RBUSD Board Meeting 10/28/2025

001All right. Good evening. I'd like to call to order the regularly scheduled meeting of the Rodono Beach Unified School District Board of Education meeting at 4:46 p.m. Can I have a motion and a second to approve the order of the agenda, please? >> Second. >> All those in favor? I. >> Any nos or abstensions? Motion passes. Board will recess into close session after first hearing any public comment on close session items. Members of the audience may address the board on any listed close session item. Persons wishing to address the board regarding an item scheduled for close session are asked to submit a request to address the board prior to the start of close session. Comments from visitors shall not exceed three minutes unless the time limit is waved by majority of the board. The board

002shall limit the total time for public input on each item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. Tonight on close session, I we have three item 3.3 public employee appointment certificated title special education coordinator three coordinator. Item 3.4 Four, public employee discipline dismissal release. 3.5, conference with labor negotiators, Rodo Beach Teachers Association, the California School Employees Association, the American Federation of Teachers, and Non-represented Employees. Item 3.6, Conference with Real Property Negotiators, Valor Christian Academy site property. and conference with real property negotiators. RBUSD owned Alta Vista Park site, RBUSD owned Anderson Park Senior Center and Associated Parking Area, RBUSD owned aviation park site, city-owned parking lot serving Adams Middle School, and RBUSD

003owned Franklin Park site and RBSD owned 200 North PCH. Would any members of the public like to speak on any closed session items? All right. Is there a motion and a second to recess to closed session? >> Second. >> All those in favor? Hi. >> All right, we will be back in about 45 minutes. All right, we will reconvene to open session at 5:37 p.m. tonight. Leading us in the pledge of allegiance is Julian Navaro, director of child nutrition and purchasing. Please rise. Place your right hand over your heart. Ready? Begin. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Great. Thank you all for coming out. start with our close

004session report. Tonight in close session, we had a several items we discussed, but I'd like to read out for our first item. I'm very pleased to share that during tonight's close session, the board of education unanimously approved the appointment of Dr. Algra Johnson as special education coordinator for the Rondo Beach Unified School District. After a comprehensive search and interview process, Dr. Johnson emerged as a clear choice. Her extensive leadership experience, inclusive vision, and dedication to students make her an outstanding addition to our team. Dr. Johnson brings more than 15 years of experience in special education administration, including serving as director of special education and later executive director of educational services at Da Vinci schools, where she led programs in inclusion, SEAL, DEI, and compliance across multiple campuses. She has also taught and mentored future educators

005as an adjunct professor at Alder Graduate School of Education and Cal State University Dominguez Hills. She holds a doctorate in educational leadership for social justice and a masterers in uh MA in special education from Loyal Mary Mount University along with administrative and specialist credentials from CSU Dominguez Hills. Her expertise includes UDL, MTSS, trauma-informed practices and equity centered program design. Dr. Johnson is known for her collaborative leadership, commitment to inclusion, and ability to inspire teams to center equity and student voice. Please join me in welcoming her to RBUSD. We are confident that our leadership will further strengthen our special education programs and advance our mission of success for every student. [applause] Also tonight in close session, uh that was item 3.3, public employee appointment certificate type title special education coordinator. We also discussed item 3.4 public

006employee discipline dismissal release. The board received information and gave direction to staff. Item 3.5, conference with labor negotiators, uh, Rodona Beach Teachers Association, the California School Employees Association, American Federation of Teachers, and Non-represented Employees, where the board received information and gave direction to staff. On item 3.6, conference with real property negotiators, Valor Christian Academy site property. The board received information and gave direction to staff. And in item 3.7, conference with real property negotiators, RBSD owned Alta Vista Park Site, RBSD owned Anderson Park Senior Center, an associated parking area, RBSD owned aviation park site, city-owned parking lot serving Adams Middle School, and RBD owned Franklin Park site, and RBSD owned 200 North PCH. The board received information and gave direction to staff. Uh, moving on to approval of the minutes. Is there a motion in a

007second to approve the October 14th, 2025 regular board of education meeting? So moved. >> Second. >> Student advisory vote. >> I. >> All those in favor? I. Any nos or abstensions? Motion passes. We'll next move on to our reports to the board. Starting with item 7.1, child nutrition services presentation by Jillian Navaro, director of child nutrition purchasing. >> Good evening, President Elder, members of the board, Dr. Wesley, and cabinet. I am Jillian Navaro, director of child nutrition. I am joined by our operations manager, Yuki Tyra, and thank you for this opportunity to come and share some exciting things that we've been doing this school year. First, I wanted to highlight that our hardworking staff served over 1.1 million meals last school year, and that's about um over 90,000 meals from the previous school year. Next,

008I wanted to share some upcoming nutrition standards that you might start to hear about, and these will be phased over the next 10 years. The first one is limiting added sugar during breakfast, which will be implemented in 2027. eliminating all added food dyes also in and then um phasing out ultrarocessed foods from all school meals over the next 10 years in 2035. In an effort to limit added sugar during breakfast, we started to a uh add more proteinbased breakfast items like egg bites, Greek yogurt, breakfast sandwiches, and we're even testing a homemade whole grain muffin, which you have in front of you. There is blueberry and banana chocolate chip, and they are lower sugar because they are sweetened with applesauce, bananas, and dates. We are also introducing more um freshly prepared food items. So at

009the high school, here's our poke bowl with fish nuggets. We have a chicken bon me sandwich, a Philly cheese steak. And this is our new fan favorite, our carneasada tora. And when the weather cools down, we'll bring back our chicken ramen. At the middle school, we have chicken tinga and our new papooseas. And at the elementary, we have a new ham and cheese breakfast croissant, vegan nuggets, and our cheese tortillini pasta. For our fresh fruits and vegetables, we are so thankful for our farm-to-school partnership with Food for Thought. They make weekly deliveries of fresh produce that's picked from small family farms in the Fresno area and delivered to our central kitchen. All produce is 100% California grown straight from the trees sticker free. It is delivered um it's picked two days before it's delivered to

010our kitchens and on our salad bars. With Food forthought, we also host farmers market events. Last month we had five of them at Alta Vista, Burl, Jefferson, Lincoln, and Toleda. Students are given a nutrition education class, and then they're able to shop for produce to take home. So, here's a quick video. Oops. Well, we loved it the first time we had it last uh winter [music] and I it was so much fun and I asked uh child nutrition if they could come back and I heard that they did a fall one with different vegetables and fruits [music] and I was really excited to have it here. The kids loved it. Yes, I did like the farmers market because there's lots of um fruits and vegetables and healthy things to eat. [screaming] [music] and we have

011them scheduled to uh next school year already on the books. So, okay, a couple weeks ago, we had quite the turnout at our second annual RUHS food show. We had about 12 food vendors come and cook some samples and also our RUHS culinary class um for the students to try and vote for their favorites. Some of their favorites were um bacon and cheese egg bites, the chicken tinga, and some mango jalapeno chicken meatballs. And lastly, some things to come this school year. We are constantly making kitchen improvements. Our focus will be uh replacing new serving counters at Adams and Paris and upgrades on our RU units. We also have some student taste tests planned with Dr. Wesley's student advisory council and uh Paris wellness class. So, we're looking forward to students feedback. And that's all.

012[applause] Thank you so much for that. Uh it's it's wonderful to see. I know the student advisory council and a lot of students have been very vocal about this. I know in a very small sample size of my house, the poke bowl got fantastic reviews. So, uh it is much appreciated. The students really do uh love all these new items. So, thank you and the team for all the work you're putting into um really bringing these fresh food concepts um and also showing where food comes from and all the other important pieces that are missing. So, really appreciate that. >> Yeah. Um can um Jillian come back for a minute. [laughter] >> Come back. We we have some things to say. Um I was blown away this week. I was at Burl and um with

013Dr. Wesley and Mr. Cho and we came like right around the lunchtime hour and we went through the cafeteria. Not only was one of our um ex- studentents working for us and putting together the plates, which was amazing, they were so friendly. And um I was blown away with the fruit and vegetable where they get to pick what they want. Some child walked past me with a plate of tomatoes. I kid you not. And there was watermelon and all sorts of things and they had a plate of tomatoes. So it and it all looked so good. was really nice. Thank you. >> I was going to say I know my son at the high school enjoys the breakfastes and the lunch. Um really thank you so much for your and your team focusing on just

014this nutrition and the fresh fruits and vegetables that are being available to our kids. I'd like to know when we get invited to have lunch at the high school cafeteria. [laughter] Um but similarly at the at the elementary school they are literally cutting fruit fresh >> and so it's not coming in plastic bags. It's literally being cut by our team for our students. So thank you so much. We really appreciate and I know all the smiles on the kids' face running to lunch. In the past it was like oh mom you don't know what they're feeding us. Now I'm like I know what they're feeding you. So thank you so much. >> Thank you. Thank you so much. Uh, up next, item 7.2, PAR, supplementary retirement plan presentation by Dennis Yu. >> All right. Uh,

015good good evening, uh, Mr. Board President, members of the board, Dr. Wesley. Uh, my name is Dennis Yu, executive vice president with PARS. Uh I'm pleased this evening to present information regarding a potential retirement incentive program for your um district's consideration. Uh this evening I have a quick presentation and would be available to answer any questions uh the board may have. Um a little bit of background on our company. Our company was founded more than 40 years ago providing this very service providing early retirement plans to school districts throughout California. We count on currently more than 350 school districts in California as our clients having offered more than a thousand different early retirement offers throughout the state. Um we've worked with your districts on four different occasions over the past 20 years or so. So

016the goal of a retirement incentive program is quite simple. It's a one-time financial incentive that this district is offering to its employees, to its retirement age employees to retire a little bit earlier than they otherwise would have, which would hopefully generate some salary differential savings. So, for example, on the teacher salary schedule, we're noticing about a $40,000 salary difference between a retirement age eligible employee and a potential new hire employee. So, that's the engine that creates the savings for your district. um our goal hopefully is to try to um triple or quadruple natural attrition. So that's the concept of if you don't offer any plan at all, people are going to retire on their own anyways. With a PARS incentive offer, we should see that hopefully triple or quadruple. So, how the program typically works

017is that um and on the um agenda this evening is a resolution to move forward with the retire what's called a contingent retirement incentive offer. So, if the board adopts this resolution, an exploratory window would be open that gives your employees about 60 days or so to decide whether or not they want to take part in the retirement incentive program. um PARS would be supplying information to eligible employees about what the specific offer would be. Those employees that want to take advantage of the offer would actually submit an irrevocable letter of resignation to PARS before the close of the enrollment period. And so what PARs does is we look at the actual enrollments that take place, perform a fiscal calculation at that time to determine whether or not enough fiscal savings was generated to make

018the co the program cost effective for the district. And so based on those results, the board can either decide to move forward with the program or could actually cancel or resin the program. So the benefit of this design is that your district always has, you know, the hindsight of, you know, 2020 vision and we never want to have a program that does that doesn't work for your district um move forward. So if the plan um does move forward, employees would basically resign at the end of the school year. If the plan is canceled, then all resignations um submitted during that period would be rescended. Historically, we have about a 95% success rate um with our programs. So the program that we're looking at um so there would be um an offer made for both the

019RBTA certificated non-management employees and the classified non-management csea employees. This offer looks um comparable to the offer that was made back in the 2020 2021 year for these um specific employees. Um for the uh teachers basically 85% of final pay for the CSEA employees 50% of final pay. So what that actually means is that that represents the cost of the incentive to the district. So I'll make the math a little bit easy. Let's say that you have a teacher earning $100,000 per year. The cost of this retirement incentive in that case would be $85,000 or 85% of that teacher's salary. That is the cost that the district would fund to basically purchase a tax qualified retirement annuity for that employee. The cost of that program is actually spread over a five-year time frame. So the

020district doesn't fully fund the cost upfront in year one, but you can spread out the cost over a five-year period. And the benefit of doing the annuity is that both the district and the employee get tax favored advantages by by purchasing a retirement annuity. The program is purchased through an insurance company called Pacific Life Insurance Company. They are the company that basically will guarantee you know the investment returns and um take on all the mortality risk of the program. Um employees would um be eligible to receive a tax uh qualified annuity payment which would give them tax favored advantages and so um it'll be up to pars to work with the employees to help them determine which annuity payout option makes specific sense for that employee. Um the different benefit option or choices um are

021listed on this page. So each employee who takes advantage of the PARS offer would basically get a fixedterm annuity payout based on the duration that the employee chooses. This annuity is paid on top of whatever retirement benefit that employee is eligible for under either the Calsters or Calpers retirement program. So in retirement they would be eligible to receive um income from um two different retirement uh systems. Um there's three different types of lifetime benefit payout and 11 uh types of what we call fixedterm payouts which would be paid anywhere from 5 to 15 years in duration. So PARS will show each employee exactly what different what the different annuity payout options would be in their specific scenario and they would understand the pros and cons of each of the different um payout options. What we

022find is probably about 20% would choose a lifetime payout and then 80% would choose uh the fixedterm benefit payout. I apologize this page is a little bit small but provides the framework of the plan that um we're looking at here this evening um for your certificated non-management employees um basically these would be the eligibility criteria that um would be um installed with this program. So they would need to be at least 50 years of age with 30 years of district service or 55 years of age with five years of district service by June 30th. um they would have to be at least have a FTE status of 0.5 or above and then they would need to resign by the end of the 2526 school year. Um one interesting note is that the employee doesn't need

023to retire as well. Meaning the employee could just simply resign, take advantage of this offer, resign and then work at another school district. So that is a feature that's available within this PARS program. For the classified um non-management employees um again they need to be um have a FTE of 0.5 and above but they would simply need to be age 50 with five years of district service. So these are um the the criteria that we set are very similar to what you see in each respective retirement system under Calers and Kalpers. All right. Um with respect to the um benefit level we discussed the 85% for the teacher group 50% for the CSEA group. um within the replacement salaries. This is the assumption that PARS uses to try to calculate the actual savings to the

024district from this offer. So, as we discussed earlier, um we are seeing maybe about a $40,000 salary difference between um a retirement age employee and a new hire. So, this is the average of where you've been bringing in your new teachers over the last um two years. And then with the CSEA group, um, we simply take about a we take a percentage of the current outgoing employees salary to develop the new hire wage. That's about eight or $9,000 salary differential on the classified non-management side. So their salary differential isn't quite as wide as what we see on the teacher side. We also do include the um health care and retirement costs as part of our overall calculations as well. And the next slide just gives you just kind of a brief overview of kind of

025the financial model that we use at PARS to determine whether or not a plan would actually be costefficient or not for the district. So the easiest way for me to explain this is that a a as a baseline we look at what's called natural attrition. again the concept of people retiring on their own and the district saving money um through that means um what we do is we compare that natural attrition to doing a PARS program which again we'll see many more retirements happen but there's the resulting cost of the retirement incentive to that the district would have to pay for and what we do is we compare those savings to the that of natural attrition and if we can save money there would be again a net fiscal savings that would be um present

026doesn't. But if we can't save money, um then we would see a cost and then again that's potentially um a reason why a district may not move forward with a program if there's a cost with respect to a a specific group. So in total and then um this is just some projections as far as how many people are currently eligible for the program as it stands today and how many people pars would expect or predict would actually take advantage of this program. So in total we have 236 employees total at your district. We're assuming that about 32 of those 236 employees would actually take advantage of this incentive program. About 16 on the teacher side, another 16 on the classified non-management side. Um so this is just our um crystal ball type estimate that's based

027on a lot of statistical information that we received over the years. But um for now this is kind of our best guess as far as what we think may happen. But the best um results is when we know the actual number of participants at the end of the enrollment window will be able to give the district um exact numbers of regarding the actual participation. So again using those estimates um we're assuming that again 16 teachers for example may take advantage of this program um over a five-year period of time assuming that the district replaces all 16 positions. We're projecting that the district could actually yield savings of about five a little bit more than $500,000 over a five-year period. And this assumes after paying for all the costs of the program. Um, if we get

028more than 16, potentially we may see more savings than what we're projecting here. Also, if the district doesn't replace every retiring position, potentially there could be additional savings um for the district. On the classified non-management side, since we don't um have as big of a salary differential, we would actually um again assuming that we get this 16 people to participate, we would assume that there we're looking at maybe a cost of around $200,000 over a 5-year period. Uh simply because again, we were not seeing that same salary differential savings that we saw on the uh certificated non-management side. Um but like what we saw earlier, if the district doesn't replace every retiring position, potentially there could be some savings for the district. Um the last uh slide that I want to cover is the timeline

029for how this plan would actually work. So um assuming the board does approve the resolution to move forward with the incentive um offer this evening, um that would um open up the PARS enrollment period. Um by the end of this week, we would mail out packets to all the eligible employees letting them know about this offer and to um and it would also contain all the information about the expected annuity payout options that they they would have. We would meet with the district on both a group basis. We would do individualized counseling and then we would close the enrollment window in January. So by January 27th, employees have to decide if they want to participate in this program or not. So on that evening, we'll know exactly who's participating. we'll be able to recrunch the

030numbers to give you a really good look as far as the savings from the program and then in February the board can decide whether or not to move forward with the program or not. So that that would be that final decision date for for this board. [clears throat] Um assuming the plan moves forward, employees would have until June 30th um to resign from district employment. they would have to work through the end of the 2526 year and then their first parts benefit payment would commence on August the 1st. So that does conclude my presentation. I'd be happy to answer any questions that the board may have. >> Thank you, Mr. U. Um I have a few questions. Um could we let's see well my first question is have we historically given the incentives to all

031bargaining groups classified and certificated one or the other? >> Yeah. So this would be an option for the district to um decide which bargaining groups um you want to offer it to. Um and I don't know if >> I'm sorry Alurn. >> Sure. Um historically we have done um different ways like some years it has only been offered to certificated non-management other years we have offered it to classified non-management and certificated non-management. We've never offered a plan for management. >> Thank you. But next question could we go back a couple slides right there. Um so I noticed that there's fivey year annuity um item there. If we can go back to the savings page I think second to last the figures there does that include that fiveyear annuity. Okay. >> Correct. Correct. Right. Yes. So

032this is the net overall fiscal impact after paying for the cost of the program. >> And then this is probably for Dr. Nick and Dr. Wesley um have we hired less employees after have we have offered the previous incentives in the past? >> So the last time we did it I was in HR and we did hire less staff less less uh certificated staff um than what than the amount and that was because um we tred up with the enrollment at the time. So this is right after COVID 2021 we did lose some enrollment. So um this was a way to true up that number in lie of like for instance a layoff. And so I guess for this one being that we're in declining enrollment if we were to move forward we would assume

033or guess that we would likely not hire behind. It depends again on who retires, what their credential is in or what position they're in and the need. But given that we have declining enrollment, it's likely we also wouldn't be hiring behind every retiree. >> That was my next question. Thank you. >> You go first. >> Hi. Um, can you go to the last slide with the proposed timeline? Perfect. Okay. So earlier you had mentioned and I just want to clear this for our our employees, our staff, they sign an irrevocable resignation. >> Correct. >> So there's no buyer's remorse. Right. Um, >> so correct, they have to submit by in this timeline January 27th, if they want to participate in this program, submit an irrevocable letter of designation by that date to be potentially counted

034in the PARs population pool. And >> but if the plan does not proceed, >> then those resignation letters are rescended >> automatically rescended if you decide not to move forward with the program. >> But if we move forward, they're committed. they're committed. They are locked in um as of that February in this case February assuming February 10th date. >> Okay. I just wanted to make sure that you know when this gets presented our our employees understand that well there's irrevocable and but then there's recision down the road if we don't move forward. >> Correct. Yes. >> Thank you. >> I just um I wanted to make sure I I think Mr. U shared this but I wanted to make sure that um well um if the board approves tonight that we would go through this

035process. Um it is possible based on the data analysis that is done after receiving um those intents to um to retire that um we would be making a recommendation to the board to go forward with one group but not both groups depending on what the numbers show because as a reminder especially because we have a lot of staff in the audience the intent of offering the goal of this program is to generate a savings at a minimum um no cost to the school district. So let's say 50 classified employees took advantage um then it would result in millions of dollars in cost to the district. So we wouldn't make a recommendation to go through with a with a program >> and that >> so sorry. So just to follow up on Dr. Alpurn's comment. This

036means that we potentially would move forward offering this for some of our staff but not all of it. Correct. So they may have enrolled on January 27th but ultimately February 10th the board or the recommendation may not be as to all the people that enrolled. >> Right. >> Okay. I um I had a question if you can walk us through for for all of our um understandings. But if if someone let's say who's um 55 years old and they decide to opt into the resignation, how I saw something that that said it was a lifetime payment. option. >> The option um so option one, but aren't we I get confused there because aren't we investing in an annuity that then pays out over the five years? The >> the annuity could be paid out as

037short as five years or as long as the lifetime of the employee. So the five years represents the district contributing towards this program, but the time frame for the participant receiving the benefit payment could extend up to their lifetime. So they can choose to receive it as short as five years as well or have it paid, you know, 10 years, 15 years or their lifetime. So, but the cost of the annuity from your district standpoint is exactly the same. You know, it'd be, you know, for the teachers, 85% of their salary. So, it's what 85% could purchase, you know, for that specific employee. >> And that's um it has nothing to do with their stirs or >> correct. Right. So PARS does nothing to do to do to impact any employee stirs or pers benefit.

038They already get what they've already worked for their entire career. So um PARS does nothing to diminish or you know take away from their benefit. So in retirement they will get retirement from two different sources. One from sters or pers and then one from pars. >> Okay. Thank you. And then generally depending on what they choose the longer period like lifetime the amount is more and the shorter amount of period the amount is less >> that they would be getting on an annual basis. And so there's like a chart that they will be able to look at to decide which of these payment options they would like. >> Would it be opposite? >> Sorry, the opposite. Sorry, it's the opposite >> because they're getting paid out longer, >> right? Okay. >> Yes. Just a quick

039question on the slide. It's options one through 15, but there's no four. Was there a secret option four? >> No. Yeah, we I get asked that every third board meeting, but no, unfortunately there is no option four. So, >> excellent. Just had to ask. Uh, one of the questions I had, which you may have already answered, is when was the last time we offered this? And it sounds like 2021. Is that correct? >> Okay. So, it's typically every four or five years. >> So, we don't generally offer it sooner than five years because as Mr. you stated, "We make payments to PARs over a 5-year period of time to pay for the costs of the program." >> And one of the the big benefits, as you mentioned, is can be savings for the district, which

040is important when we're deficit spending already and facing declining enrollment. But the flip side of that is because of that declining enrollment, deficit spending, attrition can can help avoid layoffs, which is what other districts have had to do, the the constant pink slips every year, which is not good for anyone. Um, so doing this uh more compassionately and doing it in a way that that's beneficial for everyone certainly is is uh a benefit of this program. Um, one question just to confirm real quick. If someone decides after January 27th they want to take advantage of this, it's too late at that point. Is that correct? Um, so it would be up to the district if we have some districts reopen the enrollment window. Let's say that the program is a great success and there's a

041few other people that want to join in, the district would have the option if they wanted to to reopen the window to capture additional enrollments. But it's, as I mentioned, if the district decides not to um reopen the window, then no, sorry, you can't. You had to, you know, sign up by that January 27th date. So, it again be completely at your discretion to allow additional people following the 27th. >> Thank you. Yep. >> I just had one question uh and it's for um Dr. Stephanie, Dr. Alurn. When we open this enrollment, if we move forward, um are we going to be offering and providing our employees with a lot of information, a lot of walkthroughs, they can choose their plan, but I just want to make sure that we're providing resources to help them

042make this decision. What does it mean when you choose option one? What is the payout? look at your 85%. I mean, that's just a lot of moving parts and I just want to make sure that our employees are going to have that support if for the ones that are going to be moving forward and opting in. >> Yeah, we're actually working with Mr. U's office to set up about six different um inerson sessions um to help folks. And then Mr. U, your office kind of takes care of a lot of that support that we provide for employees and individual questions. Right. >> Correct. Right. So we have a wide variety of ways to educate your employees either um two different types of in-person meetings so group meetings individualized counseling and we have a toll-free 800

043number employees can call anytime you know 9 to5 normal business days if they have any questions uh throughout >> and no option four >> option four sorry not yet >> I just have a quick question if the board were to move forward tonight about when would members uh employees be notified that they're eligible and how are they notified. >> So, um we're waiting on maybe a date or two from your district, but once we get that final date, um our goal would be to mail out individualized packets to all 230 plus employees and they hopefully should have it maybe by the end of this week or maybe towards the weekend and they would receive it um via US mail at their home address. Okay. >> With in a big PARS envelope. We're looking at uh

044the week before Thanksgiving to help to hold some information sessions. So just in terms of letting people have a sense of timing. >> Any other questions? >> Great. Thank you for coming out tonight. Thank you. >> Up next is item 7.3, the 2025 Smarter Balance Assessment Results presentation by Educational Services Team, Dr. Allison Garland, Assistant Superintendent, Mr. Roy Lopez, Jr., executive director, and Miss Eileen Lechenby, director. >> Good evening, President Elder, members of the board, Dr. Wesley, my fellow cabinet members in our community, my team and I matching not planned are here tonight to present the ESPback results and share the initiatives uh to increase student achievement in RBOSD. So we're going to begin with what is ESPback. So the smarter balance summit of assessment for English language arts mathematics and California science test or

045CASS are part of CASP. The California Assessment of Student Performance and Progress students are assessed yearly in the spring in grades 3 through 8 and 11th grade and science is tested in 5, 8, and 11. The ESPback is built on blueprints which describe the content of the ELA math science endofear test for grades 3 through 8 in high school and how that content should be assessed. Due to COVID, the state board of education approved the use of adjusted blueprints in 2223 administration and for subsequent administrations. So, we're going to start with my favorite subject, math. So, this slide shows the longitudal math results from 2022, 2023 to last year, 2024, 2025. And this data shows uh that the RBS students overall performance in math has pl pl pl pl pl pl pl pl pl pl

046pl pl pl pl pl pl pl pl pl pl plateaued relatively with a little bit of a decrease of 2% um from last year. This graph um illustrates uh math by grade for spring 2025 and is the percentage of students from each grade level who did not meet, nearly met, met or exceeded standards in math. You'll notice that the percentage of students not meeting and nearly meeting standards increases significantly beginning in middle school and continues through 11th grade. This decline is one of the reasons why this is the goal in our strategic plan to increase math achievement for secondary students. And we presented in the past that last year a group of middle school teachers have worked to change the middle school math pathways and we created a course called math 6 plus which began

047this year. All students are taking that course in order to ensure a really strong math foundation in the middle years. We also created math acceleration readiness indicators at the middle school level to ensure that we are placing students in the appropriate math courses based on data. And this year we're piloting secondary math curriculum that will be adopted to be implemented for next year. Next, we want to share comparison data with other local school districts. This graph depicts the percentage of students meeting or exceeding standards in the local school districts. Also for context, I wanted to share the math performance at the state level. The percentage of students in math or in California meeting or exceeding standards in math increased very slightly 1.8%. So last year or 23 24 the score was 35.54%. and uh 2425

048it was 37.3% in the state of California. N Mrs. Leenby will present ELA data. All right, very similar graphics here to look at our ELA results. So this is the past three years. You can see we track a little bit higher in ELA compared to math. So we're in the low 70s. Um but similar to math, we had about a 2% drop this year um from the previous year. Literacy remains a focus in our district. So we were among the first to adopt a curriculum that's aligned with the science of reading and really training our teachers on it. Something that they often are very grateful for because other districts are now looking to see what we're doing. Um so maintaining a really strong implementation of our curriculum in the elementary is a priority as well

049as implementing wit and wisdom in our middle schools. This is year one of that implementation. This graphic is showing the four levels of proficiency that students can achieve. So you can see the blue bar is standard exceeded. We do see a little bit of a drop in middle school. Not quite as dramatic as math, but supporting our students as they transition to middle school and through middle school into high school remains a priority. And this comparison is um other local districts. So you can see we're at 71%. Um just to get a sense of what our other districts in our neighborhood looking like. The state was at 47% last year and then 48.82% this year. So we're tracking well above the state. The state had a slight increase and we had that slight decrease. And

050now we will turn it over to science. >> Good early evening uh board of education. I have the pleasure of sharing with you um results of the California science test also known as CAST. So what you see here is longitudinal data for uh CAST uh from the 22 23 to 24 25 school year and you can see that there's been an increase in the science achievement approximately 7 um% uh increase where um something also to note is that uh students are moving from the lower proficiency uh levels up into the higher proficiency levels as uh demonstrated um here. Uh upon closer review uh as we took a look at uh individual school um results, we noticed that when the school had uh a focus on science, their science um uh scores were raised uh for

051the CAST and we had about five schools that demonstrated that um uh this last school year. Here you see is a breakdown of uh uh by grade level. So these are the grade levels where we test students uh with the California science test. And uh this uh graph represents students who are uh standard not met, standard nearly met, standard uh met and standard exceeded. Um, again, when we take a close look at uh performance by grade level from a year ago, although not represented here, we saw increases in all of these grades uh from the last school year uh to help support uh science instruction uh and science learning. Um I have the great pleasure of also working with our uh district's uh LCAP committee. We took a look at the results from uh two

052years ago. uh we identified a specific action as it relates to uh LCAP goal one around student achievement and we identified an action where we support teachers with professional development uh in science and uh we actually uh had the opportunity to provide some professional development to our um first through fifth grade teachers at the October 3rd uh PD day um with actual amplify science um staff here to deliver that professional development to our teachers. So, similar to uh math and uh English language arts, here you can see some comparison data um uh amongst uh like local districts. Uh at the state level, uh there was uh some improvement u in the area of science uh from uh 31% to 33%. So we're above that um average um here in Roondo and you can see here

053once again this is the comparison data of our local districts. One additional uh data point that we wanted to take some time to share with you uh are the results of the advanced placement exams from a year ago. So the uh AP exams are college level assessments developed by the college board. They are designed to evaluate a student's mastery of rigorous college level content in specific uh subject areas. Here you see that there's a yearly increase in the number of exams taken from the 2023 school year uh to the c uh last year the 2025 uh school year [snorts] 202425 school year where there was an increase of number of exams taken and then also uh there we've seen an increase in the number of scores three four and five from 2021 to uh the

054spring of 2025. So also an increase there. So many of the state students that take both the AP exams also are taking the ESPback assessments with a distinct difference in performance levels demonstrates that maybe there exists a motivation issue here. Uh students taking AP courses are self- selecting into advanced coursework and choosing to take the exam which can result in college credit which is highly motivating for students. So, we just wanted to take an opportunity to share just a little slight difference between what we see in in Caspen, those uh students who are taking um AP exams. Okay. So, we have already began working on our next steps to strengthen our student outcomes. Uh Mr. Lopez, Mrs. Luckby, myself, and Dr. Wesley have met with our school principles and we've analyzed achievement data, identified priorities.

055Mrs. Luckenby has trained all IT leads on how to effectively lead adult learners. Um, we are building capacity of principles and ILT leads to better understand all the different assessments that our students take, analyze the results, take meaningful action based on that data. For example, all of our schools are placing each student in performance bands based on MAP and monitoring their progress after our benchmarks. uh principal and ILT leads will participate in multiple data dives throughout the year. They will take these protocols back to their schools um and facilitate the data dives with their staff um using consistent processes. And finally, our schools will engage in regular structured data discussions to monitor progress and guide our next steps. With that, that concludes our presentation and we're happy to answer any questions that you have. >>

056Okay. Hi, thank you so much. Um, uh, Dr. Garin, you just mentioned that, um, the data is being used to help, um, identify our students, put them in performance bands. >> Can you just, um, expand on that, the this performance band and what's its goal and what it's intended to do for our students? >> Absolutely. In fact, I'm going to Mrs. Luck, do you want to take that one? >> Yes. So, uh, MAP is a norm reference assessment. And so it's comparing students to their same age peers across the country who have had the same amount of instruction in the school year. And so what we get is a percentile. And this can be kind of confusing for teachers and staff members, principles because we're very used to seeing how did our students do compared

057to the standards. What map is telling us is how are they doing compared to other students uh their age. And so what we uh map breaks all of the data down into five quintiles. They're colorcoded. And so we're really familiar with these reports. But what we did is we looked at who was in that bottom quintile, the bottom 20%. And teachers actually looked at their rosters, looked at their MAP scores, and identified those students by name. Um, we did the same thing for the orange category, which is 20 percentile to 40th percentile. They identified students in there. And we're really looking to see, can we move students from each band to the next one so that they're performing higher than their peers. >> Yep. Thank you. And um in it I was reminded that we

058had the half day data gallery walk where we had opportunity to really dive in, ask a lot of questions. Um and also u we were we were made aware of all the um work you guys have started already. And frankly, um, I was disappointed to see that we took a slight step back because because I recognize and I know that all of us here and particularly our teachers have done so much work in the last two years. >> So, I've been thinking about what does that mean exactly? And then um I was watching uh my son play with some of the toys and I and I I I was reminded he really loves cars, the little cars and this car represents I think where where we are today. Um we're putting a lot of work

059to go forward and we're going just a little back go really fast. So I was encouraged that that's where we are and we're going to continue put our best effort forward for our students. So I was happier again afterwards. So wanted to share that with you. I don't want you to be discouraged. >> Thank you. >> Yeah. So thank you again for all that information. Again, the board has seen this for RBUSD. Uh other district performance was embargoed until recently. So it's helpful to see where we stand relative to others. Um but yeah, it's it's a lot of work everyone's put in and it's really frustrating and disappointing to see the results because we have an incredible team of educators. We have a community who really values education and so it's it it struggles to

060see that disconnect and I think a big part of it like you said is test fatigue, people not taking the testing seriously, things like that. You can see the AP scores continue to go up even with declining enrollment. More kids are taking it, more kids are passing it. And then you look at CASP scores and things like that. And I think a lot of people miss the fact that things like in 11th grade your CAS score could determine college placement for you. They you know trying to get a junior to take these tests seriously is challenging. I know I have one. Um but it is really important for us to have this data to understand what students need support where's our strong spots where do we need to add more pieces. Uh so it's really

061an area where we need to be you know very focused on on having accurate data. Uh because whether it's accurate or not it's it's not good. Um and data is just data but it it is useful for how we make decisions in terms of where we focus on curriculum and supports and interventions and everything else. So um taking this testing is really seriously is very important. Um and it's interesting mentioned that it was uh re rebalanced after COVID. You look at things like our science scores our CAT scores right after COVID were just terrible and it's because we intentionally did not focus on science during CO because that's something that you do hands-on. That's very hard to do over Zoom. So we had to focus on other areas. Um but when you're intentional with these

062areas as well, you can see big improvement. So there's there's certainly it's a question of how do we you know focus our limited time and resources on educating our students best. So it's it is uh you know constantly a challenge. Um but yeah, I do appreciate all the work that's gone into the to evaluating this data, communicating it out, working with the various teams to understand what it means um how we can use this to better support our students and really uh you know there's there's been a lot of planning and work put around how do we use this to continue to to focus on the areas that that need help. um and supporting the the ones that are already successful. So, I do really appreciate all that and the board and everyone who's been

063involved in that really taking a look at that data as well because that really informs a lot of our policies and the direction of the district. So, thank you for that. >> Thank you. And I want to thank my incredible team because uh they're amazing and they work really hard. So, thank you. >> Thank you. Any other questions? Thank you. [applause] Up next, student board member report by Key Gold. >> Thank you. Okay, so United Against Hate Week took place last week and it made such a positive impact. We had chalk at all elementary schools and middle schools and the high school so students could chalk the floor with kind words and art. We also had dressup days which attracted lots of attention and participation which was amazing. Overall, the young leaders and I think

064it went really well. And again, a huge shout out to Miss Andrews for dropping off the chalk to each school. And definitely this wouldn't have happened without her. And then yeah, I just wanted to share a photo. I set out the chalk and wrote united against hate, like encouraging people to, you know, write kind words on the stage at Roondo. And then I was walking back to the office and it turned into this. And I was just so shocked cuz I had wrote like a few words trying to encourage people and I didn't know how far I would go and then I came back and the whole stage was filled. So I thought that was really cool and just wanted to share that. Um, continuing this week is Red Ribbon Week and today the wellness

065center held a workshop for students to learn about healthy lifestyles. On Friday, students will wear their Halloween costumes to scare away drugs from our campus and they will participate and they will celebrate car a carnival at lunch. It's called Carnival and it involves games, a costume contest, music, and an opportunity to pie a senior. This th will not be me though, don't worry. >> [laughter] >> Um, this Thursday, RHS Theater Arts presents an immersive walkthrough experience put together completely by Roondo students with live actors, costumes, and a Stranger Things theme. You won't want to miss it. Um, Theater Arts has also been putting together their winter play, Women in Lockerby. Keep an eye out for ticket information on their website. Finally, we had an amazing homecoming rally, game, halftime show, and dance. There was a

066great turnout, and our first fireworks show was a huge success. Thank you. >> Thank you. And yes, that fireworks show was very impressive. >> Awesome. Up next, superintendent support by Dr. Nicole Wesley. >> Okay. Thank you. I want to share some um just piggyback off of Key um some some of the ways in which we are promoting our second strategic plan goal, social emotional learning. Before I do, I also want to thank our teachers and our staff and our district uh ed services team for making our first goal a priority and really putting some plans in place and training that we recently had um to improve our academic achievement because that by all means is a goal in our district. Um but we want to share that in Roondo we do believe in educating the

067whole child. And what does that mean for social emotional learning? Um, it means building resilience in students because hey, life isn't perfect. I don't know if anyone's had a perfect life yet, but we have to learn how to get through our road bumps in life as I call them. It's also self-awareness, learning about ourselves, what triggers us, how do we calm ourselves, um how do we uh what are we passionate about? Um what do to help us figure out what we want to do? And then uh after we graduate and last is interpersonal peer relations. And so that um goes back to the ways in which we implement programs, national programs um that are going to promote that self-awareness, that resilience and that those positive peer relations. And so we did start with start with

068hello. This is this stems from the Sandy Hook Promise um initiative and uh all of our elementary schools participate. And so I'll just quickly show the pictures. Um, and there's fun twists and how they they initiate it, but essentially everybody is welcome. And kids are taught and reminded that really it just starts with saying hello and greeting someone and smiling at someone and and engaging someone who may be sitting by themselves. Um, and that's those are the types of campuses we want to have. Um the other thing that we celebrate as key mentioned our student board member is United Hate Against uh United Against Hate Week. This is a South Bay um United Against Hate Coalition activity. All the South Bay schools participate. Uh just want to commend Key for taking the lead and working

069with our young leaders on our campuses. Um you know, she's humble, but she really helped put this together and plan these events. Um and so it it was a studentled day. us are actually weak all last week and so here's just some highlights um and I'll just go through them of from every you know elementary school participated um you know there you go words from the heart and these actions are are actual tangible reminders of how we need to be kind and the power of kindness and and the power of helping each other um and that hate really gets us nowhere. I enjoyed going to Dryler and seeing um our even secondary students participating and really getting into it. Um and so one of the days was to wear orange and so you can see

070Dryler. I mean they they really have that school spirit over there which is exciting to see. I went over with a couple board members. There you go. Key some more shots from your your school's day. A lot of the high school getting into all ages participated which was fun to see. Um other ways that we promote social emotional wellness is just physical exercise, keeping our kids moving, building community um from our morning exercises, um recesses. We do have a school that is um Jefferson is piloting um playworks, which is a playground program to help students learn how to navigate those difficult situations during recess and lunch. That tends to be when issues arise, right? Whose ball is it? Am I really out? So, that's a part of the learning. Um, and so that's a program

071we're looking forward to seeing. Um, some of some of the pictures just from site visits, a little glimpse into what it's like when kids are playing at all levels and working together. Um, we have run clubs at most of our elementary schools. A great way to start the day boosting mood, mental health. Um, at our middle schools, we're fortunate with the support of our Ed Foundation to have intramural sports. Um, congrats to Paris has kicked off and now their cheerleading team which is fun. Adams had a team and now the um Paris Middle School has a cheerleading team. So there's some pictures of them. Adams Oh, sorry. Here's the next picture with physical fitness. These are our inter mural sports being on a team working together. It's a lot of lot of fun going on

072at both of our middle schools playing other schools playing each other. Track and field at Adams. future Seahawks and then basketball at Paris playing in our small gym even at times. It's a lot of fun. Their future high school. Some fun shots of our fall sports for high school athletics. Um again, teamwork improving mood and reducing anxiety. It's just some un more fun pictures of the ways in which our students engage on campuses and to piggyback after off of Julian more fun pictures about the health right so we have that social we have that interpersonal relations physical and now actual health in terms of what we are serving our schools teaching them and here's at the high school. So from elementary to high school students definitely have an interest in in what they're eating, putting

073in their bodies needs to taste good and be healthy. And then last but not least, um wanting to highlight our theater arts and one way that students get involved, we encourage students to get involved in activities and clubs and athletics. And so just want to highlight them again. So it's a team effort. This this right here is a reflective of everyone working together, all of our stakeholders. And again, we want to thank everyone for helping educate the whole child. Before I end my report, I want to congratulate and and again thank Melissa Coughlin, our executive director of special ed. Um she was hired into this position. As you know, um Mrs. Danielle Duncan took another position. So, want to again welcome and thank Miss Coughlin for taking over this position for our special ed department.

074So, thank you very much. [applause] Did you want to say a few words? >> Good evening board president, Elder, members of the board, Dr. Wesley and cabinet. It is an absolute privilege to accept the position of executive director of special education to serve Adono Beach School District. This is a moment I don't take for granted and I want to thank you from the bottom of my heart. At 14 years old, my life changed when I met a group of students in a cafeteria sitting in the back by themselves. These were students I had never seen before and it really it didn't sit well with me and I didn't understand it. I was very close to my early childhood teacher and I went to her and I asked who are these students and she explained to

075me they were in a different program and I think you might enjoy getting involved with them. I joined Special Olympics. I began playing basketball with this group of students, attending Special Olympics and I started hanging out with them at lunch. I thank this group of students because they helped me find my greatest joy in life and they have no idea the impact they made on me. I learned so much from these students and little did I know that they would shape my future. I absolutely love being part of Rodono Beach School District as a program specialist and then for a short period director 1. For close to nine years I've served here, and I've had the pleasure of working with every school site in some capacity with some of the most skilled teachers, instructional assistants,

076parents, and leadership team. We've worked hard. We've built programs. We've thought outside of the box. We haven't always had the popular vote, but we've gotten things done, and we've seen inclusion take off. We've had the opportunity to expand our continuum of service and placement options. We've built rigorous instruction, adopted curriculum. We've focused on social emotional learning. We've expanded work experience for our students at the secondary, and we've built partnerships with the SEAK and CPAC committees. People often ask me why Roondo Beach, and it's simple. I want to work for and work with people that believe in endless opportunities and possibilities for students. It's easy. I want to be with the absolute best. We have a vision for all students and they deserve an opportunity to learn. All students have value and our students belong to

077all of us. I want to be a part of something that ensures we work tirelessly to create meaningful experience or a seat at the table for all students. Thank you. Together the possibilities are endless and I'm so excited for this next chapter. [applause] Thank you. We are excited as well. And one last thing, we would like to share our October faces and stories highlight. >> All right. So, this month we have a Burl Elementary School teacher, uh, Tea Turbo. And so, soon as we cue this up here, TA is one of the most positive people you will ever meet. My name is TA Turble and I'm a fifth grade teacher at Burl Heights Elementary. I have worked in RBSD since 2000. I love the kids. Um, that is the highlight of my day. It is

078[music] what I come to school for. I love seeing that they understand things. I like helping them when they're struggling. What I love about the district is that I actually was a student in the district. So, I [music] went from kindergarten to 8th grade at Lincoln Elementary. And so, it was really full circle for me to come back to Roondo as a teacher. I have been lucky enough to be in the district so long that I'm now teaching students of parents that were in my class, [music] which is super fun. It's a wonderful community and I feel like it's just a very strong, supportive place to work. In the future, I've toyed around with the idea of doing administration, [music] but I really do love teaching. So, at this point, I feel like I'm going

079to be a lifelong teacher. Outside of work, I love to travel. [music] My mom and I have suddenly become cruisers over the last couple years. Um, so we love to go on a river cruise. We've been on four different river cruises, [music] um, all over Europe. Um, I do love having a little downtime, having a spa day, Manny Petties, all that good [music] stuff. All right. And that will be posted on the website. Um, and so that is the end of my report. Thank you. >> Thank you. Up next is our hearing section. Members of the audience may address the board on any topic regardless of whether it is listed on the agenda. However, due to Brown Act regulations, the board cannot engage in public discuss discussion on items that are not on the agenda.

080Topics not on the agenda which are brought to the board's attention may be investigated by the administration and report made to the board either publicly or privately at a future meeting. Comments from visitors shall not exceed three minutes unless the time limit is waved by majority of the board. The board shall limit the total time for public input on each item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. We have a couple of advanced written requests we'll start with and then we'll open it up to everyone. Uh starting with Jennifer Bell and then up next will be Mario Campos. >> Good evening. >> Testing. Okay. Good evening. Um President Dan Elder for

081Dr. Wesley and Cabinet. I just wanted to take a moment to let you know how much we appreciate the board listening to the speakers who came and expressed their concerns over negotiations and also working with our bargaining team in a timely manner. It does not go unnoticed. Thank you. >> Thank you. [applause] >> Up next, Mario Campos. And then I have another request from our Celia Krenshaw. Let's see. Bring this one up. Good evening board members, Dr. Wesley, Dr. Alpurn, and everybody else in the audience. Today, I'm here on behalf of M, and that includes ground custodians and all the kitchen staff and substitutes. I recognize that we're still with the district and negotiations and I hope we could reach an agreement soon. Have we just noticed that everybody everybody around us is receiving substantial

082salary? Many of us are forced to take additional jobs just to make ends meet. So many assume that our lack of higher education mean that we don't deserve a fair a fair wage with adjustment for cost of living that allow us to actually live closer to where we work. We are the driving force that elevates the district to a higher standard and we enhance the district reputations because we love the district and that's why we're here and we do our job that we do. We continually ask ourselves the district model is if you see something say something. However, when we uh voice our concerns, nothing is done. The issues are rarely reach the top to you guys. And when they do, the information is often distorted, leaving us with a negative light. We're not here

083to complain. We're simply here to highlight the issues that require resolution and also to ask the board members if they could actually visit the sites like M so they could actually meet the people that work for the district and get to meet you at a different a different level person level. The only way that the problem will be addressed if the board members are made aware of the challenges we face which have been ignored for far too long. Thank you board members for your attention and have a wonderful night. That's all. Thank you. [applause] Up next we have Arcelia Krensha. Apologize if I mispronounced that. Good evening. Good evening, Dr. Wesley, Mr. Elder, and the board members. I'm here to speak on behalf of our instructional assistants, whether it be special ed or instructional assistance

084in the classroom. I want you to uh consider looking at job classifications. There are different uh instructional assistant jobs within our school board or our school um families. And um I right now I am facing a a pay cut. So I'd like for you to please consider uh our instructional assistance. We are a job that is necessary. We're having a hard time filling positions and please consider a pay rate for us. We we we consider uh to be an in essential employee in Roondo Beach. And I'm in proud employee of 25 years of Roondo Beach Unified School District. I love my school. I've been in Washington for 25 years. So, please consider consider us and please value us. That's what I'm here to say. Thank you so much for your time. >> Thank you. [applause]

085>> Don't have any other [laughter] motion to receive and file. >> Hi, Jeff Gaul. uh North Roondo Beach. What an awesome school district given all the uh good math and AP scores and uh great teaching and a really happy Lincoln parent. Uh everything I learned with the Sketchers walk about chalk I learned from Stfan and Lincoln did very well Mercf and uh yeah I just wanted to mention that we had a really uh we really enjoyed the Sketchers walk. Lincoln walked very well. We met uh we saw Clayton Kershaw and his four kids go up to the podium and looked over at him was over here and go Dodgers. And sure enough, he got us out of what the 12th or 13th inning. And I know we're behind I think a run right now. Um

086and then we also had the uh the honor of meeting uh Mr. Michael Greenberg, president of Sketchers and also uh Rabbi Yasi Menz of the Friendship Foundation. Uh, great shoes, great uh, foundation, great nonprofit, good for all the kids. And, um, I like everything I've heard about special ed. My mother was a teacher at Rancho Vista in special ed, lifting kids out of wheelchairs for 15 years, putting me through college, um, starting up a uh, an endowment at Cal State Domingus Hills to which I was invited to the the networking event, and I met the folks from SC, CIS, uh, Dr. Hamdan and Yennia Zavala probably did a presentation for you. Uh I think the high school and several of the schools went to um the competition in the spring last year. I hope there's

087room in the budget to renew that. Um I know that your special ed director has uh was educated at Domingus Hills. is a great university and uh I look forward to seeing how your math scores and also anything you're doing with a science focus continue to correlate and get good results and hopefully we can beat up on Peninsula and Manhattan Beach in the coming years and I wish you all a good evening and go Dodgers and go uh Roondo Beach Unified School District. Thank you. [applause] Is there anyone else who would like to speak on either an agenda or non-aggendaized item? Right, moving on to our communication section 9.1. This section provides an opportunity for the board of education to hear reports and communications from our employee associations and the community support organizations listed below.

088All reports are limited to 5 minutes. Members of the public may address the board of education concerning this section. Each speaker will be permitted to speak for three minutes per item. The board may limit the total time for public input on each item to 20 minutes. Start off with the Rohonda Beach Teachers Association. >> [clears throat] >> Hi, good evening. I'm Sue Carlton and this is Tracy Kelly and we are RBTA's leadership. I will be reading Janelle's speech again tonight. To my RBTA colleagues, thank you all. Thank you to all our 10 speakers and 175 members who showed up to the past three meetings. Because of you, you confirmed to me how important a community is, and that's what we are. We, RBTA, are a community. Thank you for staying united for yourselves and for

089one another. After the first board rally, a member was told directly by someone that showing up to board meetings will make them look foolish and wouldn't help their cause and was encouraged not to go. I disagree. I don't think it's foolish to advocate for yourself. I don't think it's foolish to model for our students what it looks like to stand up and speak out. To me, this is the exact definition of lead by example. Whether it works or not, when we advocate for ourselves, I don't think it's foolish to come out and speak up and let our voices at least be heard. I believe we are role models who lead by example, who inspire and who encourage the next generation to speak up and advocate and not just be present in this society, but lead.

090As an educator, I want all my students I work with to be leaders. I want them to find their leadership potential. I want them to be the next generation that leads and not follows. Leaders who will stand on two feet and stand up for what is right, for what is good, for people. So, thank you to our members who modeled that for our students. What each of you did by showing up clearly messaging to our executive board and our bargaining team what you need. I didn't I don't see anything foolish in that. I commend you. I know and most of our colleagues know the ways we show up and step up for students. For me, seeing the teachers who came reminded me of exactly how our teachers show up for kids as so many go

091unnoticed. As happy as I am for the teacher of the year recipients for their sites who get recognized at the end of each year, there's always a part of me that winces a bit because some get overlooked. Not that I don't think those teachers deserve it. They do, as every single teacher who earns it deserves it. But after seeing so many teachers the past three meetings, it just reminded me of the awesome things they brought to our district. So, I want to take this opportunity to recognize the efforts of our peers because what we do matters even when it goes unnoticed. Because, as I mentioned previously, I see you, RBTA. Did you know that students have the opportunity each summer to travel to other countries through an outside program a teacher researched and found over

09210 years ago that's not affiliated with the school so that our UHS students have this opportunity. So far, he's taken he takes around 70 kids per year to get to partake in a trip like this to travel outside the country because of our colleague Kelly Lewis. Did you know that we now have link crew as an A throughg class? It is a great opportunity for our students to be in a leadership class that will help with their A to G completion which has recently been over been overseen by Sarah Keiesler and now Emily Vos. Did you know that culinary arts started at the middle school because one of our colleagues, Pete Rapaort, wanted to provide students with a life skill and pass on a passion he has in cooking? Now, Paris has that elective, too.

093And each one of these colleagues have not received the end of the year teacher award. Two of them have been teaching with us for over a decade, not because they aren't deserving, but because only 11 of our colleagues a year win the teacher of the year for the sites in the in a field of over 450 educators in RBUSD. I believe it's important to highlight a few of the programs we have because of our educators. So, thank you, Kelly, Sarah, Emily, and Pete for these examples of stepping up for students and providing them with opportunities that they would not have without you. As we encourage students daily, I want to encourage each of you because one of my favorite writers said, "We should encourage one another and build each other up." My goal and that

094of the executive team is to build us up. RBTA, thank you for showing up the past three board meetings because seeing you reminded me of what you do for students. So, cheers to you. Thank you. >> Thank you. [applause] >> Up next, California School Employees Association. Good evening, board of uh members, Dr. Wesley, Dr. Nick, and uh cabinet. Hello, Mike Lewis. I'm our chapter's president and uh a couple things I want to go on. Uh as far as the negotiations going, I we're going pretty well. I I think we've come very close. Uh we have not yet come to an agreement, but I think we're very close to it. But you've heard from a few of my members today that are representing some groups within our chapter. I share the same sentiment that we are

095hoping that you guys can find a a se a more portion of the budget to allocate towards classified staff. Year after year, the cost of living is raising. And as much as I appreciate our collaboration with RBTA and how the district has consistently offered the same level of increases to our group as theirs, the gap is widening when what we what 2% for them can cover the difference in the health premiums increases. It does not cover the difference of health precious for our group of people. I can say from personally that over the last 5 years since we've come out of COVID, my real in-pocket income has not increased. Our percentage increases have but the premiums have increased. The cost of living has increased and I I do want to say the district is working

096I know to make improvements especially in the health premium factor. I appreciate it greatly. But um the issue is our people are struggling and we are looking although we love RBD we our people are also looking to any opportunity that is available to us. Our skills are usable through other me other avenues other work locations and when those opportunities come people take those opportunities. I've seen some of our greatest employees actually leave recently to other districts that that offer greater or other opportunities that have come and many great one of our some of our grace also looking for those opportunities as soon as they come up. Primarily I ask that you can look find in the budget some somewhere where we can find a greater allocation to classified salaries. Thank you. >> Thank you. [applause]

097Up next, American Federation of Teachers, >> Rada Beach Council Parent Teacher Association. >> Okay. Rhode Beach Educational Foundation. >> Good evening. I'm John Neoth. I'm the president of the Rodonda Beach Educational Foundation. I'm really thrilled to be here this evening with some fellow board members, our executive director. We've got dedicated staff and our boots on the ground uh our school site advocates who really uh advocate for RBF every day. Um we have had a wonderful investor drive so far this year. Uh we are also um planning to have our annual community classic golf tournament next Monday on November the 3rd. But really the news that I wanted to share with you all this evening is the check presentation that we always look forward to giving back to the district uh in the October time frame.

098And so through the generosity of the Roondo Beach community as well of as our business partners this year we're pleased to um present to the school district another groundbreaking uh grant of $1,150,000. And this money will be used to enhance programs at RBUSD where some state funding um runs out. So, this really helps to fund critical programs that a lot of people aren't actually aware that RBF um funds. And so, we're trying to do a better job of communicating with the community to let everyone know where their um donations are going to when you give to RBF. And so, we really hope that these funds will be well utilized and um really look forward to continuing to be wonderful partners with the school district. So, thank you very much. Would [applause] it be would it

099be possible to take a picture? And I'll uh invite um anybody affiliated with RBEF um school site advocates, fellow board members, staff You want to help? $847. >> [laughter] >> You need me to take that one again? [snorts] Excellent. Thank you so much. Uh, finally, superintendent comment. >> Comments. Excellent. This brings us to the general consent calendar. Does anyone have any items they wish to pull from the general consent calendar? >> 10.3, please. >> 10.3. There any other items anyone would like to pull from the general consent calendar? Is there a motion a second to approve items 10.1, 10.2, and 10.4 through 10.6? >> Second. >> Student advisory vote. >> I. >> All those in favor? I. Any other abstensions? Motion passes. Is there a motion in a second to begin discussion on item 10.3?

100We adopt resolution R25-2613 recognizing November 2025 as National Native American Heritage Month. >> Second. >> Thank you. Um before us is u yet another resolution to recognize and as I have done so this is also very important recognition of contributions of Native American folks. And um I just want to read one paragraph of the resolution that we've prepared. Education leaders throughout the state of our urged to involve themselves and their schools in statewide focus on improvement in education about our Native American heritage and to create ways in which communities can participate in helping California schools meet the national goals set forth by the White House Conference on Indian Education. Thank you. >> Thank you. Any questions or comments? >> Student advisory vote. >> All those in favor? I. Any nos or abstensions? Motion passes. >>

101Brings us on to our action items. Starting with item 12.1. Authorize a budget adjustment attached to adult education fund 11.0. Motion a second to begin discussion, please. >> Dr. Alpurn. >> Yes. Thank you. Um, this is uh an authorization to for the board to authorize a $3 million budget adjustment within the adult education funds. We had $3 million from last year's budget around construction that was not expended. Um, and so that adjustment is being um moved into this year's budget and it requires board approval. >> Thank you. I've been driving by their lot and seeing quite a bit of construction, so I'm glad we have this available. Any questions or comments? Student advisory vote. >> All those in favor? I. Any nos or abstensions? Motion passes. Item 12.2, Two, adopt resolution R25-26-14 to approve entering

102into an agreement with public agency retirement services to offer a supplementary retirement plan for eligible certificated non-management RBTA and classified non-management district employees, CSSEA. Motion to second to begin discussion, please. >> That's me, >> Dr. Alpert. >> Yes. Uh, thank you. We are asking the board to um adopt a resolution to um enter into an agreement with PARS in order to design a supplementary retirement plan for eligible employees. Um as I stated earlier, the goal of the program is to generate savings or at a minimum no cost to the district by increasing the number of retirements. And Mr. Hugh is here tonight explaining um how we can get to that. And um ultimately we won't know until late January, early February whether or not we've um we have the right combination of um interested employees

103and cost savings for the district. But tonight we are asking for for your approval of the board resolution so we can begin doing this work. >> Thank you. Just to clarify, this is we're authorizing to have the work done so we can learn about what's happening and our approval should [clears throat] it should it become one available is not until sometime early next year. >> First board meeting in February. >> Thank you. >> I thank you. With declining enrollment and deficit spending, I think financial prudence obviously is very important. um as is uh you know being able to uh avoid layoffs. So I appreciate that we're looking at this. Questions or comments? Student advisory vote. >> All those in favor? I. Any nos or abstensions? Motion passes. Thank you for sticking around. >> Next up,

104item 12.3. Approve the architectural service agreement with PVK Architects, Inc. for Lincoln Elementary modular building replacement project. Motion and a second to begin discussion, please. >> Second, >> Dr. Alurn. >> Yes. There are a number of um approvals before you tonight for um working with our various architect firms. This one is with PPK architects um at Lincoln Elementary School, working on modular building replacement um particularly in the area adjacent to um the current CDC preschool space. TK space um as well as the area um on the northernmost part of the campus. So the architect fee is um for approximately $343,450 um to be coming out of prime measure S bond fund. Any questions or comments? I would just say I appreciate again the voters approving measure S to be able to fund these types of

105projects. Uh there's nothing worse than seeing a student run through on the first day of class and get to their classroom and realize it's this dilapidated, dreary, just really depressing space. And I'm sure it's no fun to teach there either. Um you know, we we want our students to have the best and these are long past their useful life. So I'm I really appreciate the voters funding this and the district moving forward with this. Student advisory vote. >> All those in favor? I >> any abstensions? Motion passes. Item 12.4. Four, approve the architectural service agreement with PBK Architects for Madison Elementary modular building replacement project. Motion is second to begin discussion, please. >> Dr. Alpurn. >> Yes. Um, this is also another request to approve architectural services with PBK architects for work at Madison Elementary

106School. Um, primarily replacing the area, the portable classrooms that are currently make up the CDC classrooms on the campus. um along with some other project work. Basically, the estimate is for $38,350. >> Thank you. And I forget, I know at Madison they have that new wing of classrooms. Were those portable classrooms before they were turned in? >> There was nothing there before. >> Okay. Thank you. Any other questions or comments? >> Student advisory vote. >> All those in favor? I. Any nos or abstensions? Motion passes. 12.5 approve the architectural service agreement with SVA Architects, Inc. for Rhode Island Union High School dropoff lane improvements project. Motion a second to begin discussion, please. >> Second, >> Dr. Alpurn. >> Yep. Moving on to the high school. Um we are we have three different projects for the

107high school. So that will be the next three board items. This one um they're all with SBA architects. Um and this one is for the area previously discussed at our last board meeting. um the drop off lane improvements um on Francisca um and a $241,640 estimate for architect fees. >> You any questions or comments? I know >> I actually had one question. Will this fee include um the consideration of the the lawn area that we had not previously looked up in in the Okay, thank you. >> I know parking and traffic by the high school is always a topic of concern. So I'm glad again that the voters funded this and that we can take a look. >> Student advisory vote. >> All those in favor? I. Any nos or abstensions? Motion passes. 12.6 Six.

108Approve the architectural service agreement with SBA architects for Rodondo Union High School Career and Technical Techn Technology Education Building Project. Motion to second to begin discussion, please. >> Dr. Albert, big project, bigger numbers. [laughter] Um, this one is a proposal for SBA architect work um for a new building to replace the bingo building at our UHS. Um it's 1.324 million and um I mean the initial work that they've done um is very exciting. So um it's really looking forward to this project. >> Yeah, I know a lot of people have strong feelings about this. Um it's it is a it's a great open space and there's a lot of great things happening there. Um but the building is fairly old. Um, yeah, it's it's but uh wait till you see what's coming, which probably doesn't

109give Mr. Suhoo a lot of comfort right now, but [laughter] apologies to Mr. Suhoo, who is amazing. Any questions or comments? >> Student advisory vote? >> I. >> All those in favor? I. Any nos or abstensions? Motion passes. Item 12.7, approve the architectural services agreement with SBA architects for Rodon Union High School stadium improvement project. Motion a second to begin discussion, please. >> Dr. Albert. >> And the last request for architectural services agreement tonight is with SBA architects for the Seahawk stadium improvements. And that um architect fee is estimated at $342,000. Thank you. I know one of the things that came up when we did uh questions for the community and got feedback is there was no support for or very little support for improving athletic facilities. So, I think it's important really just to

110note that this is not an enhancement so much as we've got crumbling concrete. We've got bleachers that are >> It's infrastructure. It's very unsafe. >> Exposed rebar. >> Yeah. Exposed rebar. Um so, this isn't building uh you know, anything exotic. It's just trying to keep what we have uh safe because right now it's not. Any questions or comments? >> Student advisory vote. >> All those in favor? I. Any other abstensions? Motion passes. 12.8. Approve the cyber security manager for the information technology department description. Motion is second to be in discussion. Please >> Dr. Stephanie. >> All right. This is a new um job description for a cyber security manager in the IT department. Um this is a huge need uh for the district these days uh to keep our networks uh safe and our information

111safe. Um so essentially this would um be a management level position in the IT uh department. Thank you. This is one I'm personally very excited about because this is my field. Um cyber security is one of those things that's a little frustrating because it doesn't help our students but it can avoid just calamitous situations um with just exorbitant costs. Um, so it is such a critical need for us to be able to fill that and be able to keep our students uh information safe, keep everything else in the district safe, staff, everyone else. So, um, thank you for moving this forward. >> Is the uh the $7,000 we're not really hiring somebody for a new position at >> We got a bargain on this one. [laughter] >> It's the difference between one current position and

112the future. >> Okay. Uh, student advisory vote. >> All those in favor? I. >> Any knows? Motion passes. >> 12.9 Approve the proposed revision to the 2025 20226 R Beach Unified School District Board of Education regular meeting schedule. Motion a second to begin discussion, please. Second. >> Yes. This is a recommendation to move the December 9th meeting to the December to December 16th. And uh the reason for that is um we will be attending the CSBA uh California School Board Association conference the prior week and will not have the opportunity to get the agenda out in time. We we just missed that when we were looking at the dates. We we didn't recognize that the conference conflicted. So this would just give us the opportunity to get everything we need on that agenda on [clears

113throat] time and posted on time to have that extra week. I would just point out that's kind of a dangerous gamble because you're going to have five school board members going and hearing all kinds of wonderful ideas that they want to implement and trying to agendaize it at the last minute. So, uh fingers crossed. >> Uh yes. Well, [laughter] no one's allowed on the uh floor without me. Yeah. On the trade show floor without me. >> Student advisory vote. >> All those in favor? I. Any abstensions? Motion passes. brings us to our information items. 13.1 unofficial attendance and enrollment reports. Uh Dr. Alpurn. >> Yes, Garcia, are you pulling that up? >> Thank you. >> I don't know that I've ever shown this chart where it pretty much matches [clears throat] from one year to

114the next. So it is the first the first 28 days of the school year. Um so a pretty consistent pattern from the previous year. Um with maybe maybe the slightest improvement over a year ago. Um but basically those are the first um the first [clears throat] 28 days of the school year. And you can see the Friday before Labor Day weekend is always a a dip. Um but frankly not that much of a dip. Like I think some people might expect it to be even even more of a dip than we're seeing. But um yeah, our enrollment is as projectedish and our attendance is as projected. Thank >> you. Any questions or comments? All right. Uh, moving on to discussion items. 14.1, HVAC replacement and expansion. Just really quickly want to give um acknowledgement to

115Mr. Brandt who does oversee our attendance program with all of our principles and making sure that we are targeting students who are um struggling with attendance, working with them, supporting them. >> Talk this time. Okay. So, um I've got my HVAC team here, my backup. Um but what we have actually here, can I see a clicker? Um you know, at the last meeting, we we we talked about like the history of HVAC in the district, um some of the challenges that we're facing, etc. So I don't want to revisit that but um you did ask for some clarifying information so I have um brought that tonight um and that is basically um um delineating out for you the cost by by project. Right. Last time we kind of put a big $9 million bucket around

116the HVAC expansion plan and um we worked with our partner here to kind of break it out. So looking at multi-purpose rooms at all the elementary schools and the two middle schools would be a cost of estimated cost of 6.5 million. Um, adding AC to the libraries and in Alta Vista, Lincoln, and Washington, where there is not currently AC, will cost $1.5 million. Replacing AC in the libraries at Adams, Burl, Bernie, and Jefferson, where those units need replacement, is $1 million. And then no cost to the AC units at Madison, Paris, and Toleda which are either new or are in good condition and are not in need of replacement at this time. So that's kind of the the breakout um by grouping. Um you'd also ask for the length of time. So um we were

117provided that the life expectancy of the new packaged HVAC systems is typically 15 years. Um it could be up to 20 years if if our HVAC is wellmaintained and cared for. Um and um at the library site specifically um you know we currently have these gas fired rooftop units and they would be replaced by heat pumps and um which will match or exceed the efficiency of the existing equipment that we have and it also eliminates the need for natural gas which supports decarbonization. just want to throw out the the energy >> energy fact. And then um beyond that then we started talking about like the rounds for replacement um as we get into aging HVAC systems at our school sites. So that um that remains unchanged in terms of costs. I provided this last time,

118but um just to revisit that again and then you can feel free to discuss. I've got Fred here. I have Veronica here with ESG. Um and they can answer your questions as well. So, we're really just looking for some guidance, direction, and um whatever guidance and direction we get will allow us to be able to put proposals together and then bring them to the board for approval. >> Thank you. Okay, I got a question. Round one, back to multi-purpose rooms, libraries. Um, I'm trying to figure out priorities, right? Funds priority. Libraries, yes, lots of students, staff, they're used daily during the school days. Multi-purpose rooms, um, usage, people like I want us to have AC, but I'm also looking at year round two, which is replacing major AC units across school sites. So, is there

119are we prioritizing with this proposal the multi-purpose rooms over that round two where we're going to need to replace it at school sites? >> These are the options for us to prioritize. >> It's Yeah. Yeah. We're looking for direction, but you see the cost and so, >> right, >> you know, and also it's, you know, like if you decide, let's say you decide, let's say you're in a generous mood and you decide to go forward with $9 million for multi-purpose rooms, libraries, and the round two of classrooms, right? And you're ending up spending, I don't know, $50 million. So that is important for like my department to know because we do the cash flow for our bonds funds and we sold $80 million in bond funds and so we need to account for the pace

120at which we are spending our bond dollars to make good decisions about when we would go out for another bond sale. Right? So all these are kind of like factors in the in the mix. We also have several other projects we we would like to get to. >> Right. So, I guess my question is when you put it into round one, is that an indication that you're prioritizing? >> Option one. Round one. Oh, it says round one. That's why I thought this is round. Okay. So, option one. >> I see. That makes a difference for me. Versus round one. Yes. Okay. >> To provide just a little bit of context in and our conversations. Um, as as you identified, Miss Archer, the libraries are used regularly and there's a desire among staff to have the

121HVAC in the libraries. Um, the as far as the use of the multi-purpose rooms, those are used. Sometimes students eat lunch in there, sometimes they don't. So, there's it's a much bigger room area. So, you know, as far as a recommendation, libraries would be something that we would recommend. maybe want to hold off on the multi-purpose room until we do these other phases and see what money's left. Just as throwing that out there as what our conversations have been. >> Could we look at the option two again, please? >> And there's options within option two. one is um is looking at the cost of doing four schools versus five schools. Um and really about uh I guess how aggressive you want to be in taking on the replacement. When we first when we installed previously

122um it was over the course of three summers. Sorry, can you go back again? >> I just couldn't put it all on one slide. It was just too much too much writing. >> So option two doesn't do the libraries. >> These are just >> No, these are classrooms >> classroom spaces. Okay. >> So, option two is really about classroom replacement >> of the current system into a new system. >> This is a menu we're ordering off of. We can order everything >> and I don't know that it would be option like we So, when we originally did it, we did it in three phases. >> Yeah. >> So, um essentially high school was kind of two, but we did it in phases. Phase one, phase two, phase three. And so, the elementary was done first.

123And so they're going to be coming up on that kind of 10-year, right? Fred knows what year did they get installed in elementary? >> Uh we started the first program at Adams in 2017. >> Okay. >> So you're getting up there. If I can make a suggestion, >> please. >> Uh this isn't going to get cheaper in a couple of years. >> So if we have the funds, I would say put the MPs on the back burner because they're not used as much. But the others I think are priorities and there's not really not one, two, three. They're all options. >> So it's entirely up to you. But that would be my recommendation. >> That's what I was wondering. Thank you, Fred. So basically, this is our selection or what you would like us in

124terms of guidance as to our priorities for libraries, classrooms, maybe that multi-purpose, all those rooms are going to be at the back end of it. Um, but yes, if I had to, I'm going to choose spaces where our students and our teachers and our staff are in on a regular basis as a priority for me to put money towards because like you said, those space this is not going to get cheaper. No, eventually we're going to have to um address all of it. So, for me, my priority is going to be put towards spaces that are used regularly by students and staff. And maybe it would be helpful, Veronica, like if the board makes a decision tonight or, you know, gives us some direction that says we'd like to prioritize um the libraries, both replacement

125and new, as well as five schools of replacement, of classroom replacement. um what would talk to us about what that timeline looks like from putting a proposal together to realization of >> all right good evening >> a project >> um so we are we've actually been kind of working behind the scenes and we have a pretty good idea of all of your systems right now and so we are prepared to come back for um a November approval if there are some finalized decisions made on any of this um and kind of like you said it's a menu item so we're just prepared for any scenario. Um and then the replacements are always going to be faster. Uh so those we can pretty much get started off probably um a kickoff towards the end of the

126year and then buying units just depending on you know all the decisions that are made with the district. So we can get started in Q1. The ones that are going to take some more time are where we're adding AC because that's going to have um design required. So we have to get our teams in there to do the load calculations. We have to get the asbuilt drawings. So it just takes a little bit longer. So for those um you know probably a likely timeline would be that we could start something next summer um because again we do have to go to DSA for those as well. Um and that would be you know the bottleneck. So >> when you say next summer, do you mean summer 26 or summer 27? >> 26. 26. And again

127it's all dependent, right? So um yeah, that would be best case scenario. Um, but yeah, the all of the replacements definitely a lot faster. >> Could we look at the next page again? I'm sorry. >> So, [clears throat] my question has to do with um the future implementation uh in context of cash flow. >> Okay. What? Just in ballpark. What What would that look like in terms of cost >> costs are listed? >> No, no. The >> future. Oh, >> the last one. >> I think the reason we didn't do a cost with them is that the further out like years out we go, it becomes harder to >> provide you a realistic picture. Um, but this is what it would cost in the next now in the next 6 months >> because I'm concerned

128about high schools. I mean, we have so many rooms there, >> right? >> But what year was that installed at the high school? >> Oh, you're putting me on you're putting me on the spot here. I'm going to go 200. So, it started in 2018, but it was not still >> completed when I started my job in 2020. >> 2020. Yeah. >> So, it was still working. >> We were still coming. Yeah. 202122, but as you know from previous meetings, you know, we beat this equipment up pretty bad for it being first of all >> not the first choice I would have done, but we were under budget and time constraints. So >> would you like estimates put in your Friday update? >> Just a ballpark. Is it a 10? Is that a five? Is

129that a 50? Some idea. Just ballpark. Obviously, I'm fully fully realizing this. This is going to be sort of a >> ballparks are getting a little nuts right now. If you saw last night, [laughter] >> good point. Good point. Thank you. >> Yeah. Unfortunately, I we don't have ballparks for those ones because like Dr. Dr. Alber mentioned, we really didn't get into those. It's definitely something that we can get into to give you budgetary costs if that's something that, you know, you decide that you wanted to get numbers on. Now, I I mean, Veronica, like if we're looking at like under round two where it says five school replacement and we looked at how many classrooms there are, could we kind of base it on >> are the units there the same? Yeah, we can

130go by unit counts and just >> what are what are the sites? Elementary, the middle and the high school. We were dealing all with those duckless. Yeah, the duck splits getting those out and putting in heat pumps. >> Okay, so >> we've already got the power there. We've already got the condensation drains there. We a lot of the infrastructure is already there. We just got to relocate it a little bit. We'll go a little quicker >> and we could entertain possibly have contractors evenings about >> more rooms than not. Yeah. >> The high school would be over six million >> and then middle schools will be how many rooms are there? >> Under under 6 million. >> So it would be probably 40 >> we're looking >> classrooms. >> Okay. So then >> in each

131middle school >> six >> 10 to 12 million. >> Yeah. That that's probably okay. Thank >> plus you have three elementaryaries that aren't included. >> How to 14 million. >> Okay. How did you determine which schools needed to be replaced versus schools that aren't? Just I'm curious. >> We use the original install schedule. >> Okay. >> Follow that, which would just make sense. >> Okay. >> And so then future implementation that would then later be >> these other schools that are not included. Okay. Because I just noticed Toledita's on f on one proposal but not the other, right? >> So Toita's on that line then, >> right? >> Okay, that makes sense. >> And so one of the things in the previous slide, it talks about adding AC, but these are heat pumps we're looking

132for everywhere. Is that correct? >> It's it's air conditioning, but it's a heat pump instead of a >> a gas fired heater with a compressor for heat for cooling. >> Yeah. So heating and cooling. So uh would we still maintain for classrooms the duckless mini splits? Are we looking at adding metal? It'll be a complete different unit. It's a a a heat pump. >> And they don't have to be ducted systems. I don't believe we can look at that. >> Uh if necessary, we would duct some, but I think we can manage our design with the closets we have. There may be some small pieces of exterior duct work. We just put it in real nice. >> Okay. Would we resize these though? So, you might replace a two- ton with a three- ton or

133something like that. Given what we know from CO demands and having windows open and everything else, >> hopefully we won't run our air conditioning with the doors and windows open at 60° anymore. >> Fingers crossed. >> There's there's no way to uh plan for that. >> And do we know are there any rebates or or incentives? Um you know, higher sear rating, things like that or >> there could be through Edison. Obviously won't be the gas company this time, >> but Edison may have some programs. They come and go. I I'm not familiar right at the moment, but we're always looking and I used to use savings by design quite a bit when I started 18 years ago here and we got a bunch of money back from the gas company, the power company. >>

134Thank you. Um yeah, I mean, you know, I I think equity issue adding all the libraries having coverage there makes sense. Um and then beyond that, just replacing units as needed. um we don't necessarily need to do it prematurely just because units are cheaper because that's also expensive and wasteful, but doing it in a way where we're not overburdening M with repairing ancient units and things like that. So that would be >> your your current duckless splits are failing on a regular basis. >> So it's time. >> It's Yeah, we're our guys are doing a great job of keeping them running, but we're throwing parts at them. >> They weren't designed for this >> labor. Yeah. >> No, thank you. gas that I mean the cool the the >> refrigerant >> the refrigerant gases which

135are really a problem. >> Okay, >> they're getting very expensive and if you start using too much the EPA wants to talk to you. >> Yeah, they're probably not using the 454 2025 refrigerant and all that fun stuff. So all those other things that get us noticed. >> Since this is just for discussion, what are we supposed to do? >> Let's give direction. >> Yeah, >> we would love direction. Would you like my recommendation? >> Yes, please. >> Do it all. >> My recommendation is that you give direction for us to add and replace AC in the libraries at all the schools that need it that we've listed here and um and that you go with the five school replacements at the elementary level. >> And I would agree with that and really dep prioritizing

136multi-purpose rooms. As much as I would love for those to be cooled, um we do have limited funding and there's a lot of projects we need to do would be my preference. >> I don't want to take it off the table completely, but in prioritywise I would I mean those rooms when it comes to back to school night, >> but that's you know one night and there's other events in there. But >> maybe if we get reimbursement dollars from the state from these bond projects, it's something we come back to. I'm all down for libraries, particularly the ones that don't have them. Um, they're they're definitely needed and I know that from what we heard that that portion may take even longer because we requires DSA work >> my I mean I I would urge

137my colleagues to approve that one first. >> Get started on that so we can get in line at DSA. >> Yep. >> So, I think we're all aligned with Dr. Alpurn's recommendation. Then >> we'll be seeing it on the November 18th board agenda. >> Excellent. Thank you so much for sticking around tonight and answering questions. >> Thanks for being here. >> Thank you. >> All right, that brings us to announcements and communications board member reports starting with board member Archer. >> Thank you. Um I had a chance to uh take a site visit at RUHS with uh Mr. Elder and Mr. Brown, Dr. Wesley and Miss Garcia. I want to sort of piggy back on what Dr. Wesley spoke about in terms of educating the whole child. We think of that as nutrition and exercise

138and mental and health and well-being. But one of the things at Roondo Union is that we offer our students opportunities outside of traditional core courses, math, English, ELA, science. Um I got to go into the culinary arts um classroom, see what the kids are doing there. photography, broadcasting, I mean, they can put on a whole show in that room. Um, journalism yearbook, and then we had an opportunity to sit in Miss Lan's classroom and have her students pitch a marketing campaign to us. So, here, I mean, parents who you're wondering whether or not your child's going to have a great experience at the high school, that is whole child. That is seeing students in every spectrum and giving them all these amazing experiences and opportunities. So, so much fun. So, that's my report. >> Great.

139Thank you so much. Uh, board member Rachel Rachel Silverman. >> Um, well, I want to thank Keely for Homecoming. We had a fabulous time. Um, as always, it was great and you took really good care of us. Um, I was able to do two site visits since the last meeting. We were at Burl um which was fabul just fabulous um in getting to talk to the staff and the teachers and um our highlighted teacher um Miss Turnbull was there to speak with us. Um there was the chalk that we got to see Keely, but I'll tell you Dler killed it. [laughter] Um, Dryler is always one of my favorite visits and it did not disappoint this year either. And those kids are so creative. Um, and also so excited to see us every time we

140go there. So, um, and then tomorrow I think is Lincoln. So, we'll be busy. Um, I have Scrock report number two. I know you've all been waiting. Um, I want to congratulate Dr. Rodriguez because we did extend his contract and give him the muchdeserved raise that he has been waiting for. Um he has done amazing things at Scrock um and is really such an amazing partner for all of us and they speak so highly of Red Roondo there um that it's just it's so pleasant to sit through. They are having an open house on November 13th at 5:00 pm. If anybody would like to go, I will be there. Um, that's it. >> Thank you. Up next, uh, Vice President Sha, >> thank you. Um, my school site visit experience has been the same, just

141amazing. Um, the whole child and participation by our students and dedication of our teachers are, you know, in full display. So just wanted to thank you to our teachers and staff, everybody that makes it possible with our students have the best learning experience ever. Uh was able to participate in Sketchers Walk was wonderful to see thousands of thousands of people coming out to support the great cause and also while raising money for our school district. Um participated in the pilot and implementation committee. This is a secondary math uh curriculum that we are choosing. I think we're down to I believe four with the um couple of the clear runners and and we we'll get to that point quickly and then we also will have how to implement um well so that our teachers are ready

142and therefore our students will benefit and and hopefully we'll see that mask will go back up to where it should be. Um and the highlight I'd like to also focus on is the um um congressional briefing um that some of us were able to participate um speak up uh series. Um it was I topic was a uh in in students lives and with our very own um Ian son our senior participate I was so proud of them I almost burst it in flames. Um, and I learned a lot from that session and I was afraid I'm afraid I not I was not I am afraid that the grown-ups are really well um behind our students already. We have work cut out for ourselves to make sure that we provide environment that's beneficial to our students.

143Um, so I've been reading, I've been asking questions um to younger staff at my other job and and as ask them to help me understand the AI tools and different engines that are available, testing them. Um, but just very very proud of of our students and our staff and our real team um that have put an AI um adoption of our within our school system far ahead of others around. I wish there were there would be a some sort of a metric that measures where we are like the CASP as an AI. I'm sure we'll be in number one there. But wanted to say thank you again for again being the recipient of what our students go through just first rate education. Thank you. >> Right. Thank you. Yeah, I'll echo what everyone else has

144said, but one of the things I wanted to highlight is we made it through quarter 1. Uh I realize October is a long month. Thank you everyone for hanging in there. Uh don't worry, there's some holidays coming up, but just really appreciate everyone getting through this. Uh I know it's some days the kids are bouncing off the walls, but thank you. It it does make all the difference in the world. Um I've seen that in the site visits, just seeing how happy kids are, seeing them, you know, in their native habitat in the playgrounds, just having a ball and and all the fun things they're going through. Um but, you know, site visits are always amazing. Uh one of the other things at the high school I found fascinating was that these chocolate chip cookie

145dough uh balls just exist. Those are a thing. and I didn't know about that and now it's terrible because all I want is those. Um they're so good. Uh but you know, United Day Against Hate was incredible just seeing our students, our community really come together to celebrate that. Um that's fantastic. Um you know, seeing Ian speak so eloquently about AI and our schools and and just yeah, it's fantastic. And the AI literacy efforts that the real team has gone through and it everyone really trying to put together how do we do this, you know, ethically, effectively, in a way that doesn't hamper education but enhances it. It's not an easy, you know, there's there's no easy answers. Um, so I appreciate all the work everyone's putting into finding it because um it is the

146future for better or worse. It's out there. So, how do we use it the right way? Um, and so I appreciate so many people looking for those answers. Um, trying to find ways for our students to benefit uh while avoiding as many of the pitfalls as possible. Other than that, I know there's some type of sporting event going on, so let's try and get us out of here. The calendar of events, item 16.1, on November 10th, it is a non- studentent day. November 11th is a holiday, Veterans Day. November 18th will be a regular board of education meeting here at 5:30 p.m. November 21st, trimester 1 ends for the elementary schools. And November 24th through 28th is Thanksgiving break. Is there a motion to adjourn? >> Student advisory vote. >> All those in favor? I.

147We are journed at 7:43. Thank you.