Regular Board Meeting March 11, 2026

001Good evening everyone. We're going to start by calling the Capital Facilities Corporation annual board meeting to order. Roll call. Aaron Ham present. Amaly Jasinga >> present. >> Kurt Coleman. Alan Peterson, Tiffany Pickle, present. The public is invited to address agenda items, to place matters directly related to school business on the agenda, and submit items within the jurisdiction of the board of directors for future consideration. At this time on the action agenda is the nonprofit corporation annual meeting and designation of officers. The secretary of the Merced Union High School District Capital Facilities Corporation recommends that the board of directors conduct an annual meeting to designate the corporation's officers. And so everyone knows the previous designation of officers is as follows. President Aaron Ham, Vice President Amaly Jasinga, Chief Financial Officer Tiffany Pickle, Secretary Alan Peterson, and

002Assistant Secretary Kurt Coleman. Would anyone like to nominate themselves for a position? Would you like to keep it the same? Would anyone like to step down, step up? I'm fine with that. Unless anyone wants to arm wrestle, >> I'm good with that as well. Thank you. Julio, you good? >> Well, right. Okay. So, I'll entertain a motion. >> I propose that we um motion that we maintain the same. >> Is there a second? >> Second. >> All in favor? >> I. >> Anyone? Anyone opposed? All right, it passes. >> But thank you, Erin. >> Okay, passes unanimously. And with that, we will adjourn the meeting at 5:38. Thank you everyone. All right, good afternoon everyone. With that, we shall now reconvene into open session at 5:38. Okay. Um there were a couple of um three

003items that well two items that we took action on and um one was so in closed session tonight the board took action to approve a resignation agreement for the certificated employee and the vote was five eyes and passed unanimously. The second was um in close session the board took action to issue a notice of nonreelection and or release um to eight probationary and temporary teachers and two two school psychologist interns pursuant to education code 44929.21B and 449454B effective at the end of the 2025 2026 school year and directed the superintendent or designate to send out appropriate legal notices and the roll call was five eyes. Action was also um taken on student disciplinary cases number 34 37. Oh no, sorry. Okay. Um we will now move on to um action on student disciplinary cases 34,

00437, 38, 39 and 41. Sorry. Um I need a motion for those please. >> So moved. >> Do I have a second? >> Second. >> All in favor? Call for a vote, please. Okay, I have not logged in. So, okay, motion passes unanimously. Thank you. All rise for uh for the flag salute. Trusty Coleman, would you do the honors? Do I have a motion? Um to approve the agenda. So moved. Do I have a second? >> Second. Call for the vote. Motion passes unanimously. Moving on to item eight. Um, Principal Jolly Showcase Livingston High Health Careers Pathway. >> Good evening. I'm principal Jolly here at Livingston High School. It's my pleasure to introduce some people this evening. Uh good evening, Mrs. Jasinga and trustees, superintendent Peterson, cabinet, Mrs. Robeck and Mrs. Wilson. Uh tonight we're

005going to start with introducing Mrs. Edith Hernandez and Miss Mari Galdos and they will then introduce the health science pathway and a program that we're very excited our volunte cohort and the students participating in that. >> Hello everyone, my name is Ms. formerly Miss Faldz. Um I'm just going to go ahead and um start doing a little bit of a pathway overview for us before we get into hearing all about what these awesome students have been doing. So here at Livingston High School, it's just honestly amazing to see how much it's grown um in the last few years. We have total of seven pathway courses that students have the opportunity to take. I know that's a lot on that graphic. So to summarize, we have one intro course that students are allowed to take freshman

006or sophomore year to get introduced to health careers. Then we have three concentrator courses where they're able to look into EMR careers, sports medicine careers, and medical assisting careers. And then we offer three capstones as well. In those capstones, we have worked to give students an opportunity to work within the public, whether that is shadowing at local hospitals and clinics or shadowing on the sidelines at games here at Livingston High School. So students have a lot of opportunity for those hands-on um learning experiences. And approximately 400 students are in our pathway right now, which is really awesome. And then um students also have the opportunity one to meet their CTE and science requirements. They also have dual enrollment opportunities in those courses for college credit. Um, at Merced College, as I mentioned, they get real

007world shadowing experience. And then they also have various leadership experiences like hosting largecale events. One of our big events that we host is the uh handsonly CPR where our medtech students teach the entire school how to do hands only CPR. Um, so that's something that we're really proud of as well. I'm going to segue into Miss Hernandez. and talk a little bit about uh our volunteer program. >> Good evening everyone. Um I'm Edith Hernandez. I'm one of the teachers here. I teach uh introduction to health careers, sports medicine, and advanced sports medicine, have also done emergency medical response. So I'm here to tell you about the volunte. This is a brand new program u funded with the we will grant. Um, three schools from the area were selected to participate in this program and Livingston

008High School was one of them. Um, this is a program that offers students interested in health care an opportunity to be at the hospital to shadow to um a lot of opportunities. a lot of um times they get to um hands-on they get a lot of hands-on experience and so it's a partnership with uh like I said three um two other schools UC Merrced and Mercy Medical Hospital the program consists of um students participate 168 hours um they volunteer at the hospital there's also scholarship opportunities and um I would like to highlight very quickly before I to the students. Out of the four um scholarships offered um through the we will three three of them were awarded to living high school students including the top uh scholarship. So I would love for you to hear

009from the students now and they can tell you a little bit um their experience what they have seen but it really has been just a tremendous incredible program. They come to me and they tell me their stories and they're going to give you snippets of their stories and it's just been amazing. Uh an experience that only through a grant like this, only through a program like this would they really be able to experience because it's so many hours. So I will now pass. So hi, my name is Karen Jar. I have been in the healthcare pathway at Livingston High School since my freshman year of high school. I have taken almost all of the healthare pathway classes that we offer and this volunteering pathway program has provided me with more than I could have asked

010for related to the healthcare field. Through this program, I have been able to get over 150 hours of volunteering and experience at the hospital, which is absolutely amazing because I have taken medtech at the school. And while it is a great class to have, we do not get as many hours as we get in the volunte. And then um I also want to mention through the volunte program, I have been able to do a lot of hands-on practicing in the healthcare field. Through this program, I've been able to take vitals on patients. I been able to apply EKGs on patients, leads, as well as just about all of those things under supervision with the nurses and CNAs there. And I believe that really helped me get exposure to the medical field and see how it's

011really like working in a healthcare setting. Another thing that I really like about the volunteer pathway program is that it gave me the ability to observe surgeries, which is something very new to me because before this program, I never even knew what in the operating room was like and through this program I was able to see like a multitude of surgeries. I was able to observe C-sections um ETL surgeries as well as laparoscopies all of which I never really knew about especially laparoscopies which was very new to me. So being able to observe that and see what it's like in person was a very eye opening experience and I really enjoyed being able to experience that because it further influenced my interest in pursuing a career in healthcare. Um also through this program I was

012able to develop my patient care and communication skills. Um before this program I didn't really know how to communicate well with patients or know how to speak to them. So through this program, I was able to do that with patients and get to know them better and I really appreciate having this program and I'm very thankful to have been in the first cohort. Hi everyone, my name is Car and I was a recipient of the scholarship that they had was a $2,000 scholarship and with this program I was able to assist trauma patients. Um I had there was an open wound that came in a gunshot wound and I was also able to take a patient into the helicopter and then through this program I was able to talk to more people than I would

013have and then I was able to take vitals on patients, perform EKGs and leads. And the first day I got there, I remember I just saw a C-section. Like I didn't know what to do. But and then after that, I started seeing more normal births, a BTL, and then this one day we were going to see a water birth, but we weren't allowed to. And then I do monitor patient in the emergency room and just report to the nurse or whoever. And then most of the time we do restock the rooms with like the blood pressure cuffs or the EKG pads like the foam pads that they have. And then I was promoted from a volunteer to the volunteer for the next Could I ask a quick question? So, is that because are you because

014you're CNA certified or is it because of the volunte? So, it's not because it's CNA. We firstaw our first So that surgery was a C-section as well as surgery but they removed a tube after delivering. >> It was a very experience. >> Also what was really interesting about that experience was we got to see the whole thing. We saw it from start to end. So we saw how they prepped the surgery, how all the staff communicated with each other throughout the surgery and then afterwards we were able to shadow the surgical tech and see how she disposed of the one time use it as well as how she where she put all the tools that were needed to be sterilized as well as where the placenta needed to needed to go to be disposed. So

015it was a very like amazing experience to see. We got to see the whole entire thing which we wouldn't have been able to through just one hour like how we doing. >> We had two other students who are athletes so they were not able to make it today. Uh Bradley Kaji was another student who was in our first cohort and he assisted the stroke coordinator and alongside these ladies worked mostly in the ER and got to shadow in there too. Um and just honestly like she mentioned the interactions and the at the hospital is just it's super beneficial for those who are interested in healthcare. And then Girar as well was one of our students. Um one thing I did want to touch on that they also had the opportunity for as well what are

016called career chats. Um I've been able to attend one with them and that is where they have basically they go to the UC Versed campus and then they have physicians and people who work at the hospital come in and it's it's kind of like this where they're able to answer questions um and questions to them and so that's also very beneficial for those who are planning on pursuing careers in healthcare so that they can get information uh for their future. Uh we do have a second cohort that is has begun. They began in January and it has grown from our previous five participants to now 15 participants from Livingston High School who have been accepted into the second cohort. We have three of those participants today just to briefly highlight. They haven't been in it

017very long, just a few months. But they're just going to briefly highlight some of the um highlights of their process so far. >> Hi everyone, my name is Davis. I'm a junior and I've been a part of the medical program since my freshman year and I'm currently in the second cohort. And as of being one month in the second cohort, I've gotten to see a C-section and I've also gained more impatient um like skills and how to I've also been able to communicate with the doctors and nurses and being in the O it was really cool to see how everyone works like as a team the nurses and the doctors. So I'm really grateful for this opportunity. Hi everyone, my name is Sim Car and I'm also in the second cohort spring 2026 volunteer program.

018This program like is very good because it helps me gain communication skills and it helps me learn like how to care for patients and how we should act with patients. We also got to shadow a lot of things like X-rays and we got to shadow ultrasounds. I'm also very grateful for this program. Thank you. >> Hi everyone. My name is Pav and I'm in the second cohort for the volunte program. And during my time as a volunte, ultrasound techs, and I've learned a lot about patient communication skills and how to take care of patients, and I've also um gone to CC sections as well. >> Thank you. And to close, I'd just like to add that as part of the volunte um students don't just get to talk to physicians and nurses, but they see

019an array of all the different jobs offered um in healthcare. And I want to end with saying that with sharing that the last couple times we've been there, the students have seen physicians that are living high school graduates. So that was really cool to to see. Um the cardiologist at Mercy Hospital um remember taking biology from me. So that was really cool and to this doctor sitting there one of them was a funny story turned out to be a neighbor to one of the students being there and so it was really cool for them to make that connection that they're Livingston they're the product of Livingston uh high school and they can do it and then they can do it. So that was really cool and with that um I thank you very much for

020your time. Mr. Hernandez, >> what does cohort mean? >> Uh the group of participants that are going to be >> just groups, not >> Yes. Um it was uh 10 students from each uh school that were given an opportunity and I we begged and we said, "Is there room for one more? Is there room for one more?" And we were given a little bit more um space, but the cohort is just a group. The first group and the second we're on the second group now. Got it. And they're all at Dignity Health Mercy Hospital >> there. Yes, that is correct. >> So, a question for the girls. Obviously, you guys seem very strong, but did anybody kind of feel like fainting? I know some of the guys when they see their sons uh or kids

021being born, they faint. You guys are pretty strong. So, you guys all are still in then after seeing all that. >> Great job. >> How many of you are seniors? Two seniors. You have to be under 18. Oh, that's great though. Did you all know you wanted to go into the medical field or do you all think that at this point? >> Awesome. The two of you seniors, are either of you considering UC Merrced and the program that goes all the way through a doctor. There's a tremendous shortage, as you probably know, of doctors in the Central Valley. So it would be really tremendous if you guys in any capacity. Kudos to the teachers. >> Sounds like an amazing program. It makes me want to enroll. Um I probably already know the answer to this,

022but what has been your most memorable experience? experiencing an intubation which was really fast compared to everything else that I've been seeing at the hospital. Um it was really cool seeing how all the staff just like work together to get the patient what they needed even though like the patients would be dropping just seeing it happening. I thought it was a memorable experience that I have. There's multiple. There was one when taking a patient into the helicopter because they were going to have a heart attack or a stroke. And then there's another one when a patient came in because he had gotten ax and just to like comfort him. I was there and I was helping with getting bandages opening to the doctor. That's about it. >> Rever, right? What's your name? >> Rajir. So

023you got to ride in the helicopter to another. Okay, >> that's good. I was going to guess it was one of the surgeries. So, thank you for sharing that. That's really that's really cool. Thank you. >> So, how many other schools have the volunte or is there if this is the pilot pilot school are there plans to expand that to other >> there? There are plans currently at um we have Merced from the MUHSD. We have Merced and Livingston where the two selected and along with the third one is Lee Grand and all the other schools of course but in the current it's only Lston. >> Well, I just want to say great job Miss Hernandez. Miss Valdez, I'm sorry I don't I didn't get your new name. I >> Galdos. Okay. Well, great job

024and and you ladies, you guys are doing a great job. I think you guys are more advanced right now. So, it seems like you guys are uh doing great and and you guys will go follow right after them, right? So, thank you all. Great job. >> Well done. >> Thank you. Very proud of them. Their work. Thank you to the teachers and to the students. Yes. So, for my report tonight, I wanted to focus on, you know, I can talk about Livingston all day every day because I believe this is an amazing community with amazing students, families, and staff. But I wanted to focus tonight on um a goal that we set at the beginning of this school year. Uh one of those is um in relation to CTE, college and career readiness, and that

025is our certifications goal. So an update for us right now is our goal was to increase our certifications this year by 20%. Um up to,046. So that's our exact number. Um that was a reach a stretch goal and that's on purpose because we want to push ourselves. Right now we're at 464. So that may seem like well hey we're not really quite making that goal. Um but that is because the vast majority of those certifications happen in the fourth quarter. So we're almost there. But as you can tell, we are still having kids work towards those industry certifications. And a good number of those right now are also in the STAR Academy, which is our own internal uh certification that we've been having students participate in. Um, one reason that we set this goal is

026because we found that students do value certifications. Um, if we I know many of you do get a chance to sit through our portfolio interview process at the end of the school year, which is just an amazing opportunity, and students include those in their portfolios. uh when we sit with students and I sit with students just chatting to them about things that they're proud of or you know they're seniors and we're at the end of their time here and I ask them questions. Um I know Mr. Peterson always does that with our students as well every year. Um things that they say they're proud of is their certifications. Um they include them on their resumes, job applications. Um, one thing that's um, been a discussion is that our teachers when they meet with their advisory

027committees, their advisory committees are talking about the types of certifications that they offer and there's a big discussion around what are the most relevant ones and ones that their industries accept. And so that's an ongoing conversation. And so that's something why those advisory committees are so important that the work we're doing in our high school aligns with what's happening in industry. And so of course our teachers are looking at that constantly. I know that we just had some teachers go visit Madera in our auto industry direction things they were looking at for example were electronics and so saying what is the most relevant thing that we can start to look at and start having students work with that makes sense that we can have them moving towards and for them that was something they're going

028to be pursuing now is electronics of course given what the industry is moving towards and that's a very transferable set of skills so maybe not to become an auto mechanic working on just electronic cars Um but those electronic skills are something that transfers of course across all kinds of industries. So the next part I wanted to talk about um and spend a little time briefly is the big shift for us is to just talk about structures. We've spent a good um the last few years making structures so that we have distributive leadership and structures that are ongoing that are helping our school become stronger. And one of those that is our big push starting this year and that we're continuing I have a timeline I'll talk through but is our last big main goal I

029would believe for us to work towards is um moving towards our focus on learning and professional learning communities. So we have structures in place already for collaboration. Um however you know we have goals and data chats. Those are part of our superintendent goals and our teachers and have been working on that already. We've had signature assignments for the last six years here. And I believe prior to my time here, that was already work that had started as well. Um, and that's already a quarterly process. It's integrated. However, we need we need to continue that work. So, we sent a team of people in November to the solution trees PLC work institute. Um, we know Merced High has been working on this. They started that last year. Um, they've continued that work. We've already had a

030meeting with our leadership person, our person we got aligned with in February. Uh we have interviews tomorrow to choose our guiding coalition. So I'll describe who they are in a few moments. And we have another meeting um a full day on-site professional development with our guiding coalition site person um to introduce to our whole entire staff. Um we've already been having these conversations all year um and letting people know like we shifting our structures to better support learning. So we need to look at common assessments, essential standards and move us there. So one of the things our next steps then is exactly that. So we have essential standards already identified in our district. Uh we need to spend the time with our staff now in teams looking at those standards and pairing down to find

031out vertically what is matters the most and what are the things that we can truly focus on. Um this morning that was actually a very um important conversation we had in our math department. Um, math and English have already set aside time this year looking at they've asked specifically for time to collaborate with one another and set goals. Um, they've asked for additional time this year as well to keep working on that. Um, that is completely driven by them looking at data and realizing we have work to do. We want our students to achieve more and that's going to happen when we work together. So um our guiding coalition when we do establish which will be very soon um it will be our leadership they will establish our leadership teams that work then work together

032and then fall 2026 again that will be schoolwide working on common formative assessments. So like I said, some of these instructors are already here. We have collaboration. We have faculty. We've had cross-curricular collaboration already. For us, that was the packs. So twice a month, sometimes three times a month depending on long months. We have pack meetings. Um departments we already have. And then of course there's faculty meetings which we use those for data analysis and professional learning opportunities throughout the year. We have common assessments. Like I said already, those are existing district ones. um s but they're not all subject areas. Um we have site common assessments. So again that's just not consistent across all subject areas. It's just if a few teachers are working together and they choose to make common assessments with each

033other. Um moving towards a true professional learning community as a whole school means that everyone has a common assessment with someone else in a team. And then of course we have state interimms which our ELD teacher has joined us this year has actually been implementing the interimm assessments um in in the English language development um ELPAC and that has been a really great opportunity to reflect on that data and then look at it make some instructional decisions and plan for next time. Um like I said we've had quarterly signature assignments. That's something that we've intentionally built in as a way to measure what we want students to be able to do when they leave Livingston High School. And that is to have the skills of the four C's. So we have that's our schoolwide outcome

034that we'd like to see. Um that's applicable to all subject areas in all levels. So everyone has signature assignments in every subject area. The expectation is quarterly. Of course, we can always have more subject we can always have more signature assignments. Um and we've integrated that into our portfolio. So if you've been to our uh portfolio final senior interviews, you've seen um kids talk about their signature assignments. So those things that they are proud of that demonstrate one of those four C's and an extremely important and essential part of that is that they are reflecting on their learning. And so we have actually been building that into our school day. So we have set aside actual time within the school day that that is the activity. So every single kid on a day twice a

035year is reflecting on their signature assignments and then they're putting that into their portfolio. So that is something again it doesn't happen by accident. It happens with the whole staff working together and us knowing that that's important and we're going to do it and then knowing too that kids find value in it as well because it's again something they're getting to see this is a strength I have and this is something I'm going to share with future employers and other people. Quickly just to talk about what the guiding coalition is. We've had an instructional leadership team. It's been a few different sizes. This year we reduced our size a little bit. Um they've been who we've had lead our pack collaborations. So they are who when we have work to do that involves developing some

036instructional development um or professional development, they work on that. Obviously our um instructional coach is key to that. our teacher um teaching and learning AP um and as well as our teacher librarian um each have different roles in that but we are moving away from our instructional leadership team to the guiding coalition and this is the model they basically are the ones who are going to be putting our teams together and their job will be pretty similar to what the instructional leadership team is but within the framework of um solution tree and professional learning communities they are our leadership so this is again another example of a culture we've been developing here of distributive leadership. So we get a group of people together. We have a problem we need to solve. Let's bring it together,

037bring solutions and then come back and then look at did it work? If it needs to be tweaked or fixed, let's come back again together and fix it. And so um it's not just a top down, it's coming from the staff and from our teachers. So um that is what that team will be doing. Um we have like I said interviews tomorrow. So I'm excited for that. Um the guiding coalition will be a representative group of teachers from different departments and um that is really what I have to talk about. So I wanted to keep it short and brief. I believe this is um it's not an overnight um goal. There's a lot of skills if we notice in this to go in there um your existing structures and teams already or departments. Um when

038we say we have a school as ours that offers so many opportunities. you have stu um you know singleton classes for example um like we're talking about how are these guys going to collaborate well they have two here you have two teachers who work together in health careers um they can build things together but if you're going to talk about specific courses well one thing they can talk about is for example all the students here we're talking about they will develop their skills about talking to patients so there's an opportunity to build a goal around how are we going to collaborate let's talk about how we can strengthen our goal on communicating with patients and So when we say like what is a common assessment going to look like perhaps it's around that and so

039the idea of a professional learning community and the goals you get from this work is that students learn more because we're focusing on the learning and whatever that happens to be that's important then that's what we're going to work on and so you work in a team. If you have for example singleton teachers working on something we're going to look at skills. So it doesn't necessarily mean that um you know in a traditional sense you think we have just English two is going to talk to English two and English one and English one or math one and math one will talk to each other um there's an opportunity similar to what we've already been having with skills being able to talk across with four C's we were able to have a solution um with looking

040at the different CTE skills so there will be somebody for everybody to be on a team to work together and have kids learn more and that's the whole point so that's what I for you guys. So, any questions for me? >> I have one. It sounds great and very I mean, you've got a plan, you know, on how to get there. Um the planning with the um with the math, does that include um you mentioned the essential standards. Does that include um the new framework as well? Are they beginning to plan around the new framework and the big ideas? Yeah. >> Yeah. I also reached out to our partners down the road um for us to have a conversation about collaborating with them as well. So >> thank you guys. >> Thank you. So we

041do not have any speaker cards for general public comment period. So Moving on to item 11 reports. Mrs. >> Good evening. >> Yes. Um tonight we're going to share the Central Valley Math Bridge project with you. Um in the spring of 2024 um the Central Valley Higher Education Consortium, CV Hec, they invited some of our site principles um to a meeting to talk about math. um and I was I also attended the meeting and they really had identified which I think that we all know that math is often the obstacle that keeps kids out of going to college and keeps kids from being successful in college. So they wanted to try some research to see if they could solve that problem by increasing math support in high school and they have um they started the

042project in Dauba and they had already run it there before they came in to Merced County to try to recruit some of our schools. So we had four schools on that first year and then shortly after we got going, Stacy Cool came on. So, she's going to tell you more about those four schools. But Stacy really helped set the structure for all of our schools and the math teachers involved in their collaboration with Merced College and Central Valley Math Bridge. She also has played a huge role in the data sharing. Um she reports to um data to Central Valley Math Bridge to Merced College back to our teachers and then she also has really helped lighten the load as far as um the research demands go. So, um I want um Stacy to share that

043project with you guys tonight. >> Good evening, members of the board. Superintendent Peterson, cabinet. Tonight, I'll be presenting, as said, an overview of the Central Valley Math Bridge and the early successes we've had so far with the program. slides here. Uh the Central Valley Math Bridge program aligns high school and college math way math pathways creating a smooth and supported transition for students. Central College Bridge has partnered with Central Valley Higher Education Consortium, CV Hec, Fresno Pacific University, and the Rand Corporation to develop this model with colleges and high schools throughout the valley. Central to their mission is removing barriers and expanding opportunities. CV MathBridge provides a credit bearing academic intervention that strengthens students math skills while preparing them for college success and it's funded in part by strategic grants including the weill K16 workforce

044and the education collaborative grant through the 2027 school year. The program works by identifying high school students who are struggling in mathematics, designing targeted interventions that blend high school and college coursework and facilitating collaboration between high school and college faculty to continuously review student work and improve instruction. So by giving students access to college level content while still benefiting from the support of their high school instructors, CV MathBridge bridges the gap between secondary and post-secary education and the partnership between the faculty at both levels ensures students gain the confidence, preparation and guidance that they need to succeed. So, as part of our current partnership, students have the opportunity to earn college credit for math 10, which is elementary statistics at Merced College. And this is a course selected based on job growth trends, its relevance

045across a wide range of college majors, and its accessibility to high school students. As you know, Merced Union High School District requires only two years of math for graduation. As a result, some students, particularly those who are not confident in math, choose not to continue past their sophomore or junior year. When those students move on to community college, they often delay their math until late into their degree program, creating a gap of three or more years since their last math course. CV MathBridge addresses this directly. In the fall, students enroll in a dual enrollment course focused on preol level statistics, building foundational skills and addressing areas of weaknesses. Then in the spring, they receive college level instruction three days a week from either a Merced College math instructor or a qualified MUHSD teacher with the

046remaining two days dedicated to continued skill building and support from their MUHSD teacher. This structure gives students significantly more than they would have enrolling in the course at Merced College on their own. Students who complete the program successfully earn credit for math 10 elementary statistics and this is the required math course for many of the majors you see represented here on this on the diagram in the spring on the screen. So you can see registered nursing a business history this course touches a lot of majors. So the goal of this collaboration is to reach students who discontinue their math path before graduating. Not those already on a path to higher level courses like AP statistics or calculus, but students who only take the minimum math required to graduate. The eligibility criteria shown on this slide

047were developed with that audience in mind. Created in partnership with the Central Valley Math Bridge team, MUHSD math teachers, and high school counselors to identify eligible students. We took a structured approach. Goldie Bang, our data and testing coordinator, and I built a master list of every current junior at each school site, pulling their GPA and three-year math course history. From there, site teams composed of math teachers, counselors, and administrators reviewed the list and identified students who met the agreed upon criteria. Those students were then personally invited to attend MathBridge info sessions hosted at each school site by MUHSD SMA. staff and the math bridge team. So, as uh Mrs. Ballinger was saying, the last year marked our first year in the program and across four high schools, Atwater, Back Colony, Golden Valley, and Livingston, 121

048students enrolled in the pre-statistics course in the fall. And of those 121, 101 successfully earned college math credit. And those are students who without this program would not have taken a math class their senior year at all. We're now in our second year and the growth's been significant. We've added our two remaining high schools, Merrced and El Capitan, and we've more than doubled our fall enrollment. So, all six schools are now participating and 226 students are currently on track to earn college math credit this year. So this slide walks through the full journey from recruitment to current enrollment. We began with a eligible pool of 782 students based on GPA and math history. Of those we were able to get 529 to attend an information session which is a strong turnout. Of those 309 which

049was nearly 60% of the attendees completed an interest form and then 256 ultimately enrolled in the fall. We had 239 pass that fall semester and 226 are still enrolled this spring. Um so as you can imagine many factors influence whether a student moves from initial interest all the way through spring persistence. But we're really pleased with our retention rate so far and we have concrete ideas on how to improve and expand the program for the 2627 school year. So beyond the numbers, the testimonials on this slide reflect something equally important, the confidence and perspective students get along the way. Statistics is a course with real world relevance, helping students make sense of the data and information they encounter every day, not just in school, but throughout their lives. And so building on the success, the

050next stage in our partnership focus on students who have completed integrated math 3 but aren't quite ready to move on to pre-calculus. So at the end of this month, we're participating in a Merced regional math convening at Merced College. And it's going to bring together the Merced Union High School District, surrounding districts here in the county, Central Valley Math Bridge, and Merced College to map out a path forward for students who need additional support in higher math and more students enter college ready for a STEM pathway. So, the CV Math Bridge program is proof that when high school and colleges work together with a shared purpose, we can meet students where they are, open doors that they may not have known were available to them. And starting with 121 students at four schools has now

051grown to 226 across all schools in just one year. And we're just getting started. Thank you, >> Stacy. I've been asking a lot about data for mathematics and so and you've had a scrambling on that. >> Yeah, I app but I appreciate it because it spells out Yeah, we're doing everything we can to encourage our students to stay in that mathemat program and and math at different levels. So kudos to both of you. I really appreciate the data that you guys were able to bring and and show what we're doing at the at the high school district. Thank you. >> Thank Thank you, Kurt. Yeah, we um you know, a lot of credit goes to the math instructors. So, it's either taught in tandem with a um community college instructor or if they have their

052master's degree and are qualified, our teachers teach it solo. And they tell me that they work hard to recruit the students and to keep them in that class. So the fact that we had so few drops from fall to spring and so many kids pass was just a credit to them talking them into staying in it and seeing the value. Excuse me. Is this something that counselors are very aware of and can suggest for students as well or does it come directly or exclusively from math teachers? >> Um 100% they're involved. So when MathBridge um when we first started, in fact my very first meeting was here at Livingston High School, the Central Valley Math Bridge team insisted we invite every math teacher and every counselor so that everybody was aware of the program. Moving

053forward that scales down and we usually have one counselor as a point person, but they wanted to make sure that every math teacher and every counselor understood and could promote that towards students. I think it's really exceptional and I appreciate you explaining it so well this evening because I have previously said I'd really love to see our students complete three years of math. Um, but I do think that there are a lot of students and even students with higher than a 3.4 per se who struggle with math, right? They may do very well in reading English and history and whatnot, but they struggle in math. So, and then we also tend to come up on the issue with seniors too where they they need an extra class and this might be just the thing to

054you know really help support them to it. This is fantastic. I think it's a great the need that you've identified our students getting to college being you know behind or not having freshened up on math for so long. So thank you for for helping spearhead this. >> Oh thank you. Yeah you know the the 3.4 for GPA criteria. Um it's a hard number by the Rand Corporation. They're sponsoring the research and they're tracking the persistence rates. So hopefully in um the next few months we'll be seeing what's happened to that first year of cohort students, those 101 students. Um and so but we identified like you, Mrs. Ham, that there's some students who have a 3.6 or 3.7, but when we look at their math grades, they they're just getting by. And so, we even

055captured a few of those even though they're not going to be included in the research study. And um the guard rails are going to be coming off that research study here um in the next year and where we'll be widening it to um I mean, we're already not turning kids away, but you know, um widening it to even greater capabil the Rand Institute control all of this really and is it does funding disappear or what? >> Well, there's multiple sources of funding and one of the things I'm working with the Central Valley Mathbridge um folks on now is what happens when they leave and they've realized they need to do a little more work on the persistence. I mean, we already have a great relationship with Merced College, so I'm pretty confident that we'll get

056there. Um but um we also have a lot of qualified math teachers who can do this course whereas some of the smaller districts like Dos Palace and things like that they need that Merced College math professor to come out and we need that very rarely right now and that's to the credit of the educational level of our teachers. Yeah. >> Yeah, that was the mention of the Fresno Pacific as part of that partnership. And yes, we had a fair number of math teachers take advantage of that and are finishing up their masters this this year. >> Miss Cool, the Can you clarify how the we get students in into this program? I I know that you say you identify them, >> but can you clarify just a little bit more on how that happens? >>

057So, um what happened at the very beginning is um Goldie Bang and I we just took every single junior because we're targeting seniors, future seniors. We took every single junior, we ran their GPA, and we ran their three-year math history along with the grades they got. So, what was their grade in integrated one, integrated two, did they stop there? And so, from that list, we provided it to the high schools, to the counseling and admin teams and the math departments, and we filtered those lists there. Like I said, we were looking for students who had a 3.4 or below. um we were filtering out kids who were on a path to calculus. That was not our target audience. So even if they had a 3.4 but they got integrated math three with an A, kid,

058we want you to keep going on to pre-calculus. So trying not to interrupt those so we'd filter them out. Students who were um you know still finishing up their math requirements were disqualified, but that was very few at this point. And so yeah, we were left with about 780 students districtwide who met those parameters. And then every single one of them was invited to an information session. And so of those 782 future seniors, we got 529 of them to actually show up. Or actually, I should say the school sites did this because they're the ones who had to manage this and invite everybody. So then who who is it that invites them or or gets them invited to this uh >> to that presentation? Um so our usually I think at most of our cases

059it was our um associate principal of counseling in tandem with the counselor would do invite them and then the math bridge folks would come out and do a presentation about you know careers in the central valley and the majors at Merced College that accept math 10 and hey you're going to be done with your college math requirement if you take this class. So they would come out and do those sessions at each of the school sites. >> Thank you. >> So that's been a huge bridge so to speak in in doing this. >> What is the class called? >> Um it's called dual um elementary statistics DE for dual enrollment. So and we did have a probability and statistics course but we pretty much supplanted that at most campuses I think as of this school

060year. We have not supplanted statistics that is still available to students who who want that path. >> Thank you so much. >> Good evening. Uh tonight we have a presentation on board bylaw 9250 uh remuneration reimbursement and other benefits. Board bylaw was adopted in June 27th 2007. So back when we went to electronic board documents that's how far back that particular one goes. And basically the piece that we're looking at that's been impacted by one of the assembly bills is each member of the board of trustes may receive a monthly compensation as provided for law. So that is the way in which our board policy has read since before 2007. That's the adopted date once it went to the electronic. Bill number 1390 is outlined for you and it basically reassessed how much is allowable

061for board members based on the size of their school. So you can see some are at 4500, some at 3,000, some at 2,000, and there are more that go down the list. But we will be at four based on our CSBA supported the bill and the background they gave and the argument for that was the increasing amount of time that board members spend and the fact that nothing has changed in this uh particular law for quite some time. Uh AB 1390 would increase the thresholds to reflect the changes and to account for inflation during the last four decades. During the assembly hearing, they also gave uh some arguments and support and those are provided for you. One of them being the number of people who actually run for school board seats and the idea that

062a lot of people don't run because it's they can't do it. It's not worth it. There's nothing in it for them and they're working folks and without having or something like that to be able to get them to run, you're getting fewer and fewer candidates to run. And so they cited that as one of the things that they had as a hearing as far as support of being able to increase the salary for the pay that was coming out monthly so that more people might actually be interested. Again, the authorization has not changed since 1984. And so they did an analysis that compared uh you can see the left hand column with the current one which was before January 1 of this year. If you simply took inflation and increased it, it would be to

063the next one. So you can see from 400 it would be The law currently allows for boards to increase their pay 5% per year. If every board had done that for the last 40 years, you can see what they would actually be getting right now at that right hand column, which is 2 956. And so the legislature chose the number that was closer actually to the inflation than the 5% one. And 2000 was what they used for school districts of our size. The sample polic at the time of adoption. So way back when, basically read like this. And when the board was adopting this particular bylaw, option number one was selected, which each member of the governing board may receive the maximum monthly compensation as provided for. Again, we adopted this board policy. Option one

064was adopted way back in 2007. Uh this is the year after the district moved to electronic records. Based on that adoption, increase as allowed by state legislation, but no changes in state legislation have happened until now to effect on January 1st. Staff recommends that the board take input tonight and place the report on the second board agenda in April to take input and discuss whether any changes to the existing violation. facility needs. So tonight we have a facility needs. I'm going to give you two slides here of a little bit of a background information. Then we have a guest speaker. So you don't get to listen to me all night long but I will be back later. Uh key timelines for major projects and we're talking about facility needs ongoing. We currently have the business

065park and the district office that is currently under construction and that is targeted for a June uh time frame. We are reviewing the needs and options for modernization of cafeterias and reducing the fund balance. We have basically the state said too much money in our cafeteria fund and we need to use some of that money to do some projects and we've been working on that. You've seen a few in the past. You'll see one tonight. There'll be a few more coming here in the next few months. Architectural review of existing facilities for facility master plan is going to begin here soon. Architects and engineers will basically look at all aspects of our campus and then they will give us a on where are our HVAC systems that need replacing, how are our roofs, how are

066the carpeting, how are the windows, how are the sidewalks, all of that kind of stuff will come back to us in a report that we can use to evaluate the infrastructure needs of our campuses at the March board meeting which is tonight architectural bid for Golden Valley pool is on there and the timeline will be based on DSA approval but again it is take expected to take at least a year to complete that particular project. Architectural bids for CTE grants again will be on the agenda for tonight. Plans are needed prior to the actual allocation. We approved the applications at a previous board member board meeting. We do have the architectural plans now because we need those to move on to the next step here in June and then it will get final decisions in

067December on whether the state will be funding those particular projects. We're working on access control for business park and then we have the bond survey results tonight. So those are the things that you will see on tonight's agenda when we get to the action agenda. The bond survey will be taking March and April then sites will take input from stakeholders on their big facility needs. So they have information on that. They're going back. They're having meetings. Some of them have already started. We'll be bringing those back to you. So in April you'll be able to see those lists that sites have things May board meeting we would review the facility needs then after all of that information is in and then the June board meeting would be when we would make decision that is something

068interest so you can kind of see the flow of the information over the next couple of months and tonight we do have as we've at previous meeting to be able to get some survey information on where the community stands on this. We do have our bond advisor, Mr. John is with us here tonight. He will take you through the survey response. Great. Good evening, members of the board, district administration, and members of the community. I'm John with Advisors. Uh it's been a while since I've been here. In fact, I think the last time was in the fall. We an update as to potential funding for district. Just as a reminder, one of the key steps that that any district goes through, I should say successful district go through is this process of identifying needs, finding

069out whether or not the community support. Your district's no stranger to this. You passed a bond in the late 1990s. You passed a bond in the late 2000s. And here we are almost 20 years later. It's time again to our community. This is the tool that school districts use in the state of California. One other data point I'll share with you before we dive into that is that in 2024 nearly one out of three school districts went to their voters to seek supports. And if you didn't know how many school districts are in California, there's over 900 school districts. alone. Can you guys hear me? I mean, okay. So, one of these key steps again is to assess the feibility in your community. We're a big believer in the school districts that we worked with,

070we worked with, you know, 89 successful school bonds in 2024, is to listen. what your community wants and to ultimately give to your community what they're willing to support. And so a survey is a valuable tool. I like to call it kind of a quantitative tool that we get to use. It's statistics. It's data. It's pretty easy to follow along throughout the presentation. You're thinking, okay, do I have greater than 55% support because that's what we need on election day is 55% support voters to pass a measure. So the survey uh we start with the method There's 88,000 registered voters. From that group, we strip out anyone that doesn't have a working phone number or any number for that matter. But we also strip out anyone who hasn't voted. Now, if you're a freshly new

071registered voter, we don't strip you out. We give you a chance. But if you've been registered for the last four, six, eight, 10 years, but you've never voted, your opinion means a little bit less to us than those that are going to vote because it's the people who do vote that decide our fate. This also is going to test perceptions. Doesn't mean it's reality, but it's the perception voters. But that's important too because on election day, people vote on their perceptions, not necessarily reality. So we wanted to test specifically support for a bond. Two projects, specific projects. Number three, attitudes towards the district. And number four, tax rates, right? Because if they you could have a tremendous need and really tax rate, but if they don't like you, they don't support you. They could love

072you, but if you have no needs, they may not support you, right? So, you kind of have to have all of those things lined up. And that's what this survey is designed to test. It was a random sample telephone survey. So, that essentially ensures that you're going to get a reflective demographic among likely voters from the survey to what it's going to look like on election day. So we don't do hey anyone interested in the school bond survey sign up here or send it to parents or teachers you're going to get skewed results. So we do these telephones comes into their living room it's random sample and we were able to get 409 people wanted 400 but you never want to hang up on someone who's in the middle of a survey. So by the

073time we completed it was 409 which gives us a very healthy 4.8% margin. Most of these questions that you're going to see here are following the as the survey. Some of them are a little bit out of order. Um, in the survey, a lot of questions are randomized, so we have to just pick a static basis for the information. So, I'll point out, you know, things that are a little bit out of out of order. I'm not going to point to every single bullet point. That would take too long. I'm not going to speak to each percentage, but I'm going to give you some highlights and kind of things to compare and contrast with other districts and where we see you guys. So, we do start off with saying, hey, how are things going in

074the community? Right direction, wrong direction? And that's just veryeneral, but just to get someone engaged and for the most part people think things are going in the right direction in the district. And then we ask on the right hand side, okay, more narrowly, Merced High School district, how would you rate the quality of education? Right? This is our first liability question. Do they like us? Are we doing a good job? And you can see almost half say excellent or good, about a third fair, some don't know, and then about 15% say poor to very poor. Now, there's all sorts of questions that if I'm a board member, I'd be saying, why is that? Why do they think we're doing why they think we're doing We don't get to that level of granularity because that's sort

075of take hours, but we do get a sense of saying, hey, regardless of how you feel, these are pieces of information that we can use for school bond to help give you the best advice going forward. That last bottom question on the left, that is a question that is answered at the end of the survey that we just put it up front just to help us confirm that the data and the demographics of the survey respondents are reflective of the voters. And you'll note there 62% of the people who responded to the survey, no ties to the district. We like that, right? We want that. We don't want something that has half the people have kids in the school. Um, you have about 30, what is it that 38% currently have kids in the system

076or have had kids in the past. Now, some specific questions that we ask folks, again, this is the attitudes. This is the liability question. As you go down, we these are randomized, but for the purposes of this presentation, we kind of put them in order of who has the highest levels of support and then working our way on down. Now, couple of things to to note. First and foremost, this is the order of all school bonds. do these surveys, it always people know their teachers, so they have an opinion of it. You know, they know their principles, they know the superintendent, and the school board, candidly, has become a little bit more of a political position than it used to be. So, you can be on the right side of things or on the wrong

077side of things, it doesn't matter. It's a little bit political, but I wouldn't worry about that data point. Only 20% of those respondents had said that it was poor or very poor. Again, that's consistent with other school districts. In fact, slightly better than a lot of school districts. Um, interestingly enough, the second line item that that could be a good news or a bad news, which is the condition of classrooms and schools, there is a perception that the schools look good or are good more correctly and they're not right. So, that's curb appeal. Kudos to you to make things look nice on the outside and make you know, when I'm I'm a parent of four kids and probably the only times I go to school or I go to the different sporting events or the

078parent teacher back to school conference, what have you. So, I don't have a lot of exposure and I'm probably similar to a lot of people that don't see things except for the front of the school, some of these other sites. So, what that just tells us is that we probably need to do a little bit better job of educating and focusing on telling people just how our needs are because perception is hey schools are actually pretty good. You almost have 80% think they're fair to excellent. So we asked some thematic questions you know do you think that schools improve their property values that's something that certainly can be used in communications the state you know the villain of the state that doesn't fund you enough we need to do more because the state's not pulling

079their weight you know your voters tend to agree on both of those concepts there and then we get Excuse me. Two more. Um, an ideological question. Now, this one's fascinating because you're going to see some subsequent data in here. So, I would never vote for a tax increase no matter what. Half of your respondents said they agreed. Okay. And then you're going to see the very next slide, they're going to change their mind and say, "Well, in that case, I vote for." Um, also kind of a thematic question, the question of equity in your high schools. You know, you're unique in that you service multiple communities. You have multiple represent different groups. Sometimes folks are very much you know hey I don't really care what happens elsewhere but here I think this is an important

080function or important position for your voters to say yeah I do think it's important that there's so when we start asking about projects you get less push back from folks when it's hey this is a high school that doesn't have this people are okay with allowing for projects that will bring that level Okay, so remember 50% said I'd never vote for a tax increase no matter what. And here we read the 75word ballot language. I'm not going to read it here, but highlights are fix up the high schools 216 million in bonds, $30 per,000 SS value tax. And if the election were held today, would you vote yes or no? Now, even you board members that are familiar and even district staff that may be familiar with how bonds value if you were put on

081the spot on a phone call I think many of us would be hardressed to know what does that actually mean for me what is $30 per 100 assessed value audits independent citizens oversight legal interest rates all that what does that even mean I think most people don't know and yet they volunteer an answer this is what we call kind of the ideological position so here you've got 64% that say it's for schools, it's for the kids. I support it. On the flip side, you got 27% of the voters that say, "Oh, I think it's a tax, but it's a school. I'm gonna say no." And then you have that narrow band of about friends and family of those members that would on all taxes, all bonds. Okay. We also know people that say, "Oh, I

082always support the kids." My grandma was one of those. She taught special for 30 years. And I said, "Hey, do you guys ever have bonds? You know, where you live?" Vote yes or no. I always really ideologically of kids. And again, I don't know how many people will understand what $30,000 means. Maybe that translates to a dollar a year and you have 27% of the voters that just said no. So, what you want to be, of course, is better than 55%. So, this is a fantastic slide for the district because you're already above that 55%. Now, we want to go through and we want to educate because we actually do want them to understand It is a bond. It is a tax. These are the kinds of projects that we're proposing and let's see if

083we can change them. So all of these fantastic levels of support 80% or better. And these were all randomized kind of preserve statistical integrity. And yet we ordered them from top to bottom. So if I'm a board member and I want to know what's most important to my community, what should we give to my community? take care of your leaky roofs. Career technical. Career technical. You say, "Wait, John, that's twice." So, SSA and SSB, which you'll see throughout this presentation, stands for split sample. Split sample A is a version that everybody who is in the A group will get split sample A questions plus anything that doesn't have a split sample designation. So, everybody got the prior question, right? All 409. only half of the 49 got the split sample. The other half gets split

084sample. Why ask the same question? Well, it's not the same question. And it allows us to find out, hey, we we know career tech is very important and and interestingly enough, there's hardly any difference between these two projects. But how do we communicate that to your voters? Hey, measure is on the ballot. What's it going to do? repairing and replacing roofs and one of those two frankly you could pick either of them but one speaks to better paying jobs and one talks about preparing and training students in the workforce same project but great support there SSB renovate construct gyms etc and yet you don't see the SSA equival You'll see it later. Something similar but slightly different language. Health and safety improvements did very well. Deteriorating plumbing and sewer did very well. All of these

085continue to be above 80%. So this extraordinary levels of support for projects. So that's great news because it allows you more flexibility as a board to say what project should we give them. Open a lot so far. security improvements, outdated HVAC, ADA improvements, uh there's your SSA, the construct cafeter. So going back to the first slide, it was more you know gyms and multi-purpose rooms and these are other student support facilities and still again tremendous support but not generally renovating classrooms and then electrical systems. Continuing on 75% computer and science labs a facilities student access to computers and technology and then again another way education facilities. So all of this I hope you well you don't have a lot of context I'm telling you right now this is fantastic levels of support usually by this

086page in 60s 50s start to have some of that um another SSA SSB same project just slightly different language choices um again both 70% if you notice the red on the middle one there's a little bit more passion if you will for things like field aletic field that is kind of for everyone purchasing land to construct a new high school as that question again. So check check the box on tremendous support levels for projects. Now here we start to see hey you know this isn't This isn't all the voters love everything because we see tax. So we ask him again two different ways. SSA or SSB $30 a year is the same as 250 a month. And you get a little bit more support when you break it down monthly. That's probably not a surprise

087when you think of those infomercials about the cute little dog that you can adopt for pennies a day, whatever it is, right? They don't that pennies a day ends up being like $300 a year. Um, but nonetheless, studies have generally shown that a monthly improves your level of support and you see that a little bit here. But we're not at 55%. Well, we're right at it if we use if you use the leans. Um, as you would expect as we go down the level $24 or $2 a month, similar support for both of those actually, but we're now above the So here we're saying, okay, feel pretty comfortable about $24 a year, $30 maybe, but that could be a stretch. $19, as you would imagine, the support goes up again. So now here's a really

088important question. So up until this point, you know, we've had this education. Okay, now we're telling you everything you want to know about it. Would you be more likely all this information and we don't really move all that much. What what happens is that some of those people that were on the undecided on the right hand side in pre-education, they make up their minds. Okay, now it's only going to be $24. Oh my gosh, it's a tax of $24, right? Or the projects, I don't see these projects being something, but maybe there are some projects that didn't appeal to certain people, but in my experience, I suspect that most people taxes it became comfortable with it or I'm not comfortable now that I know more about how much tax but important most important well that's

089so one thing that's very unique and and this is going to go back and we talked about this the last time I was here broached the subject about this concept of a school facilities improvement district the concept there is pretty simple school districts in the state of California have the right to carve up carve out divide up their district as they see fit. In part, there were districts that had a lot of mess or CFD bonds. Certain houses paying $1,000 a year and they got a brand new school out of it and then they were asked to pay for a bond that they weren't really going to benefit because they were already paying for this brand new school. So the SF school facilities improvement district was created. It allowed districts to kind of carve out

090areas of the district that perhaps it wasn't fair or for whatever reason they elected to divide. That concept can apply to to anything. Um I've worked in you know certain communities you have and the McCoys, right? So okay, cut this community in half. You vote for yours, you vote for yours. We wanted to test that here as we did previously in the last survey that we did a number of years ago. This idea that said you all get to vote for your own, you all pay for your own and you all benefit only from your own. I was sharing a little bit earlier, you know, where we did this to great effect in West Hills Community College District, not too far south. That was aa and heron, excuse me, and more both kind of not

091trusting. All my money is going to go to. Oh, yeah. All my money's going to go to more. So, and they couldn't pass a bond. So, he said, "Let's divide this community up into three. Let's throw in the north district in that community there." And put them all on the ballot. And all three passed. They all did way better than when they had So wanted to explore that and say hey is this something that your voters would feel about and when asked that question you can see 62% said hey we'd prefer to vote on our own high school stuff. So pretty strong support for that concept and that would be that I think would be worth strongly considering. Uh we did ask and wanted to strip out and break out each of the different SFIDs

092so we could pull out the voters and say okay how did those voters in the Merced Living SF what do they think and you can see on the left side was the benchmark question which is the election yes 66% support there and right at that 55% on the tax at $30. Um we didn't present the 24 and the 19 etc etc but as you know the numbers are the atwater SFID 61.4% level of support 30% position little less support on the taxes again that $30 gets greater support further down you go and Livingston was very interesting for two reasons. One, a whopping 74% support for Livingston. So love the idea, but they were probably the most tax sensitive. So what does that mean? That means that each district and say, okay, we think this is

093the right tax rate because each one of those communities are better than 55%. So everyone's like, I'm in. It's just a question of what tax rate. And An SFID allows one tax to be 30 and one to be 24 and one to be 19 based on the needs that you guys might have. So you're not exact. Okay. So conclusions, recommendations. So this was all really good news. Um all the support that you got for the projects was was really quite impressive. Uh the liability factor is there for the I can't underscore how important that is to people like the district. Um tax sensitivity in some ways while it's not overwhelming support of $30 across the board in some ways I feel like that's reflective high school district. You know if I came in and everything

094was you know flowers and rainbows you might say that just doesn't feel right. But here you see you know the voters are a little sensitive to what Does that mean at the end based on this information based on all the districts we work with and we say hey this makes sense to put forward this makes sense to put this district put on the ballot districtunities respectively the one thing that is is not here but probably an ongoing exercise but probably needs to be formalized in some ways is that last bullet point that talks about educate the community and reach out and have those conversations. So $30 or $24, I don't know. $24 certainly is safer. $30 probably passes. You know what? You could have conversations with key stakeholders, farming community, business community, say, "Hey, what

095do you guys think? Help us make this decision." You know, we had a similar successful survey a couple years back and it was green light across the board, even on the tax rate. $60 go, but we need to have conversations with the stakeholders. Got a bunch of folks in the room, had a conversation, shared the results, said any questions, any other opinions, dairy farmers, probably know that farmers think the tax based on water prices. $52. Okay, thank you very much. Told the superintendent you should do $52. You know, it's not 60, but guess what? A good bond program in my opinion experience is giving to the community what they want, right? Because their monies, their schools, etc. Maybe it's not everything that we want, but they should have a get the pachos, you get the

096Portuguese, you get the farmers, right? You get the dairy people. All of a sudden that became a lot easier to pass knowing that you had their buy and I think they genuinely appreciated the fact that we didn't push back and say quantify the $52 hey thanks for your input. So that is a step that needs to continue um and needs to be done so that there are no surprises, right? So we talk and then as Scott pointed out is what will come back from this survey and that feedback from stakeholders will be a resolution calling an election or in this case three elections and that resolution will have the dollar amount of each bond tax rate for each property or excuse me projects for each bond for each district and the date of 26 that's

097what gets presented to you as a board if approved sub a lot happy to take any questions >> Dr. The facilities update and master plan will be ready when will we see it in April or in May? And can you have it broken down by community? I guess thank you very much. It's very thorough, informative, educational, um, eye opening and, uh, I would feel awful if a bond didn't pass in one of and all of a sudden you know I don't know what that means when site doesn't get things that the others all get right so you know that would be pretty terrible >> um one of the questions I have I don't know if we would know this but for instance city schools passed a bond measure in I mean there was no publicity

098around it, nothing but it just passed. I would be curious to know if any other school districts would have measure on the ballot in the fall as well because I know in the past when theres matters. I don't know. >> I'm not aware of any but we can dig into that >> because that could also if I would imagine city is not going to do anything but what about our city does but if Livingston city does we have that very unusual dynamic as well you said one out of three school districts went for a bond in 2024 what% I think 78% I want to say 78% of the 300 were successful. >> Did the majority of the ones that you oversaw and you recommended move forward pass? >> Oh yeah. >> Yeah. Just for the

099record, our contract with the district is we don't get paid unless a bond program is successful. So, I say it's a bad business model. If we're just like, "Yeah, put it on the ballot and then we're going to spend all this time working on it, knowing that it's going to lose." I would much rather say, "Don't go. Go in 2028 and then let's spend some time educating your community as to why they should vote." Yes. So, yes. Do we have 100%? No, we didn't have 100%. There were some guys that were right on the cusp or other guys that had surprise opposition or something like that, but the vast majority the measures that we had on >> do you do further research or at this point this is enough in your mind to say do

100it different >> yeah at this point this this survey is strong enough in my opinion that it doesn't require additional data. Um if we went back in fact if you remember we did a survey back in 2019 and we had good support in 2019. I think it was fortuitous that we didn't go because that's when co hit a lot of guys didn't pass 2020 although a lot of them still did. Um, you could certainly do, we call it a tracking poll, right? It's like I don't need to test if they like you anymore. Frankly, I don't even need to test projects. They love your project. So, I don't need to say you want to do CTE again. So, you can do a little mini tracking poll um to see if as we get closer to

101decision time, if the support is still there, but you've got a pretty substantial cushion that I would not recommend. But we certainly can help a district out, right? We're we're here to help you best understand your community. >> Can you speak to Erin's comment about Merced and how you have seen different district strategies around marketing? Um >> yeah. Yeah. I I frankly I don't I don't really get intimidated or scared or concerned if there's another ballot um on if there's another measure on the ballot. And I guess part of that has to do I've done this for 26 years and I done so many where there's been a high school and an elementary or even two of the same elementaries on the same ballot. Right? We just say hey we're we can't get enough money

102with one bond. We're going to give you two at the same time. Fact Guadalupe we did that and they passed four bonds in four years. two in one year, they waited four years and they two in another but their community wanted it and this isn't like I'm really good at tricking you. It's I'm good at listening and you told me you wanted this so we're going to give that to you. But when we worked up in the Shasta County state of Jefferson, if you guys know they are definitely a unique independent breed. Um, we had Shasta College, Shasta High School, the elementary and the city of Reading on the same ballot and all three school bonds, the college, the high all passed. We didn't work with the city of Reading. Maybe they would have passed

103if we helped city. Um, so I don't see that as a problem. And I'll tell you why. I think in many respects having more people uh focusing on the importance and value of education in a community, the we are. Yes, it's an extra tax, but when people, I think, do the math and they realize, wait a minute, at the end of the day, this is an extra $5 a month. Maybe it's only $10 a month. Maybe it's $20 a month. What I mean, that's that's a fast food meal almost, right? In a lot of areas. Um, I'm going to get all these great things. One other data point I would share with you on that is historically we've got a lot of data going all the way back to the 90s about statewide bonds. when

104state puts a bond on the ballot versus not how do we do and when there's a statewide bond on the ballot school district bonds do that I think that's because of that more publicity more emphasis on education despite the fact that now there's two bonds I'm voting on they do better statistically so I I don't think that's a a big concern to to Allen's question we've programs, you know, where we work together and say, "Hey, you guys struggle to get volunteers or I struggle to get money. So, why don't we share some of our money on a joint mailer and you share your volunteers on a community or something like that?" So, so there are things that that can be done that improve your chances. But again, those margins that you have on that survey,

105even with someone else jumping in the equation, doesn't concern me at this point. Excuse me. You said on uh out of the 88,000 voters, we you surveyed 400 about 400. That's that's enough. And and that's normal. >> Yes. And I'm sorry. I'm not laughing at you. I'm laughing because I get that question all the time. Any people read USA Today? I mean, not as much as it used to, but they used to give the USA days out at every hotel and they always a survey of America and I was like this is how Americans think about whatever the question is and you look in the fine print like I do it says how many people were surveyed. Now remember this is 300 million 350 million 400 million Americans and the survey sample size is a

106thousand people and I always thought that's impossible. So I would research that and research and read up on it and and that's where you get that margin of error, right? I mean that's a statistical calculation that shows you the margin of error of this particular survey. If we had gotten 600, the margin of error would probably be 3.9%. Right? You could so you could do a thousand, you could do 10,000 and maybe your margin of error gets to 2% or something. But when you're in this space, you know, time is money and 10,000 or even thousand surveys um doesn't make a lot of financial sense and statistically is is unnecessary. So yes, 400 is precisely what we were targeting for the extra nine people who participated was just about and then on the SFIDS do

107you are you involved in educating the communities and and but also letting them know If uh it doesn't pass in Atwater, they're out of luck. If Livingston and Merced pass it, you know, they're they're good. But do we educate the community so that they know? You know, it's it's very important for you to know that it's not uh districtwide. It's just per community. >> Yes. Yeah, that's an important uh question and it's an important task to to make sure that we as a district take the time to educate the voters. So, we typically put out frequently asked questions. We send information home to teachers and staff to parents to every single registered voter. We recommend you send a mailer to everybody, but that mailer is going to be customized to each community. So, you are

108only voting on Livingston. You will only pay from Livingston and it will only go to Livingston. So, we're very clear in that. Um, the question I think you mentioned earlier, what happens if two out of the three pass and the third doesn't? Then the third's out of luck. But that means the third will probably be asked another time. And and this is weird. I don't know if this is human nature. Um, but I've just seen it over and over and over again. There's something about local pay for my own. I don't want the money going elsewhere. And some of these conservative both and more higher than when going together and sometimes maybe it's competition, right? I'm not there's no way I'm gonna let Livingston pass and not pass here in water. >> So that would

109lead me to the follow-up question is how let's say Livingston said no and the others did. How how long do we wait before we Livingston said oh never mind I want to do it too. So, how long do we wait till we do pass a bond for living cit? >> So, yeah. So, the uh school bonds in California go on regularly scheduled elections and what that means basically is in the even years. So, you have the gubernatorial primary and general presidential primary and general. Occasionally the state of California, you know, calls the special election back to Schwarzenegger and that was an odd year. So, there's something else on the ballot, you can have a school bond. But for all intents and purposes, if I'm Livingston and we failed, we barely failed and now we want

110to go back 2028. Moving on to item 12 employee associations comment period. Do we have a representative from the DTA that would like to address the board? Is there would like to address the board? We will move on to item 13 consent agenda. Is there a motion to approve the consent agenda? >> So moved. >> Second, would you like to acknowledge the donations? Yes. The board would like to thank the following for their donations. Atwater Garden Club and Chamilleia Society, Melinda Martin, Central Valley Regional Center, Merced School Employees Federal Credit Union, Educational Employees Credit Union, and Santa Fe Foods. Thank you. Are there any questions? I'm >> This is I'm offline for some reason, but so I'm an I passes. Thank you, >> Miss Jinga. I'd like to congratulate our newest principles. And the first

111is Mrs. Lindsay Parker, Mr. Steven High School. Congratulations. Forget Heidi taking on taking over. >> That's it. >> Well, no, that's just the congratulations. >> Okay. Moving on to superintend >> we're with you though. >> Sorry. >> You can do them all at once if you want. >> All right. Um, moving on to the action. agenda. And so item number 14, 2026, CSBA delegate assembly election. >> Yeah, I I'll on the on the agenda on the action item. has me as a as a candidate. I had actually withdrawn my candidacy back in November, December. I can't remember when. Anyway, it still showed up on the on the uh ballot today. Um, but I would like to withdraw my name and actually when we get to that moment, I don't know if it's now or later

112to amend the the action item as written. Do we need a motion amend or do we Okay. So, what I'd like to do is I would like to amend the motion. I'm sorry. Amend the action item as removing my name Kirk Coleman as a candidate and putting in as a right in Zachary Ramos of Gustine. >> You said one motion will do it. I think it's just fine the way Kurt said it. He's going to withdraw his name and you're going to replace the two candidates with a right in person which is >> Zach School Board Association CSBA requests school boards elect representatives from their sub region to the CSBA delegate assembly. Delegates serve a 2-year term beginning April 1st, 2026 through March 31st, 2028 and meet twice a year to conduct business. The official

113ballot contains the names of the individuals nominated by member districts in our sub region. This year there are two candidates from Unified School District and a writing candidate from school district must be applications are attached and ballots must be CSBA. Um, the superintendent recommends that the board of trustees vote for one candidate to fill the seat from the CSBA delegate assembly. Do I have a motion to >> I will second the motion to elect to the seat. This is Ro. It says it's recording. Good evening board presidenta governing board Peterson cabinet and Uh tonight I come to you representing uh my teachers. Uh my teachers are not part of a union. So whenever I can get them more money to their wages or um a bonus, I I try to do that. And so for

114the next school year um starting 2026 2027 school year um like to add a$125 uh per hour to their current salary, which would put everybody over $40 an hour, which I think is a good starting salary. Uh, the superintendent recommends the board of trustees approve the supplemental salary schedule. The Merced adult school teacher salary on the supplemental salary schedule is updated based off the 2025 2026 salary schedule with a$125 hour increase effective July 1, 2026. Is there a motion to approve? >> So moved. >> Is there a second? >> Second. Are there any questions? Discussion for a vote. >> I'm Roarback. I'm an eye as well. Thank you. motion passes 14 C. So, we're going to uh quickly go through the slides that you have already seen twice this year and then we'll move on

115to the notes that kind of set up the rest of the items that will be coming through on the action agenda. So we we are lucky we did see a slight uh increase in ADA this year. So we are up probably about 25 to 30 students in ADA. So that's a nice change. We did see a dip for a year or two, but we did go back up. That gave us a little bit of a calculation change for our LCF funds. And you can see the new amounts here, $180 million coming to us from the LCF funds. All of these assumptions are similar to what they are the same as they were the first two times that you would have seen this presentation. So it has the cola for the increases and the amount we

116get from the different funds. second interim revenues. Then this is the 180 for the LCF and then you see the other funds that we get from the federal state and local incomes. So we have $228 million total and then we get 1.9 that we're transferring from our own expenditure assumptions did not change as well. Those are the assumptions that we have based on.5% the expenditures 235. You'll see that that is a deficit spending. We'll get to that when we look at the multi-year projection and when we get to the notes. We are going to be deficit spending for a couple more years. We have been for a couple years, but that's because we're spending onetime funds. So, you can see the adjustments that are being made between the income and the expenditures. the components for

117the ending cash. You're going to see the restricted funds is the huge amount from 23 million that the adopted budget. We're spending those funds down over time. You're going to see that we're trying to get those out to make sure we meet all the timelines on those particular funds. The last one then is the reserve for economic uncertainties. So between when you see our budget go up, our economic uncertainties has to go up because we keep a 10% reserve. So you'll see that number went up a bit. Part of that is here. Part of it is in fund. I'll point that out as well. So we do keep a 10%. This is the important one. You can see that for second interim we are still having a balance of $31 million. You do see it

118going down a little bit from 35 million all the way to the right hand side in 2728. You'll see that it's 27 million. Again, you'll see that negative spending as we're getting most of this change significantly the base and supplemental is again because of the increase in you'll see in 26 27 27 28 these are the outline years we're projecting a 2.41% cola and 3.06% luckily large issues with the other funds student body activities again we just have to account those for audit those are funds that actually remain on the sites that are used by the students through your ASB accounts the adult school is comes to us from the consortium so those are not general fund dollars that we spend child development center is funds that we put in to run the child development

119center that's on east campus cafeteria services again going to see this on one of our items here coming up. So, I'll talk about that notes. Transportation is money we have set aside for buses for our feet. Deferred maintenance is funds we have set aside for roofs, HVAC systems, all those types of things. building fund is the bond sales that we did that were left for measure. We got the remaining almost capital facilities developer fees and so as new construction goes in the developer fees for those school facility fund has to do with modernizations in the pipeline. So we're hoping to get some funding that will go into that for some modernization projects. And then 43 is the money that we have for special projects. That's most of that is going to be to finish off

120the cost of stadiums to finish off park and then fund 17. Here's the other 10 million. So between that and the 13 million you saw on the other slide, there's our 10%. It's a little bit above 10% because we do have a few other things sitt We do pay for employee benefits uh from this particular fund. We play for PARS out of here. So, we're not paying for that out of the general fund as we go. It's already set aside here. And the bonuses that we're paying out are already set in here so that we're not paying for those general fund. This one has to do with the county. They make us put it on here. We don't get to touch and that we need positive certification, we can pay our bills and we can

121pay our bills for these two years. So that's the one you've normally seen. We'll move on now real quickly to my notes and then we will move to so one of the things just looking ahead here real quick to see where the state is. This is the LA revenue outlook. And so you can see 24 25 26 and 26 27 and you're comparing the governor's budget to the LA and we do see that the LAO in the particular year this year we are seeing that he's predicting that we come in higher than what the governor has but in next year you're actually seeing it a little bit higher than what they are but again you see them fairly close and you see them higher than they were in 242 which is a very good sign.

122So that means receipts are coming in they feel comfortable that we're going to be reaching. So even though they might not agree exactly in 25 26 26 27 it is still higher that's always the assembly subcommittee had their first discussion on the budget that the governor has proposed and I mentioned a lot of the things in the governor's initial budget at the previous meeting. The assembly now has had time to discuss so we can see where they're headed and it looks pretty much like it has every year. We're not seeing the discussions change that much from what it was. Uh cola was 2.41% enough to address costs. Uh this discussion happens often when there are additional funds. So there are people who are saying should we give a higher col they usually like to put

123their name on bills and have specific things that go through so that they can say that they got something back to their community and so they don't usually like to just do but it always comes up at this point but is actually done by a statuto formula and most likely it's up slightly there's still one or two pieces that calculation of the SLA which was in there which does mean we are going to probably get an adjusted a little bit higher rate for special education students in the future and it probably will not keep up with the increased costs. So, we are going to get more money, but we probably will get more costs. Um, there was support for final funding of the learning recovery emergency block grant. So, that's one of the one-time funds

124that we were looking at. We got that this year and then they will finalize it with the last amount next year probably in the neighborhood of 900 to$1.2 million for our district. support and then just like we did last time uh there were concerns over student support discretionary block grant that's the large onetime monies that we got this particular year and the governor proposed to do it again for next year they don't like the fact that it seems like one time money is becoming normal but again we have not had a recession necar in California in any recent timing. And so if you see any type of investments in the stock market or anything like that that jitters those income, you may not want to actually put those on monies into ongoing monies because then

125you're talking about cuts. It's one thing when we don't get ongoing money. when they budget something and they have to make that conversation usually wins out in the long run and most likely that will come in time monies in one form or might not come in the way that the governor had them but it will come this is the slide that I wanted to show that kind of shows you when we look at the fact that we're deficit spending it is very hard for a CBO in any time period to get up and say we're deficit spending that is something we like to say, any of us like to say, but we're all saying the same thing at this particular time. If you take out the blue at the bottom, which is the restricted balance,

126which 85 to 90% of that is one time funds that we still need to spend. If you get rid of that blue, it looks like the chart on the right. So, you see that our budget is pretty much stable except for the fact that we have those funds. So, we're not really deficit spending from a structural point of view. So, it is probably easier to talk about all of the next items together rather than one at a time because then you don't have context for them. So, this slide gives you a context of the action items that are going to come forward here after this. And so, we do have things that are in the general fund at regular replacement. So, these would happen normally. They just happen to be hitting the board at this

127particular time. We have a transportation plan that has to be approved annually. We get anywhere between two to$2.5 million reimbursement from the state of California because of the transportation program that we have. And we have to have an updated plan every year. There were no changes to the plan this year. So it is basically the same plan as last year. They do some input. They check where their routes are and all those types of things. And then they just have to bring it back. You have to bring it back every year so that you have looked at it. And if you do that, then you're going to get your So, we do have a transportation plan that is here. There are no changes for us. Uh, reserving the tennis courts, something we do occasionally whenever

128they need. There are three tennis courts right now that will be on the agenda tonight and they do need the resurfacing. They are the worst ones that we've got right now. The others have had more recently than this. There are three of them and they're about $100,000 each. So we go through them point out the three of them but they get the cracks between the sand and the clay. Both of them have their different issues but they are not great for tennis basis. So it's not something but it is a reoccurring golf carts um we just have neglected for a long period of time. We have a lot of things that just need to go away. They're just bad condition. We have the ability to take care of that issue right now. So, we will

129be getting rid of all of them. Half of them work. Half of them work. So, we're getting rid of all of those. This is the 10 custo,00 of those attached for you. You'll see that replacing the you'll have the annual Chromebook purchase. This is to again every four years the senior ones get obsoleted and we need this refresh. This is something we do every year. We use lottery funds, not instructional material funds, regular lotterys. You'll see a cafeteria fund. Again, I mentioned that we had a high balance in the cafeteria fund about $9 million to start the year with an ending balance about six. Uh the state wants us to only carry about six months worth of expenses. So, we need to be getting down to around 4.8 a little bit under that probably. So

130there is more that we will need to be here to get that down. But the first one that's coming forward is the Livingston High School facility funds. Then we have a lot of things that are in the works. These are continuations of projects and things that you have actually seen and heard before, but now they're actually hitting where they actually need approval. So, we have the do access control. That's card keys for gates and all of the things like that that are going there. This is a test. We're going to be running the card system there as well. And then we have a system that is functional. It's working. We like it. not having issues with that would be what we would roll out to sites probably test that out for about six to nine

131months bringing folks from the site say how about this how about this will be few other conversations that go along with this but basically keys and videos are one of them we have to say safety safety detection systems we'll be some safety detection systems um as part of this conversation as well so that we have that ready to go. >> Golden Valley High School Pool we've talked about several times. We're getting to the point where it's ready to start moving forward. We'll have the architectural cost tonight. The architectural costs for that are running 144,000 which means the project is going to be about a $ 1.5 million project when you see it come across anytime you d There goes the costs. And so we are going to be replacing a large part of the cracking

132parts of the deck. So there will be large amounts of concrete in there. And again, that's expected to take a year. So you'll see the architectural design on that, the timeline for that moving forward. It would not start until after the The last one then that will come as a large one. There are 13 projects that we got approval from the board to submit for matching funds for the state for CTE projects. There is a presentation in there that we are not going to go over but it is there for you for background information that's attached there along with each of the ones individually. So you can review any of the ones that you would like. We're approving the architectural designs tonight because you already approved to send the projects forward through the grant process.

133Uh but we do have to have architectural designs for the next step and then we will know if we go even further than that in December once they decide how many are actually these will be included in the facility projects sites are going to be discussing and they will have it on their list. So that will combine with the other projects they're having but you will see these several times You see them in the May discussions of projects as a whole. So those are a wide variety of things that are coming up. You have any questions that are just jolting out right now? We can ask them now or you can ask them as we get to any of the individuals. >> Dr. Real quick, what's the deadline on mo most of that onetime money?

134Is it 2028? Is it June 2028 or is it >> it's all over the place? Okay. We're not talking about one anymore. Um >> we have several >> we're not talking about the esser anymore. So it's it's a variety of ones and there are large numbers of ones that are in the CTE pathways that we will a variety of those. So they're not necessarily all what we think of when we think of one time funds. very specific CT programs. Some of them are next year, some of them. >> Gotcha. Okay. Thank you. >> So, taking the first one here, which is the actual action item that we are currently on, uh, the superintendent recommends the board of trustees approve the positive certification, adopt the proposed revisions to the general fund budget as submitted, adopt proposed

135revisions to district submitted and accept the criter I too. >> I'm an I as well. home to school transportation plan. >> So, next one up is the home to school transportation plan. Again, uh this is a plan that we have to have in place every year to be able to get our reimbursement. There were no changes from the plan. It basically just outlines the services that we provide for transportation for home school. And so, the superintendent recommends the board adopt the Transportation services to approve. >> So moved. >> Second question I as well. Motion passes. Item 14. >> Super. This is again we're going to have the three tennis court ones now in a row. The superintendent recommends the board approve and award the mass contract for the weather court surface project at high school.

136have a motion to approve. >> So moved. >> Second. Any questions? Yes. For all of So this is Atwater. Next is Back. Where will they be allowed to practice and when does this happen? And I guess include Mered as well, but I'm just thinking, you know, our two neighboring schools. >> Yeah. As soon as that gets approved, M will basically get people from each site on campus and basically determine how that's going to start as soon as possible. They're not going to be disrupting the contract, but it doesn't have to finish the season on their home. And then would it be done during the summer so that they can start again? But during the summer they'll be able to practice at everybody in the morning until 9:00 when it hits. >> Not too high. Thank

137you. Gemini as well. Thank you. passes. >> Sorry, I moved through all three of them. I guess we got to do them one at a time. The superintendent recommends that the uh board approve the same contract for all other tennis court resurg. Do I have a motion to approve? So move a second. >> Second. Any questions for the vote? >> I think I'm Motion passes. Item 14G. >> Superintendent recommends the board approve the award for the all weather tennis court resurface at high school. >> Have a motion to approve. >> So move. >> Second. Second. Any questions? I'm an eye as well. >> I'm motion. >> And as we mentioned earlier, this is for the golf carts that are no longer working or in very bad repair or constant repair. The superintendent recommends the approval

138of awarding the RFB MUSD 2026 equipment bid golf carts to golfart to approve. Second question. >> I have one question. Um, so I know you mentioned that they're in poor shape or or non working um condition, but what happens to them? I mean, when you salvage them, they just go >> dump. >> No. Um, most obsolete item gets put together through the warehouse and and she will put together a list of items that have asset tags and things that are a certain value for that and then usually we will put a way in which we would like to process those and usually it's auction >> okay that's what I was wondering if they auction like on deals or something so we get a little bit of revenue back >> so these would be one of

139those I'm an eye as well. >> I'm an eye as well. Motion passes on item 14. >> And as we mentioned before class, we will be obsoletic class. And the super recommend to approve So moved. >> I have a couple. Um, one is my last question. If you auction off the Chromebooks as well, if they're collected back at the end of the senior year or do we just basically get back to you on that? Our senior Chromebooks actually feed into our loaner supply for the district, those that are in still working condition so they become refresh for the loers. >> And then at any point do we do we auction off the ones that are >> No, they if they're if they're not working enough to refresh the loaner supply, then they are scrapped for

140parts and shared repair centers. Um I have one other question on um what is the the district doing in terms of um trying to find a balance between the amount of time students are spending on screens these days um with you know sound instructional strategies and healthy practices. I think there's been you know enough years now that with some some data around that district. I mean, even aside from from the vendor offering print resources, we're trying to be a little more mindful of that, encourage a little bit more of a interpersonal Yeah. Thank you. >> On the Chromebooks, is it is there a possibility of we let letting the graduating students keep them? >> We have talked about that. Some districts choose to do that. Um I think that's an ongoing discussion. It would it

141would hurt our supply of loaders though. >> I as well. Thank you. And we do have the uh project that we are going to be piloting with the access control out of the district office business park before rolling out to sites. The superintendent recommends the board approve the award the access control project convergent out of Sacramento California for the Merced high school district office. >> So move. >> Is there a second question? I have one. Did we only have one party bid? Is that what I understand? >> Yes, we we had um several who did the walk. Only one thought they could do what we were asking and it ended up being the company that we were hoping. A lot of the a lot of the systems are proprietary. do kind of see which one

142you want and only certain number of vendors who will do that type of system. It's the Verata system and so it's a system that several of the districts around us are using that has an integrated AI video camera the whole nine yards they do the whole nine yards and they do support and there's a whole variety of things that we can choose from right now the simple part that we're looking at is the access controls but we will be looking at those other components of it all together right now it's just include security. >> We will try uh we'll come back with a little bit uh with the bid for cameras for the district office. It might not be that expensive. Have to bring it back for us, but there will be cameras out there

143as well that will be on the gates and on the facilities and we'll be able to use that integrate that into the card system and then be able to see how all of the system they are one of the ones who has the best ratings for support of the program. One of our biggest problems with cameras and things that we have right now is we buy it from a vendor and then they walk away and expect us to know how to keep them up and use them and troubleshoot them and that usually does not. So, This is a company that has a lot of support behind it. >> Will this integrate with other camera systems besides or have we just limited ourselves to picata? >> It's their preference but they can integrate with other still

144could have AI because it is very good but it's also quite expensive. >> Yes. proprietary. What do you mean by that? Is it who who owns the rights? Uh would it be them or us? >> When you look at a system like the card key or something like that, a company actually owns that. It's not something you can just go by from any vendor. You're basically selecting from the support that they offer to the actual use of that particular one. So you're not comparing apples and apples when you look at different vendors. And so once you know the vendor that you're interested in, there's a limited number of people can actually bid on it because that company controls the access to the card reader this particular system. We do not have to go and use

145their cameras. They have cameras, but we can actually use other camera systems to integrate into the system as well. And then their support is obviously proprietary. I'm also looking at information is that something that for example >> we own the recordings and the access logs and everything that goes through. >> So the question is will they have access to that and access to uh distribute it to whatever government or >> that's two questions. >> Let me let me break those two let me break that into two questions. Um does anybody have access to that if they are your vendor? We have lots of vendors that have access to our systems and access to our information. Those all come with use agreements and what they're allowed to do with anything they have access to for our

146systems. So, they would basically be able to use the system for purposes of monitoring if we allow them to do that monitoring and for upgrades and for support. They would not be able to use it for storage for sale or for any other It did. I'm sorry. I'm as well. Thank you. Pop it motion passes. Item 14. >> And this again is the Golden Valley High School Aquatics um architectural designs. So this is the first part in getting the process moving. Once we do get approval and get it through BSA and all the plans done, then it will go out to bid and you will get the bid for the actual project that will come back at that time. So again, this is just for the architectural services tonight. The superintendent recommends the board approve

147the contract with California Design West to provide architectural services for the aquatic repair. Motion to approve. So move >> second. >> Any questions? >> I do have a question. So California West Design is is a company we're using a lot. Is that purposely or We we we go out every five years to basically get rates and evaluate uh different architectural design companies. Um and so this is one we're most comfortable with on that group that we have. We are currently in the process of setting up a bid for the next round of five years. Uh but we're still under our current one. This is the one we feel most comfortable with. I'm an eye, >> Heidi. Thank you. >> I and this is the CTE projects again. You approved the submission of these particular projects.

148This is the architectural services and I'll address that question again here on this one. So this is design west again. One of the reasons we feel comfortable is when you have a $50 million timeline and you need 13 complete sets of drawings that can get to DSA and actually get approval so that we can move forward and do it in about two months time frame. Um, you better be comfortable with the company that you're using because if they don't, you don't get things in on time and we have problems. So, we're comfortable using with them and they have been able to turn the things around we need them to turn around. So, the superintendent recommends the board approve the architectural cost of the 11 CTE projects for the career technical education facility program grants with

149California design. I have a motion to approve second. Any questions? >> Can you remind us when we'll find out about these grants? We have to turn this information into June into the Department of Education in June and it moves forward. They don't actually make the final funding decisions until December. >> Okay. So, there's a preliminary round. >> Okay. And when we submit them, do they get submitted with full architectural drawings? >> What you're seeing in here is basically what's going to go through there. Uh any tweaks that they would have come back to the architects and then anything that had to get through. >> So without having drawings >> seems like a wild guess. >> 50 million seems a bit of a wild guess. No, the 50 million is based on the architectural estimates based

150on the designs that they've created. >> So they've already done this. >> Yes, >> kind of. They've given us enough that they can give us that type of estimate. We still have to approve the contract for them to build them out where they would actually pass through. We're not expecting And usually they build that in unless there's a huge change that is unforeseen. >> I'm as well. Thank you. I'm Usually the U usually the one that doesn't work. Motion passes. 14. >> And my final one for the >> final one for the >> uh the superintendent recommends the approval of the purchase of installation of cafeteria tables, chairs, and signage for Livingston High School using the MTA CMS contract for 2311. >> So moved. >> Second. Any questions? I have a question on these cafeteria

151modern if you will. Can we actually really modernize them? I feel like our cafeterias are really old and some of our sites don't have theaters or other sort of gathering areas and so they do awards banquetss and jazz concerts and sad >> the funding we have available here is a dabble. It would be a bond type of a resource required to be able to do sound and I'm guessing that several of our sites are probably >> and that was my kind of my question as well. What we're doing is just kind of a a facelift, >> right? Not we're not going to so much that if we pass a bond. Okay. Correct. I'm an eye as well. Heidi, thank you. >> I water. passes. Thank you. Item 14. >> Thank you. Good evening. Uh tonight

152the district and CSEA initial or I bring before you the district and CSA initial proposal for the 26 27 negotiations. The Education Employment Relations Act requires the district and its bargaining units to sunshine their initial proposals prior to commencing negotiations. Uh the district the district is required to present its additional proposal at a public meeting to enable the public to become informed and have the opportunity to express comment. Uh following such public comment, the governing board must adopt the district's proposal at a subsequent public meeting. So this is just for information. Uh the district seeks to um fix language in our leaves and health benefits articles and CSEA seeks to amend language on the reclassification process and overtime language. So we will bring this back next. You said this is not an action item but

153it's an the action agenda. >> Thank you. >> You're off the hook. Thank you. >> Thank you. >> Moving on to item 15, superintendent report. >> Thank you, President Ja Singa. First, I just want to thank all the board members for their kind words and the arrangement you sent for my mom's memorial. Very, very much appreciated. Thank you. Um, I've had a busy uh two weeks uh visiting sites and um it's always interesting. I just I enjoy those days because I just get to connect with people I haven't seen in a long time. And I get everything from, you know, your basic gripes and concerns to um sharing their good ideas to asking for retirement advice. So, um it's just a enjoyable time. I got a couple more to go, but been a good couple

154weeks. I want to thank Stacy Cool tonight. That was an excellent presentation and that that whole program has exploded and we're all very thankful for that. And Goldie also. Um Brett's been a busy man um moving and uh replacing all of our admin. We're we're almost done there. just about I'd say we're about 90% set for next year. So, we're in a good place. Um, and I want to congratulate again Heidi Wilson who will be replacing Lesie. There were 39 candidates. Is that is that right? Oh, closer to 50. Okay. Candidates for that position. So that tells you the kind of competition she had to get through. And she had to go through 10 various staff members. Um some of them random for obvious reasons. We didn't want them uh connected and because this is

155a huge position and um everyone needs to be comfortable with the selection and um she came out on top in that interview. And then the finalist came to me and um she was on top. So congratulations very well. Um other than that the district office is full steam ahead planning for next year. It's busy busy time for us. So I thank everyone in this room for their dedication. Thank you. Thank you. Item 16, board communications. We start with trustee. >> Thank you. I really don't have a a whole lot tonight other than to say this was an excellent meeting. There was a lot in the action area, but you went through it very efficiently, Dr. Wymer. Thank you. Um, the district attorney has asked to come and present to our board about uh truencies. So,

156if we can for that in the next month or two. That would be wonderful. And then I'm just curious, do we have a timeline for when the DO is moving to the new site? >> Uh, not no not in conquer. So it'll be sometime this summer. >> Okay. Before the next start of the year. >> Okay. >> Yeah. All the clean up. Honestly, I I will be very happy if everyone is there by October first. >> Heidi, can you plan a office warming party, please? >> We haven't had our lunch there yet with the new uh I think we should have a meeting there. >> Let's do it. Love it. It' be wonderful. >> Maybe one of our June meetings. >> All right. You almost done. We can make that happen. >> We can hold

157off till June 30th. the DA com next month. So, we'll plan that for May. I don't have much uh either except I do like the idea of having uh the meeting or lunch or whatever it is and checking out the the new buildings and um we just like to thank everyone for your work and dedication. There were a lot of items on the agenda which means there a lot of wheels turning. Um so thank you for everything. As always, I just want to thank staff and everyone who stays till the end and those who also had to go home because they have other stuff, family stuff to do. So, but thank you everyone for doing a always, you know, doing your best, doing a great job. Uh, again, I always say sometimes we only hear

158some negative, but also we we also got to say that you guys are doing a great job as well. And that includes, you know, everyone including Allan. You know, sometimes we don't agree on things, but there is a lot of positive stuff that he's uh he's u headed in the district. Huh. Yes. And headed in the district. So, that's pretty much it for me. Thank you, >> Couple things again. Thank you, Mandy, for the data in the pulse. I appreciate that. And thank you for having Stacy come up. And as a former math teacher, I kind of it always kind of kind of challenges me or frustrates me sometimes to hear the the comment that our kids are way below in the math. And I'm like, no, we're doing, you know, a lot of things

159for our students to improve their math grade. So to see the to see the jump in the pulse from from last year to this year on math IM3 students. I appreciate it. Thank you very much. Uh next week is uh legislative week for school board members. So I'll be meeting with uh assembly persons Alanise and Sora as well as uh state senator Canela as well. So, whatever hot button issions, I'll find out tomorrow with uh CSBA and then we'll have those conversations with those legislators. So, that's kind of what what I've got going on here. Thank you very much. Again, what Julio says, thanks for everyone for being here and staying so long as we go through this and appreciate you everything that you do. Thank you. It's I'm sorry I forgot to comment on

160the fact that it's really awesome to see um the work that the district is doing on all of the positive PR, but the the student interns that are involved in in writing the articles, the photography, whatever. That's that's just been a really huge win this year. And I wanted to say thank you to Viviana, I think in particular, for leading that. All right. Um, so thank you, Mr. Jolly, for hosting us. Great presentations. Um, love hearing feedback from the students. Wanted to say congratulations to our two new principles and of course Miss Wilson. You have big shoes to fill, but we're very confident that you'll do that very well. Um, I also would like to say congratulations to Mrs. Parley, Mrs. Amador, and Mrs. Gong. I saw something on Viviana's um no said you know

161what I'm talking about the great article about them so the um co-administrators of the year so hardy congratulations to them and then I know this was a couple of weeks ago maybe longer but congratulations to high school for a spectac showing at the clean house, left a few medals for the other schools, but it was quite spectacular. So, um, with that, thank you to everyone who stayed. Um, thank you for everything you guys do day in and day out um to make our students successful. And if there's nothing else anyone has to add, I hereby adjourn the meeting at 8:23