significantly pretty significantly declined. Um we anticipate to be able to maintain that and that was more addition that was additional funding. So, it's the supplemental and concentration. So, that's it. It we actually did qualify for the concentration money for the outy years as well, which was huge. It's about $500,000. >> That's excellent. >> Yeah. So, we really do need to maintain that um the 58% where I truly think we are. >> Yeah. It's a matter of it's the um having parents fill out those free and reduced lunch surveys um >> this year >> and we well, we we did a big campaign, but it's really important because our funding is tied
188to that. And so um because I I was um you know the difference between the two years it's like wow did our community get poorer you know went from 50% or to 58 and it's like well you know well yeah maybe but also it just was not everybody was um filling out the information so we didn't have the data because now all students get free lunches so um so some parents didn't fill it out but it's really important to have that demographic because of the way the state funds us. So we do think we're still missing some families due to like immigration concerns >> concerns. Yeah. Not wanting to share the data. So we just want to keep reminding parents, do you still have to fill those forms out? We need the info. So all
189right. Thank you. Do I have a motion? >> I will make a motion to approve the first interim financial report. >> Do I have a second? >> Okay. I have a motion by Trusty Kamacho and a second by Trusty Mansville. All those in favor say I. >> I. Those opposed say nay. All right, motion passes. Thank you, Miss Buttery. Um, our next item is board governance. Wait, aren't you gonna stick around? No, somebody else is going to do that. Um, [laughter] okay. We have a September 2025 board policy update, second reading. It's an actual >> President Keer, members of the board, at your November board meeting, you had your first reading for the September 2025 CSBA Gamut board updates. Tonight is your second reading. It is staff's recommendation that you approve the 2025 September board
190updates. >> Do we have a motion to approve? >> I'll move to um approve the September 2025 board policy update second reading. >> And I'll second. >> All right. I have a motion to approve uh by Trusty Mansfield and a second by Trusty Kamacho. All those in favor say I. I. >> I. Those opposed say nay. And uh next we have an information item on board policy 5131.8, the mobile communication devices and student cell phone use. This is an information item. >> President Kemper, members of the board, as you may recall, we had a a public input specific to the request for the board to consider a more stringent policy for the mobile phone use, student cell phone use. Um but policy 5131.8 8 was recently uh um updated in May of um and comes
191before you again this evening for additional review is staff's intent to look for board direction. This is an information item. In the board packet, you have several links to researchbased information um regarding the impacts of cell phone use by students and specifically in our in schools. Um, you know, it's interesting to me if if you were to look at the board policy and and I just read this beginning. The governing board recogniz that student use of smartphones and other mobile communication devices on campus may be beneficial to student learning and well-being. I just stop right there, right? But there's this this this component of research that's been happening that maybe it's not beneficial. Um, and so, you know, when we discussed this board policy back in May, we looked at what are we doing? And
192the bottom line is is that we really don't we expect cell phones to not be seen at the elementary school. At the middle school, the idea is that when you arrive at school, they get put in your backpack and aren't seen. Um, at Mount Tac, they came up with that process of putting them away in a holder. And at the high school, they declared that you could not use cell phones unless teacher directed inside the classroom spaces. Um, and so I met with parent, a parent group that wanted to make sure that that this was being considered and looked at, asked them to speak to you in public comment the last meeting and now here here we are. I will tell you I had an extensive conversation with the superintendent student advisory council about their
193take on it to to try to gather um information. Lastly, I'd want to share with you that uh it is staff's intent, unless given other direction, that after tonight, we will hold a community conversation on Tuesday, January 20th, invite the community in to discuss cell phone use with student and for students. Um then depending on the outcomes of that we'll we'll the intention is to launch a superintendent's advisory group to advise from parents, students, staff um on what what direction we would see moving forward with possible suggestion of policy to you as a as a board and with the idea that um in that March April time frame we could bring a discussion item around a modified board policy if st if that is board's direction. So, with that said, I I want to say
194that we have parents that have been waiting all night and and so thankful for that your patience this evening. Um, you know, because board policy does come under governance and governance comes at the end of the agenda. You've been you've been troopers. So, but you learned a lot, I hope. Uh um thank you so much. >> Maybe some of you will want to, you know, join the board. >> Um >> I was thinking just the opposite. So to conclude [laughter] to conclude my opening um what I'd like to do we do have some parents that would like to speak. What I'd like to do is get your your basic input um at this point. Let thear parents speak but understand the intention truly is unless you tell me otherwise to continue a conversation moving forward.
195>> Any input? Oh, I would love to see it. I've talked to several schools uh um and just the feedback I got was terrific. And it wasn't just banning them from the classrooms. It [gasps] Montenegro, I can't remember. I've got it written down, but they use a ponder p and they uh it's a magnetic bag that the cell phones go in at the beginning of the class and then they get it at the end of the day. Um is it okay that I'm talking about this? Because I have a kind of a pass. Okay. Um, what I noticed at the at the high school is the students didn't have their phones, but then as soon as they left the class, they are all like this and they're not interacting with each other. And um, anyway,
196I just thought that I thought just from what I've been seeing and again this the feedback that I got from so many different schools um that they are finding it positive. One one um superintendent shared with me bullying has gone down because um students would take their cell phones in the bathrooms, lean over the stalls and take pictures of the students in the bathrooms and then post it on social media. I mean that kind >> probably not avoided that. By the way, I just want to say of course solution like oriented what we're going to use in the future obviously be part of it but >> Right. Right. Exactly. I mean, I just knew sharing what you heard, but you were at the state at the statewide conference, so you have different approaches. >> Yeah,
197>> Mary. Um, >> um, I mean, this is definitely a topic that's very relevant to my generation. Like, I mean, I was raised with a cell phone basically. Like, I got one when I was in sixth grade. I My parents had had one my whole growing up. It was just something that I'd always just kind of assumed would be part of my life. It wasn't like it was just like shoved into it. Like I know a lot of people kind of feel that it is and I think it is really important that it's recognized that that my generation and the generations around me we've kind of grown up with this idea that if you that most or like a lot of the aspects of our lives are through our phones and through technology and that's
198not necessarily a negative thing. I mean, it's kind of debatable, I would say, with social media and all that kind of thing, but I do know that it's important to recognize that students, it's not that we're necessarily using our phones in a negative way because it's just because of the way that we see it. It's because we weren't really educated growing up on how to use it and how we can make it a part of our lives in a positive way because I know having my phone like having the threat that I'll have my phone taken away in class like yes it maybe prevents me from using it but I know a bunch of other students who use it almost as like a game like they'll be like oh maybe I can use my phone
199in class or they'll the second they leave class just immediately go on their phone because it's kind of like oh well someone told me I can't be on it. So, I think it's just really important to recognize that my generation and the future generations, like us being raised with phones, it's important that we start incorporating it and kind of figuring out a way to educate alongside the phone rather than just trying to like push it out and remove it from our lives. >> You know, can I just say when I spoke with our superintendent student advisory council, of course, Mary's a member of that, >> it was an incredible conversation. one of like getting defensive about their cell phones to also identifying some of the challenges that they face and and the concerns they have
200and it was worthwhile and I think that that's what's going to come through when we do the community conversations and those types of things. Um, anything I I want to just I think I was at a workshop at the conference last week that um I don't remember the details of who the who or what district, but um there was a a very intentional decision to not allow cell phones at all during the school day and middle school and high school. But but specifically, I thought it was interesting because I always thought, well, sure, you can have it during lunch and recess and whatever these different passing periods. Um but this princ I think it was a principal or or assistant principal was uh talking about the level of engagement that increased um on campus because
201students had to talk to each other. you know, there's so many kids that kind of check out. They use it as a, you know, as an escape and and I guess and I'm and I'm hearing what you're saying, Mary, about there just needs to maybe be more education about when it's appropriate to have your phone or how to use it. But also, I feel like there needs to be a little direction or support for that um for kids to for students to actually talk to each other. Um, and I know that some of that happens in the classroom, you know, with team kind of projects and, you know, one-on-one where, okay, work with your partner on this, your seat partner. Um, but I noticed my own anecdotal um, thing is like I had dinner with
202my grand nephew um, a few weeks ago and he's a junior in high school. He's your agent. He at the dinner table with, you know, his aunts and uncles, granted great aunts and uncles, old people um, like me um that, you know, his parents were super engaged. So, we're talking to his parents who are cell phone generation generally. I mean, they're maybe 40s. Um, but he was just on his phone, you know, at dinner, right? And I thought, wow, I just he's not at there's not an expectation that he engages in conversation, right? >> Yeah, I agree with that. And I think it's really important that we kind of like >> gives students the idea of what it's like to be good with your phone. >> Yeah. like educating from a young age, making sure
203that they know that being on your phone in a public scenario isn't necessarily good because I mean they probably look around and see their friends doing it and are like, "Okay, I'll do it too." >> Exactly. >> But I think it's definitely important that we start integrating it maybe earlier in education, even elementary school even, and just saying like >> it's not socially correct in this instance, and it's also like you can use it to help you with your homework in this instance. like making sure kids know how to use their phone. >> Understanding the appropriate use, >> understanding like the appropriate use and how to use it in a like social and educational setting. >> Very good. Yeah, that sounds I like the sound of that. All right. I know we have public comments.
204Yeah. You know, if you don't mind, they've been they've been so patient. Emily, why don't we start with you, Emily? Let's just guest appreciate you. >> Thank you. Thank you for sticking it out. [laughter] >> My pleasure. Good evening, board members. Dr. Cutler. Um, my name is Emily Guest and I'm a parent of two kiddos here at LTUSC. Thank you so much, Dr. Cutler, for um for putting together together this critical issue on tonight's agenda and including such strong research as the links that you guys I hope will follow up on. Um, particularly the recent Lancet study and John Hadit's work. These aren't opinions. They are peer-reviewed evidence showing a comprehensive phonefree policy will improve students mental health, academic focus, and social connection, which you were hinting at before. I want to acknowledge that our
205current policy already prohibits phones during the school day at most schools. That is a good foundation, but as parents, we're seeing the inconsistencies that are undermining the policy's effectiveness. Students know the rules that they vary by classroom, which makes enforcement harder for everyone. The research that you will review um and has been presented tonight is that the most effective policy are comprehensive, consistent, bell to bell in every classroom all day. Districts across California and nationwide are moving towards this model because it works. Focus Tahoe represents dozens of families who want to partner with you on this. We are not here to criticize administration or teachers. We know that that everyone is doing their best. We are here to support policies that give our kids the childhood they deserve. one where they can focus, they can
206connect on that face to face um and to build uh resilience without that constant digital distraction just constantly feeling compelled or even addicted to those phones where they can interact with one another and build those you know that social growth. Um, we are ready to help with this imple implementation with parent education, with student education, whatever you need, we are here to support. Um, and we are so grateful for your time and energy around this. I hope that you really look into this and um, please fight for our kids and their mental well-being. Um, it's it's going to take all of us to kind of change this trend that we see. >> All right, >> thank you for your time, >> Emily. Thank you. Let's this >> [applause] >> We've been applauding tonight. Absolutely. Right.
207Let me just keep going. Um, is it Christina Vstano? Did I say that wrong? >> Yes. Christina Vano. >> Vristano. Sorry. Christina. >> Christina. >> Okay. Dr. Gristano. Okay. >> Dr. Rristano. All right everybody. Thank you. I know it's been a long night and I really hope that um just because this is late, it doesn't um remove the importance of this this issue. This is something I feel very deeply about. I have very young small small children that are just beginning their journey here at in in the school district which we love so much. Um, so I want to commend the work already being done in here uh in in Tahoe to address our cell phone use and to thank you all for bringing this topic here tonight to take a more thorough examination of
208what we plan to do. We are asking for a comprehensive belltobell ban of all smart devices during school hours. You've heard already why this is incredibly important for our kids and students. We want to free our students of the emotional, social, and intellectual burden of personal internet access. Our goal is to support student learning. district and board goals and our teachers. LTUSD educators pour their heart and soul into educating our children. So, let's remove the burden of cell phone management from their plates. Through eliminating the cell phone distractions during school hours, our students and teachers can both excel at focusing on the cultivation of the whole child, supporting mental health, and fostering academic achievements, which are the goals that we have on this board and in the school district. You have already laid the foundation
209with current cell phone policies. Let's keep the momentum and take this effort all the way where we need to go. We will support you in enacting a comprehensive ban of all smart devices during school hours. Now I would like to also add I I hear you and I I I hear your your concern of hey this is a part of our life but I would push back and say you have a lot of hours in your life where you wouldn't have to have it not with you right so while we can educate our kids and and and have smart use not every student is going to get the same level of support or have the same capacity to self-regulate. And I think that we as educators and and parents, it's our responsibility to provide the
210framework for them to make good choices. And so I I hear you and I think that we can do it in a way that works for everyone. Thank you. >> Dr. Rristano, thank you. And I just have a fear of taking the wrong saying the last name wrong here. So Nadia, will you come on up, and help me because I don't know if that's an R or an S there. So [laughter] >> Tase. Tase. Okay. Nadia. Thank you. >> Nadia. >> Thank you everyone. [snorts] Um Nadia Tace. I uh work as a senior scientist with the state. I've been in this town for 20 years. I also have young children. Um one in Biju and one not quite into school yet. Um, but it's important. This is an important topic to me and something that
211I obviously would like to have some policy um around. It sounds like we've already got some policy around it. I have to admit I'm very new to this issue. This is my first board meeting also. This has been to win it tonight. [laughter] Um, >> like being at the fire hose. Yeah. The fire hose. Yeah. Uh so you know I appreciate the opportunity to speak and um these kids are growing up in an age that is far different than what we all experienced and these phones are really they can take over your life. You know they have that addiction-like compulsive checking teens describe feeling physically uncomfortable being away from their phone. So it's not about willpower. It's that dopamine driven loop that developing brains can't regulate. Even adult brains can't regulate it. How many times
212are you checking your phone like incessantly? And yes, it is technology that allows us to uh be much more advanced and innovative and flexible in how we operate in a day. But at school, it becomes a place where our children are fighting their own impulses instead of learning. Um second, there's a constant pressure to be reachable. Group chats erupt and students feel pulled to respond immediately with the phones in their pockets. They're not focused. They're worrying about messages piling up, anxious if they don't respond right away. Um, cyber bullying doesn't wait until after school. We we heard a lot about bullying tonight. Um, and it comes in all different forms. And then, you know, these screenshots, rumors, embarrassing photos. They can spread during the day and ruin an entire day. Um, there's that fear of
213being filmed. We heard about that also. Uh, filmed doing something awkward, tripping, eating, apparently going to the bathroom. Um, when the phones are accessible, the kids can feel watched. There's that fear of missing out, FOMO. Even while physically present, students feel pulled into the digital world, afraid they're missing something online, leading to restlessness, irritability, inability to stay grounded in the classroom. The US Surgeon General is now calling for warning labels on social media apps because of these clear risks to students and children's mental health. Um they say that schools must establish consistent phone-f free times during the school day to counter addictive design features. Schools with phone free policies report immediate improvement. Students are more engaged. Disciplinary incidents decrease attention spans increase. Dr. Rustano did not mention that her mother is a principal in the
214northern part of the state and when they implemented this it was rough for a couple weeks and then it was great. So you know it can happen. Um, making school days phone free protects learning time, builds stronger community. It's not about punishing students or removing something from their lives, but it's about giving children what they cannot give themselves a break. So, thank you. Thank you for your help here. >> All right. Thank you, Nadia. Thank you, Nadia. >> Yeah. Appreciate appreciate your patience, everyone. Um, and I I want you to know I know that this was important to the board and even though at the late moment, you know, our board members are are truly committed to this. So, I guess I'd turn back to you and say I've kind of outlined my plan to
215work with the the the community >> because I do think that there will be some folks that don't have the same, >> you know, knowledge andor background andor desire, right? and and so this could be um controversial in some some conversations and so the intent by me moving forward with if that's your direction would be to have these committee conversations and then work through the process and bring you back a concept of change um towards March April. >> All right, that that sounds good. And I I it seems like our format uh often for community conversations has been maybe a little bit of education. I mean I think some of the the research materials, right? >> I mean it's an opportunity so that whoever's in the room kind of understands, you know, what we're talking
216about. >> What we don't want to do is not let folks have a conversation, right? So that's definitely so even the research and I attended a session last week about that. um right about how do we make sure that we're not talking always to people and at people but with them. So we that's the intent >> but to share some of the rationale I guess. Right. >> I mean and I and I I have a lot of reading to do. Uh I got this book that I'm going to definitely spend my holidays reading and taking care of my my learning. So absolutely excellent. Okay. >> Um board that that sounds good. community conversation committee uh and I think it's really going to be important to have student voice and uh teacher you know staff and
217and parents. So I appreciate all of you for coming and um helping us improve and and just you know keep the conversation alive. So um and to be more focused I think the consistency piece is really important. So um I look forward to that. Okay, next item is uh the consent agenda. It's an action item. So, do I have a motion to adopt the consent agenda? >> I move that we adopt the consent agenda. >> Do I have a second? >> Second. >> Okay. I have a motion to adopt by Trustee Anderson and a second by Trusty Kamacho. All those in favor say I. >> I. Those opposed say nay. All right. I uh the consent agenda has been approved. And next we have our items for consideration at future board meetings. Do we have
218any items uh other than the things we've already talked about today? >> Um I would like to at a future board reading get a radon testing update especially in the new buildings that we're going to be building and you know and and I like that idea of doing it every 5 years and maybe if it's just a simple thing like a carbon monoxide >> monitor >> thing to test. >> I know placement. Yeah, placement is really important. So, I think that's great if we could Yeah. have it have them done properly. >> You said there was some >> So, we purchased a testing tool. >> Yeah. >> Um over a year ago. I don't know. I don't remember when. And started just randomly just checking spaces to, you know, protect, you know, to to to
219make sure, okay, are we aware. >> Um and we've done that. We never we there was no legal component or requirement to document. Um I actually asked them when this popped up to actually document around um right now. Like so they're going through all of the schools doing that right now. >> Um and and again like for example when there's a public records request for it when you haven't we weren't documenting. We were just randomly testing areas just to make sure that we weren't seeing really high numbers. So we we'll be able to provide that and then some some additional >> the documentation because they were saying like 2007 it's like >> that was when the district actually conducted a full >> where there was a report and the data was presented. So yeah what
220I understand is that yeah we've been collecting data the data hasn't shown problems but we didn't record it. So in the future we're going to be tracking >> but Jeff said that we didn't need to do any remediation or mitigation or anything because of the pressure from the >> We'll bring we'll bring back an agenda for you. Thank you. >> Thank you. >> Yeah. >> All right.