001Okay, thank you all for coming. >> So with that 7.0 close session report 7. Oh, wait a second. We have to reconvene. Sorry. 6 6.0 Reconvene open session procedural business 5:30 p.m. 6.1 call to order. The board of trustees are hereby reconvening the open session at 5:38 p.m. 6.2 roll call trustees area trustees to identify themselves by first and last name to formally establish quorum. Cindy Gardner trustee area 3 >> Dr. William Trusty area one trust area 5 Brandon Springs Lake Greenland trust area 2 for the record Scott Craft is absent for this meeting 6.3 pledge of allegiance led by moving >> our drama our drama officer >> over I aliance to the flag of the United States of America and to the republic for which it stands. One nation under indivisible with liberty and
002justice. >> You represent the peeps well. Okay. 6 point uh 7.1 closed session report. 7.1 announcement of reportable actions taken during close session. There were none. 8.0 public testimony. 8.1 The public comment period for items listed on this agenda and non-aggenda items within the subject mattered jurisdiction of the governing board. The public comment period is administered by state law and is the point in the meeting set aside for members of the public to share their opinions with the board. Open meeting laws do not permit the board to engage in dialogue or answer questions, though it may not take action on non-aggenda issues raised at the public comment period. The board, for example, may refer any matter to the superintendent for review or take action to direct staff to place a matter of business on a
003future agenda. No person is granted any privilege by the governing board to make statements which may be considered defamatory or otherwise actionable by other by other persons including district officers and employees. Protocols for speakers. Any person wishing to address the governing board on agenda and non-aggenda items within the subject matter of their chair jurisdiction must complete a speaker form and submit it to the executive secretary to the superintendent before the meeting is called to order. Indiv individual speakers are allowed three minutes to address the board on each agenda item. The board limits the total time for public input on each item to 20 minutes. Speakers who have complaints against board members or staff are encouraged to seek resolution to those complaints by using rim of the world unified school district written complaint procedure rather than
004orally addressing them at a meeting. The board will not respond with such complaints you until the applicable complaint procedure BP AR1312.1 has been followed and has reached the board level where a complaint concerns a district employee identifiable by name position or other facts. The board cannot respond until proper written notice has been given to the employee pursuant to government code section 54957. quorum. The governing board is interested in the ideas and opinions of all stakeholders and endeavors to incorporate community views into its deliberations and decisions. At the same time, it must be able to conduct its business in an organized and efficient manner free from material disruption. Therefore, in accordance with board bylaw 9323 and government code section 54957.9, audience members may not disrupt, disturb, or otherwise impede the orderly conduct of this meeting. Open
005meeting laws do not confer any privilege or protection for expression beyond that otherwise provided by law. The public's understanding and cooperation are appreciated. So, with that 8.2, two public comments. We have Rachel Brandini. Did I say that right? Hopefully. Represent parent parent opinion topic leadership instability. So, make sure you put on the red light. Push the button. Okay. >> Good evening, members of the board. My name is Rachel Pini and I'm the mom of two students at Valley of Enchantment Elementary School and a president of Press Line. As I look at what's ahead for my children in a few years, I have serious concerns about leadership and stability and continuity at Rim of the World High School. In just two years, we will have seen two principles come and go. I'm aware that RIM also
006has a long history, a very short tenur for its principles. A high turnover rate like this disrupts everyone, students, teachers, support staff, and parents. Research indicates that while it can take 5 to seven years for principles to enact meaningful change at a school, nationally, the average tenure for a principal is just four years. But we're falling well below even that national average. I believe our principles are leaving because the structure and expectations of the job, written and unwritten, imposed by our district are unsustainable. The district expects these individuals to fill every leadership gap that the district is not able to fill, be present for every school related event, be physically present on campus for up to 12 or more hours a day, and to be reachable at all hours. And I believe that this comes
007at the expense of their family life as well as their own physical and mental well-being. We are a rural district with a limited talent pool and limited financial resources. I understand that there's not an endless pool of qualified administrators who live and work in our communities. Our district owes it to our students and their families to set and uphold realistic expectations for our school administrators so that we can keep passionate and qualified leaders when we find them. Thank you. >> Next, we have Sydney Makook representing herself. However, the topic is VOE's awesomeness. Yay. >> All right. I know I'm usually grumpy, but here we go. I'm happy to be. All right. Actually, I'm a really happy person, so I know I said that. All right. Um, hello board and those listening in. My name is
008Sydney Makoke and I teach TK at VOE. Um, I made a resolution this year to look for the good and acknowledge it. And I wanted to highlight some amazing things happening at BOE. Uh first, our three TK teachers decided to do rotating enrichment classes. So I teach music and other teaches PE and other teaches science. And the kids are loving it and look forward to learning about these subjects that often get overlooked. Uh Jordana can testify as she saw the chaotic and yet adorable learning of students appreciating the flight of the bumblebee and using vocabulary like forte, largo, and presto. Um, I know our fifth grade teachers, sorry, our fifth graders are in charge of the care of our school chickens, among other things. Um, this year they plan to prepare a 30 minute lesson
009and are in charge of teaching it to all the other classes. What a way to prepare for their future of having to collaborate with others. And the best part is the chicken dance at the end. Um, our peacemaker club headed by fourth grade at DOE painted a peace path that highlights steps to encourage friendly resolutions to conflicts. Um they are making the rounds to teach all the classes these steps in hopes to help students make right choices. Um one group of first graders are doing book reviews, making posters, encouraging others to read the book and are working on creating a reader theater to perform. Um our second grade team has been heing hitting UA hard. Um they've seen tremendous growth as they work hard every day meeting the needs of every student. And our kindergarten
010team uh is truly the best. Every day they help our youngest learners navigate the world as they teach the foundational academic skills. Um, something cool that a lot of classes do have big and little buddies. So, an older and a younger class collaborate once a week on varying projects. What a fun way to build a community of helpers. Um, for April Fool's Day this year, uh, all the teachers switch classrooms for the day. Um, it was a fun twist on the holiday and really opened our eyes to things you might never consider. One co-orker said, "I didn't think I would have to say in fifth grade and TK, uh, please don't list lick the desks." Um, I'm confident there are amazing things happening at all campuses in our districts, uh, that don't get highlighted quite
011enough. Um, our teachers rock and our support staff rocks and our students rock. Every person at VOE and RIM goes above and beyond to make wonderful things happen. We can't do this without um, teachers and our great support staff. Could you imagine our district if we had the supports we need like smaller class sizes, uh, more counselors, more planning and prep time? Could you imagine the work we could do if teachers and staff were not stressed about pay and losing benefits? Can you imagine if we always have the support staff they need because we pay them a fair wage? I can, and it's beautiful. And if you can't, come on down to TK and I can teach you to a thing a thing or two about imagination. Thank you. >> Thank you. so much Sydney
012that was brilliant. Okay, so with that we're moving on to 8.3 Rim Teachers Association RTA representative and the California School Employee Association CSEA number 417 representative Nick Nick from RTA who has her own little fan club. Good evening. I'm Nate RTA president and I was hoping to give a different speech tonight. One of our core values as a district is to be future focused and the future of this district relies on its teachers and support staff. We can't be focused on the future when staff is burned out at their limit and looking elsewhere for employment. We can't be focused on the future when attracting qualified teachers is more and more difficult because of a salary schedule that doesn't cover the cost of living here. I appreciate you saying that you value our members and I
013believe that you do. But now we need you to prove it. You have told us again and again that you wish you could do better, do more. Here's the thing, you can. We've looked at the numbers and you can. when you refuse to cut class sizes, refuse to add counseling support, refuse to raise coaching stipens, refuse to convert PD days to non- studentent work days, which by the way costs nothing, and which teachers, the experts in the room, have told you would be more useful of their time. When you refuse to give any of these easy asks, you're not only keeping teachers from their full potential as educ educators, what you're doing is actively taking from students. We've had an amicable relationship for a few years now and I hope and expect it to stay
014that way. But please know RTA is not going to accept anything less than COLA as a starting point. We are not going to accept any change to our benefits. We are not going to accept anything less than what we're worth. And we will be out in the community and here at board meetings until you decide to show teachers upon how much you value them. Thank you. CSA is April. Hello. I'm here to speak on behalf of classified employees, the people who keep our schools running every single day and directly support student success. From instructional assistance to office staff, custodians to nutrition services, we are not supplemental to education. We are essential to it. We've tightened our belts and taken on more responsibilities. Many of us wear multiple hats just to keep things functioning. But while
015expectations have grown, compensation has not kept pace with the cost of living or the value of the work being done. I cannot stay quiet and I'm going to say it again and again. The community deserves to know and I need to highlight a very real contrast. The board recently received a significant increase to your own compensation along with already fully covered family health benefits. Meanwhile, a TK aid working hands-on with students every day may take home around $1,600 a month. And if they want to cover their family, a substantial portion of that income goes toward their health insurance. I understand the need to attract and keep quality board members. That is the same way we feel about classified employees. This is about priorities. When the people closest to the students struggle to make ends meet,
016it affects morale, attracting and retaining quality employees, and ultimately the quality of education our district provides to its customers, the students. And then I could go on about how different students are from when you and I were students. They're They're different. >> Sorry, kids. >> Um there's a saying that the the rising tide should lift every boat, not just the ones that are above water. Classified employees are a vital part of this district. We are asking to be recognized as such, not just in words, but in meaningful action. We ask that you make us a higher priority when it comes to compensation. Thank you. >> Thanks, Suzan. So, moving on to 9.0 reports and presentations. We have added 9.1 theater officers presentation for the world high school. So, please and and remember there you go
017Emily. Thank you. Hello board members. My name is Emily Chavez and I am the president of the room high theater club. Hello I am Alice Cortez and I am vice president of the Rune High Theater Club. My name is Leila Dennis and I'm secretary of the room high theater club. Hello, I'm Ivy Hill and I am publicity of the Rune High Theater Club. And today we are here to present our updates and recaps about what we have been doing for the past year. Uh yeah, let's get started. >> Um so we started off and we had our sixth period um advanced theater class. We were able to participate in the Southern California Play Festival on January 24th 24th. Um they not only participated in that but also per performed the one act at the high
018school on January 23rd. During the play festival we got to watch other schools perform and three of our students even won an award award for our performance. Emily Tides and Gage Garcia won best actors and Alex Cortez won best crew. Um, these are our California State FEMA festival highlights. On the first day, we watched the main stage event which welcomed many high schools from around California. We all attended workshops that day like disco hour and directing how to tell a story and many others. Our officers also participated in room shares and earned community service hours. We also had a few of our students audition for playworks. Uh at the end of the night, our thespians also attended late night events like thespians Got Talent. And I will uh I would like to add that our
019wonderful directors over here were the ones that directed one of the play work um festivals. On day two, we attended more workshops. Some highlights of those workshops are fine-tuning your monologue, beginning juggling, and working with an EOS light console. Additionally, we also did a workshop called destressing the slime. It was really fun. And then after our workshops, we attended the mainstage event with wonderful board member Sydney Gardner. She was our guest and she could even tell you that there were wonderful performances from both other thespians from across the state and some wonderful um productions from the earlier one act play festivals like Pippen. >> Oh, and additionally we did watch some other late night events like short films and we watched some lip-sync battles like pictured on the bottom left corner that school did a
020rendition of Wicked was really cool. Um on the third and final day, we watched the playwork performances and the maid stage event that showcased the thespian winners and the best performance. Um the other performs that were also being worked on by fellow thespians during the festival. Uh after we took some group photos, so we're all there. And we have a photo with our officers that went and our three seniors in the middle. Uh yeah, and then we departed and to go home. Next we would like to talk about our advanced collection. So students from the advanced drama class put together a collection of different works all ranging from monologues and short scenes and all having a variety of different looks. This was performed the day before our field trip to CSUSB because one of our
021students participated in their monologue competition. Some of the pictured monologues are performed by Hayden Spry who is in the top left corner, me who's in the bottom left, and then Emily Chidas who is in the bottom row, third picture from the left, and then scenes are from Leila Dennis and I Hill in the top right corner. Um Kian Brown and Orya Cohen in the middle um top row and then Orya Cohen, Cadence O'Brien in the bottom row, second picture on from the left and then all the way bottom right corner is Luna Thompson and then um Luna Burnham in their scene. Um, and then on March 20th, our theater class took a field trip to CSUSB for their high school theater uh, theater festival. We got to watch multiple high schools perform different scenes such
022as Outsiders, Adam's Family, Hades Town, and a movement piece, and even much more. Uh, there were there were students from different high schools who participated in a tech portfolio competition andor monologue competition. We even had one of our students participating in the monologue competition which was none other than Alex Cortez. They performed Antiggony's monologue and placed in the top seven. There were also workshops and we got to participate um in such as improv for beginners, elevator pitching, directing a scene, clowning around, and even some dance workshops. I also want to add real quick um for the monologue there around or over a hundred performances and Alex placed in the top seven. This is our progress on our upcoming spring production, The Play That Goes Wrong. Um on the top left, our light board ended up
023breaking and our directors and light crew had to take apart to fix it. Um currently our light crew is now beginning to set up our new board. Um senior has started building the frame for our set which is in the middle on the top row. And then and on the top right uh that is the progress on our mural and the lobby. And then the bottom left is our prop table. With that, we invite you guys to watch one of our show days. We have May 1st at 6 p.m. That's opening night. May 2nd, we have two shows, a matinea at 2 and an evening show at 6:00 p.m. May 8th, we have one at 6 p.m. And May 9th, we have another matinea that's closing night at 2 p.m. Um, we hope to see
024you all there. It's going to be a great show. Um, it's been so fun working with everybody. Thank you for your time. >> I love these kinds of presentations. They just make my heart so happy. So, thank you. Thank you so much for coming tonight and presenting what you've been doing and the successes you've had this year. It's it's just so yeah, it's enchanting. All right, so moving on to 9.2, the student representative report. Greas remember the world high school waiting for it's papa insert jeopardy waiting theme. >> There we go. There we go. Everyone knew April score for what's going on in April. Fun stuff. Elementary Schools BOE students participated in our annual trout release in partnership with Dr. Alford and CSUSB watershed fellows. This hands-on experience brought science to life and fostered environmental
025stewardship for our students, staff and families. I would like to add I also did this in elementary school. We raised the trout from, I don't know, eggs to fish and then we released them and it was wonderful. So, it's great to see that they're still doing that at the elementary level. Um, VA proudly celebrated our fifth grade students completing the 10-week DARE program in partnership with the US Army Counterdrug Task Force. A major highlight was a Blackhawk helicopter visit creating an unforgettable experience for all students while reinforcing lessons in leadership, resilience, and positive decision making. Very, very cool. CJ CH students are able to participate in a mural progress from start to finish. They worked with an artist to discuss, plan, and create a permanent mural in the reading garden. Every student helped paint the
026wall over a two-day period. CH is also gearing up for our fourth and fifth grade field trip to Riley's Farm on 420, our schoolwide Earth uh day/spirit day on 422, and our schoolwide jogathon on 423. Le will be hosting some fun assemblies soon. Dare to draw and retell stories. We continue to have fun activities. Pal Mountain came and provided a camp to classroom day in which our fourth grade students got a full day of science. Our first grade students visited our local to fire department to learn about community helpers and safety. So, some great stuff going on on elementary schools. Next up, we got MH Middle School. NPH on tour. On April 30th, NPH connected with all three elementary schools, bringing energy and excitement to each campus. Miss Ford's band kicked things off by delighting
027the fifth graders with three Disney songs. Mr. Gomes and Mr. Fernandez then showcased MPH electives and sparked interest for what's to come. We wrapped up the visit by inviting students to take on the Whitney Houston challenge. About five brave participants per school with one student hitting the note perfectly. We have a champion. I don't know if I can't remember what's the song. >> Yeah, >> sorry. >> But we won. We didn't put it in there. Congratulations. Give a little round of applause from I don't remember who the song is, but that's hard. I've seen that where you have to like Oh, and yeah, you know, >> hard stuff. Yeah. Um, academics in action. CDA wrapped up before spring break and we are now shifting into CASP season. Testing begins next week with eighth grade cast
028science followed by math on April 27th and ELA on May 4th. May the 4th be with you. Students who complete assessments will receive a certificate from Senator Rosalio Choabo. That's really cool. celebrating our team. We are incredibly proud of the hard work our teachers have put in all year, especially with upholding collective commitment that put our students first. We look forward to celebrating them during teacher appreciation week next month. Open house. We hope to see all families, including our future fifth grade families, and our current sixth to 8th grade families at open house. Now move to Wednesday, May 27th at 5:00 PM. This is a great opportunity to celebrate student learning, explore classrooms, and connect with teachers across all grade levels. So much fun. Okay, next up we got mountain at our latest MHS Q5
029real talk session. We took a close look at where our students stand as we head into the fifth final stretch. And the momentum is real. Credit totals are climbing. First grade attendance continues to trend upward and our coffee/T bar is still doing its part to get Eagles through the door and ready to learn. I'm still waiting on the rim coffee and tea bar. Our group support teams are locked in pushing hard to make sure every student is set up to cross the finish line before June. A tremendous thank you to Jeffrey H. Hopper for dedicating two incredible days to our Mountain School students through their choices presentation. Our students gain invaluable life skills in financial literacy, interviewing techniques, and interpersonal communication. The very tools that will set them up for success well beyond graduation. We
030are so grateful for partners who invest their time and expertise into the futures of our young people. This kind of real world preparation makes all of the difference. Solution Tree wrapped up a powerful visit with us this month, helping our teams finalize essential standards mapping in English and math. We've sharpened our learning trackers, tightened up our assessments, and built a clearer path of what mastery actually looks like for our students. From credit attainment to demonstrating essential skills, our Eagles are not just on track, they're building the foundation to prove it. Got some lovely pictures as well. Next up, we have RVing. Esports has become one of the most exciting and connected spaces in our RVA community, where stu, excuse me, where students and families come together to level up their Mario Kart and Super Smash
031Bros. skills and build lasting bonds along the way. A huge heartfelt thank you to all the amazing families who keep the energy going with pizza, snacks, drinks, and generous donations. Your support means the world to our players and program. And a very special shout out to the incredible Mrs. Marinaro for coaching, inspiring, and pouring her passion into every session. Esports wouldn't be the same without her. Our spring mixer for RVA and MHS planning is underway, including a field trip to Lake Mud Pottery in Crestland. Stay tuned for more information. Testing season is upon us and RVA is revamping our soaring house system for earning school points based off of every compete completed test that shows quality effort given. Stay tuned for the amazing incentives coming in a parent square message by Friday. That's really fun.
032That's their like Hogwarts style Harry Potter houses where they get to like earn points. Sounds like a lot of fun. I'm a competitive person so I would love something like that. And it's a great way to get students motivated. Okay, Ren, this one's my slide. Senior nights. Um, some of our final spring sports are starting to have their senior nights, including track and boys volleyball. Um, so that way we can celebrate our players who will sadly be graduating. Um, we had spring break. Obviously, we were all on spring break. It was wonderful. I hope everyone got the chance to go do something fun. Um, our sophomores and juniors, some of our sophomores and juniors were hosted by the Mountain Bruins to go on a trip to UCLA where they were able to look at the
033campus and get excited and learn about what it takes to be a Bruin. Very exciting. I did not get in, but that's okay. Um, the art field trip happened today. I was there. It was great. We went to a couple different um museums in Pomona and Riverside with all sorts of different art styles. Um the advanced classes for photography, ceramics, and studio art were the classes that were able to go on that trip. Um senior scholarship interviews have started um with the generosity of our community. Seniors are starting to go through the interview process to earn scholarships. It's amazing what the community gives to the students every year. So, I thought that was special to highlight. Um, the science teachers had a conference where I'm sure they learned much more about teaching science to all
034of us. Very exciting. Can't stop. Do not stop. >> Do not do not stop. Students who with improved GPA and 3.5 or higher were given donuts to celebrate their accomplishment. It was great. I know a couple of our board members were there. It was wonderful. I got crispy cream donuts. So, no complaints over here. And then, uh, Prop 28 spending all type all kinds of exciting VAPA purchases like a susafhone. I'm not 100% sure what that is, >> but it's an instrument of some sort. >> And then, I didn't add it, but we have also started pass testing as well for our juniors. So, wish them all good luck. >> Good luck. >> There we go. Perfect. That's all from me today. Oh, I was making myself a PTA note. Sorry. 9.3 governing board members
035reports. Um, Bill, do you want to start off? >> You could be first. >> So, Alex, we're proud of you. In fact, all of the theater, congratulations. uh I got to see that monologue uh or that you did and also the advanced collections. Uh I really I still can't remember whether I felt like it was okay to laugh or not and that was how intriguing the those various monologues were and really excellent. So and my understanding you guys actually wrote those >> some of them. Okay. Well, I was impressed regardless. >> Perform >> that's how it was. Okay. you got to choose this time what you were going to actually do. But really and you know it to the community, you're missing out if you don't go to our theater events because our students do
036an exceptional job. And by the way, one of your one of your other plays, Alex, I I thought she was an adult. I mean, as a a senior adult, the the part that you were playing, I mean, you did it so well. So, just you guys just do a great job and I'm impressed and and Nick, I appreciate all of what you guys what you do to to you guys that both of you do to get them ready. So, you you are tremendous. We appreciate that. And the other thing that I wanted to just mention today was the privilege to be out at Valley of Enchantment Elementary School where the Apache helicopter landed. And congratulations to uh to our principal, to the to the teachers, to the PTA, to all who participated in making that
037event possible, and to the neighborhood who didn't get upset. >> And Dr. Seaviano, we had no cars with their windows blown out. I just wanted you to know that. Okay. But I thought it was also um very special that that it was worth us remembering why why we did this event. it because it's it's a program called DARE decisionmaking model that that that DARE uses teaches teaches students how to I'm going to read so you don't miss something how to define in the first step you describe the problem the challenge or opportunity at hand this requires you to clarify exactly what decision needs to be made and I really wanted to have um Miss Keiny's um article but um I I couldn't get a copy of that Bethany so Sorry about that because it it
038explained all of this really in in detail. The the second part of DARE is to assess where you identify choices and gather information. The the third piece is to respond and that's where you may have to say no to somebody. But how are you going to say no or how are you going to say yes? Once you've assessed your options, you make a choice based on the facts you have gathered. This is the action phase where you implement your decision confidently and safely. And then the fourth phase is to evaluate to look back and say okay did I do a good job how did I feel about that how did I handle that you ask yourself did I make a good choice and you reflect on the outcome and what's really amazing is that every
039one of those fifth grade students wrote an essay like Miss Keiny's and I'm mentioning Miss Keany because she actually won first prize and got to do her her read her actual paper um sorry Mr. bikini that you weren't there. But so I tried to honor you and take your place there. No, seriously. Oh, just this these students are exceptional and and even the way they got onto that helicopter and got off. They were told if one group messes up, no one else is going to get to go. They sat in the helicopter. They sat in pilot seats that our principal, our superintendent, our some our some of our board members got to sit in the pilot seat. Kimmy, you were there, right? It was just just a a great tremendous event and I would hope
040that we look very carefully at what we might do to consider doing this at our other elementary schools and maybe even include it somehow into our MH program also. And I realize everything's busy, everything's scheduled out, but some of this the training that's done to to combat bully is bullying uh to encourage good choices and good decision making uh is really excellent. And so I'd like to see it somehow get expanded. But there's my point. So thank you. And again, congratulations BOE. Excellent. Excellent students. >> Thank you. Next, Jordan Zerotti. Uh thank you. Good evening everyone. Thanks for coming out. Uh it's always nice to see folks come to our board meetings and to speak. So I really appreciate that very much. Um and it's great presentation. I'm looking forward to the next uh play.
041So I'm glad those dates will work for me. I'd be able to go. Not that it's a problem, but I mean I'm I really do want to go out and see all support. So I'm looking forward to that. Um, I'll just say that uh we have as well the farmers market coming. All the farmers markets are starting back up across the mountain, but in the running springs area, I'll be at that pretty regularly. So, just want to at least uh um drop a reminder if you want to chat and you don't want to email or you don't want to call and you want to just talk in person, I'll be at the farmers market pretty regularly and I'd love to be able to chat. So, uh if that doesn't work for you, I'm happy to
042meet you somewhere else. So I just want to extend that open invitation as well for folks and I know that all the rest of our board members are also always happy to chat and meet them. So that's got to that I will save legislative budget things for when we get to that later on. Thank you. >> Thank you Jordan. Next Jordan. >> Greetings. Um, I appreciate what Bill had to say about uh the DARE um day that we had yesterday. Uh, being there with the helicopter landing, seeing all of the kids so incredibly excited. Not only no cars had windows blown out, but I don't believe that there was any glass broken in the whole process. None. So, just just don't make sure that we have a big disclaimer there. And it it it I
043think one of the things one was probably a huge memory for all of the kids that were um all of the fifth graders who participated which are all the fifth graders but also having all the other students looking on and um just what an amazing amazing opportunity. Teachers worked really hard, administrators worked hard to be able to create this as a possibility. took a lot of coordination and so thank you for putting in all the time and effort to create these memories and these learning opportunities for the students. What I loved hearing is as far as the troops who came up and actually participated in the training, they also enjoyed playing during lunchtime with the kids and being able to interact with kids and developing those relationships. So oftentimes um just hearing you know somebody
044talk at you is you know is is it could be very helpful but then having those relationships become so much more meaningful and again creating this opportunity for students was incredible and creating those connections. I also so thank you for inviting us and giving us the opportunity but also having that for the students. Additionally I got a chance to participate in the senior um the senior interviews today that um Molly mentioned. Thank you, Cindy, for um inviting me and just to be on campus, to be back at the high school and our students are so amazing and to have um have these seniors being able to share what their plans are and I know they're going to make a great impact on the world. Um we as a community develop these amazing human beings. the
045families, you know, definitely have a part in it, but it takes everybody, all the teachers, the staff, the whole staff and all the folks who are loving on these kids really help to have them have a strong sense of community, setting them up to be able to go and make an impact on the world. And participating in those interviews in part is a celebration. Graduation is a much bigger celebration, but to be able to be a part of that intimate conversation, I feel very very fortunate. um going kind of riffing off of going out making an impact on the world. I know you can't trust everything on Facebook, but one of the things that I did learn is a um fellow graduate of my of my daughter's was um worked on Artemis 2. So we
046had um our you know the spaceship that went around the moon and a rim grad was involved with brighten the coat that helped get that um um you know to make that a successful venture. So I want to give a shout out to Ian McGilbury and the work that he did because he wrote about it on his Facebook page and I know that he's been involved with it. So I just want to give a shout out. Our rim grads do amazing things time and time again. Getting back to Sydney's point, we need to we being able to celebrate what our staff does, what our schools are doing and what our our alumni are doing and our students are doing. I think we could do a better job of it. We don't know what we don't
047know and being able to get the word out is going to be so is going to continue to be so important. So, I appreciate what you had to say, but I also would love like what what Jordan was saying, reach out to us, let us know, but also help us know how we can celebrate, how we can get that word out. We are a small community. We don't have our own news station. We have a hard way of being able to communicate it out, but it's so important when we do that. So, um, we have amazing things going on and we need to be able to continue to communicate that out. Now, two other things that I wanted to mention. One is I went to VOE today during lunchtime. I had a blast watching these
048um a couple of girls out on the playground and this huge chess board out there playing chess with these chess pieces that are about this tall and then sitting there and calculating each move and manipulating the pieces and so fantastic that on their own time staff went out painted chess boards and hopscotch and and and and US math which I know is at other campuses as well and fraction boards and all of these different things creating this whole very stimulating environment that is just kind of part of the part of the the the framework out in the playground and so amazing to see it action to see it being used put into action and become a part of what's normal on campus. And then last but not least, I want to mention the Mountain Health
049and Resource Fair. It's going to be on May 6th. It'll be from 2:30 to 6:00 at the high school. It's going to be following Wellness Wednesday. That is also at the high school all day. Now, the thing is at the at wellness Wednesday and then also at the health and resource fair, there's going to be all sorts of free stuff for the whole community. One of the big things that's happening there that we got to take advantage of free eye exams and they'll be cutting prescription glasses on the spot for free. So, we want to be able to keep these folks busy in that we want to be able to make sure they come back. It's free service, but if we don't take advantage of it, they're going to take their resources elsewhere and we
050need those services. Um they'll also for um our elementary students there'll be free bomids that are being given away um for our CIF athletes, free physicals and there will be dental screenings and um our local um repres um government officials will be there. Um we'll have representatives there from um um lack office um over and from Lowe's. So, opportunity to be able to speak to folks who can make a difference both at the national level and um state level. Um and a lot more. I'm doing all of this from memory, but the Mountain Health and Resource Fair May 6 from 2:30 to 6:00. So, I'll finish with that. Thank you all for being here. Thanks, Jordana. I love when you're so enthusiastic and you're like moving off the page. It's good. Okay. So, Oh, for
051me. Um, so I'm sorry, I forgot where I was again. All right, so I'm going to piggyback on the California State Tuskian Festival. I was honored to to have that information and Tony and I stopped and those campuses, the Claremont College campuses are so beautiful. Pona College is just stunning. And so Tony and I get on the campus and there's just students everywhere. And then there were groups that suddenly started singing show tunes which I was like so excited about. But I understood from Nick and Teddy um that 1,700 students attended this event, this festival and and Ren has been participating for three years more than that. >> Seven, sorry. But the it's it's last year they were able to take more. This year it was small but was mighty and not only were the
052workshops that they went to which we already saw but one I thought was really interesting which was a whole workshop on how to get into the union how to you know get into your get your union card and that that which is really hard to navigate and you just think oh I'm never gonna get my union car whether it's a SAG or or a theater but anyways I just thought that was interesting that not only did they have the fun let learn how to sword fight workshop, but they have practical applications as well for because it's it can be daunting when you don't have any information and you go out and you realize, oh, okay, non-union versus union and it's just it's a a path to navigate. So, I was really excited. The mainstage productions
053were amazing. The one act the active shooter one act was made me cry. Just made me cry. It was the topic as well as the acting. It It was brilliant. And I just I think the biggest thing from the main stage that I took away though was and I'm going to cry again was the the theater at Pona College is huge. It's filled with students and after the Pippen, after the one act, after the one I don't know this, the the little other one act that they were like hear no evil, speak no evil, whatever it was. Um the love and support that everybody showed each other, student to student, teachers to students. It was it like you could really feel the love and support for every student and it didn't matter what school they
054were from. They were so supportive that you just go, "Oh my god, I want to live here forever in this environment." So I just think this is a wonderful event and it is expensive. So just saying Rotary, hey other organizations, if you want to donate to this amazing program for our kids, it's it's such a worthwhile cause. So just snaps, thank you Nicholas's for taking our students and preparing our students to be successful not only here but in the other competitions as well. I think it's brilliant and it has grown. This program, the drama program has grown so much over the years and I just feel grateful. I'm really excited about Prop 28 and the the monies that were able to we got thank you to staff helping to get that waiver so we could
055spend it on materials, a new lightboard, a new soundboard and and you go, "Oh, it's in and musical instruments and furniture and ceramic. every there was so much that we were able to do with getting that waiver and it's so needed for the arts because without a lightboard and a soundboard that works. You can't do the work in class and you cannot do the productions for the community. So, um I'm so grateful that we were able to get that waiver. Thank you to all of all of you for putting the effort into the waiver, Mrs. Whiteside. Um, next I want to say that Rim Ed Foundation, another amazing organization, they get the school mini grants and then they do the um, CTE money and the AVID money. Um, they did a a a bowling event
056and I'm so proud. I got the lowest score on our team from the district. I rocked those gutters. Um, but they they raised a good amount of money and it was very fun. The theme was superheroes. So, I came as a villain and that was awesome. Um, they are having the gayla, their masquerade ball on May 16th at 4 p.m. at the Lakehead Resort. So, anybody who can go, please, please go because they they give so much money to support our school sites and our programs. And they they are a lot of fun. That's a fun board and it's great because they support all the talking that I like to do. And I want to give a shout out to Cheryl Russell who is part of Arrowhead Arts Association. She won the county distinguished service
057award. And I I guess every year um I'm amazed at the history of this award. There are people that are are like so famous from the San Frernardino County who have received this award and Cheryl is now part of that legacy of that history. Um, and I have to thank Dr. Sephiano for for going, you know what, RIM has amazing people and organizations that support this school district. Let's get in the mix and start recognizing them at the county level. And I it was the the video of her speaking and and performing was just so cute. You and she's so adorable that you want to squish her. She is amazing and so deserving. And I've asked the county to send us, if you guys are okay, send us the video that they did um for
058the award and we can present it on screen at a few at a board meeting. I didn't get it before they left for Coast to Coast. So, just letting you know it was brilliantly done by the county staff. So um and with that coast to coast that we have the uh people from San Bernardino County who went to coast to coast which is the big advocacy big federal advocacy of superintendent AXA with um board members. It's all all a collaborative effort to have discussions with our legislator legislators about education and education funding and they were able to meet with Adam Schiff and Padilla. Um they had in office meeting with um Jay Overberalty who is um very receptive even if you don't agree with him always because you're like why can't we have more sped
059money but but it's just the fact that he is a delight to actually have a meeting with. So we appreciate that. But um I understand from because I've been texting people how did it go? It went really really well. They had a lovely reception of many many um uh congressmen and and senators dropping in to have conversations with them. And we were able to present California collectively as a group of hundreds hundreds of superintendents and board members. I would have gone it but REM scholarship interviews are this week and I accomplished. Um but I am proud to announce though and thank you for my own board support. they did get reelected to the delegate assembly. So, I will continue um going to Sacramento to advocate for us and tell our story and add that to
060the county story. So, I'm really really happy about that. And and with that, I'm just saying it. Thank you. Thank you. Thank you for the invitation to the um Thespian Festival. It was just a it was so brilliant and so awe inspiring. So, thank you very strong review. All right, with that we're going to move on to 9.4 Superintendent Report, Dr. Paul Seviano. >> Good evening, everybody. How's everyone doing tonight? >> Okay, not too bad. Okay, spring break was is over officially, isn't it? I know. I know. Um, couple of things. It's a long stretch of the year to the end of the year. It's a long haul and we uh have a lot of activities going on across the district. So, one I want to just highlight briefly is the uh 24th 24th annual
061Mountain Communities Recognition Awards. It's on May 28th and it's a partnership with Crest Line Lake Gregory Rotary Club and we really have expanded this to really include, you know, all of our schools recognizing one employee who has gone above and beyond. That's only one. I'm sorry. There's many. Um, who go has gone above and beyond uh the you know contributing giving back to our community. So, uh that's on May 28th. Nominations are due principles May 11th. So, we'd like to see those in early as best we can. And the awards dinner is going to take place at Thousand Pines uh camp in Crestland. We look forward to honoring our outstanding staff members across the district. So, get your nominations submitted. Another way of showing uh appreciation for our staff is during our upcoming May 4th
062through 8 staff appreciation week. Uh we want to show our appreciation to our staff. The district is going to provide an a lunch uh to all staff on on May 7th and it'll include dessert and a special treat. And we'll tell you what that is at this point. That's special. >> Uh, PTAs are also uh planning events to provide treats. Sy, you want to add our PTA M president here? >> No, they they it's a surprise. >> It's a surprise. >> Five days of surprises. >> So, oh, we will be providing lunch here at the district office though on a council level. Um, >> all right. I wonder what the theme will be. >> No. >> And really, this is a week to really show appreciation to our staff and show our gratitude. We have
063outstanding staff, uh, both certificated and classified staff. And just one small way of recognizing their contributions. I'm truly honored and privileged to serve along each side of each one of you. Um, and lastly, I just want to mention the the award ceremony hosted by our own trustee Gardner and county superintendent Alejandre. I had the privilege of accepting the award. uh Sher unfortunately Cheryl Russell was in a hospital and could not attend the uh the ceremony but uh she goes she is now we won the highest award there is in the county that Medal of Honor distinguished award and so that is just something to celebrate. Uh our district will be up there with all the other districts as they show that collage year after year. Cheryl will be up there with Room of the World
064Unified School District and all the great work she did in terms of giving back to our students in music, creating orchestra, strings, providing music instruments, giving lessons to our students and just really a wonderful for 50 years she did this. She's 88 years old. I shouldn't have said that. Okay, never tell a female how old they are. Okay, is what I'm wearing. Okay, but she did a wonderful job. turned 50 years and really just 25 years and creating an endowment for our district to give back over a half a million dollars in in funding for our arts program. So, I want to really just uh highlight that and what an honor it was and outstanding dinner and uh yeah and it went really well and uh I want to thank everybody for their support for
065sure. Thank you. And just an add-on, the county did an amazing video of on Cheryl um that included interviews with staff of her value to our our elementary levels. And I've asked the county to send that video link so that we can play it at a board meeting so that we can see it's it's it's a brilliant video. So we'll we'll get that going. Just want to ask that. I did ask. Okay. So 9.5 educational services presentation of the rim of the world high school RHS roctal occupation program/career technical education pathways college and career report Stephanie Phillips. Okay, here we go. Um first to start off with see all of our beautiful banners. Those were designed um by our teachers and then Rob Wilson, our product design teacher, made those. We purchased the metal parts
066and the material and he printed all those. So those are made by our department. >> Very impressive. >> Thank you. Moving right along. Okay, this is our kind of like our data. This is our data. So this this is our enrollment for this school year. Those are our CT courses um pathways on the left. The beginning are the beginning students and the advanced or those advanced students. Those advanced students are students that have completed a will be completing the CT pathway two-year pathway. The CT completer is any student who completes the two-year program of study. A CT pathway in a specific CT industry sector. Um and the CT pathway completion is part of the college and career indicators on the California school dashboard. So that's our data. Um, if you look at construction trades, it
067only shows beginners because this is our first year of the full pathway for that. So, we have 47 beginners and a good amount of those have already told me they've signed up next year for the advanced um to be pathway completers. >> Okay. Um, funding. We spend a lot of money, but we have to earn a lot of money. So CT program equipment, consumables, materials, supplies, field trips, and other enrichment opportunities are made possible through grants and donations. Continued grant writing is vital to ensuring our programs remain current, rigorous, and engaging for our students. Each year, we actively pursue funding through the following grants for Carl Perkins. That's from that's federal, and that's money that they we've been getting it for years, and we continue to get it. They tell us what it is. They
068give it to us. we meet all the requirements. Um we're still waiting for the 2627 um award amount and then we'll fill out all that paperwork and Dr. Sian will just to sign all that and then we submit it. our CTID grant, career technical education incentive grant that we are part of with um Sanino County um superintendent of schools are program down there being a small district we have learned over the decades that being a small district and trying to do it on your own you need to be part of the group so we are part of that group we usually get what we ask for 2526 funding round 105 155,589 we're finishing um spending that up. And then next year's round 11, we actually wrote for like 300 and some thousand cuz we had
069some big ideas, but we got $222,951. Anyways, we still have big ideas and we're going to make it work. Um school plan for student achievement are goals. CTE falls under all those goals. We are rigorous, relevant, and engaging learning. We um we have every student's college and career ready. Not every student but you need to work towards that. High quality physical environments and parent community involvement. Okay. Our community engagement involvement and career fair. This year we had 52 vendors from trade schools, colleges, military, emergency agencies, resources, strengthening facilities, housing services, transportation and more stuff. Um, one of the gentlemen there that day, he's a real one of our participants. He actually did that video just that day. People put it together and he said, "Can I use that?" He said, "You sure can." Anyways, it
070is, isn't it? It's got good news, too. Um, Oops, Mark. I pushed it twice. You told me not to. CTE news. We always have a lot of fun stuff going on. I'm going to start with that left column. Um, SpaceX hires nine AFA students, grads. SpaceX has continued its partnership with the American Fabrication Academy, recently hiring a new group of 14 graduates. The others weren't there for that picture that day. Um, from the school to work in aerospace fabrication and welding. 14 students. See that picture in the top? See that beautiful girl in the back? That's Gracie Lovich. Did I say that right? >> Lovich. >> Gracie graduated last year. She took welding. She's a a pathway completer in welding and wood shop. When we had wood shop, she's been keeping me updated. She was
071so excited and she she called me, "Miss Phillips, I got it. I got accepted. They're hiring me." And I said, "Okay, I'm going to put this in my Jordan presentation. What's your quote?" And she said, "Without the welding program at RIM, I would not have started this career path." So, and she's the only female. Anyways, we also have the top picture up there in the middle are our our construction trade students doing some electrical, some saw work, um some welding. um big one in the middle there are TV video production more welding fire ones the far right is our graphic design the second from the far right the top two are inside our auto shop and it's our community um uh community um experts industry experts in our shops they come in and work with
072our students and tell them about the industry and how to get hired and be good and stay in school and work are okay. Field trips. We love We love field trips. Um we did a great field trip to Water Brothers and this beautiful group went along with us. Well, I didn't go. They all got to go. Um and it was good though, right? >> Awesome. >> Um down in the bottom left, Sano County Fire Training Center. We take our students down there every year. We have a connection down there. and they our students work. They do it all. In the middle one, we also took our students to Victor Valley College public safety training center. We take our fire and EMR students down there and any other students that are interested in it, we take
073them with us. Um we've done that the last couple years. Uh local teamsters career day down in San Bernardino. That's always a great one. They get to um talk to a lot of different people from all the different industries and the trades. And the bottom right, Kraken Hills College Senior Day. We did that last year. We're doing it again tomorrow. Um, oh, here we go. California I need to slow down. Cal California University of Science and Medicine Pathway to Medicine program. We have seven room students that are participating in. We are taking them down to the California University of Science and Medicine campus which is right by um Arrowhead Regional right next door to Arrowhead Regional. They work together. The program is a mentorship program that supports students participating in California University Science and Medicine
074Pathways initiatives by connecting them with trained mentors for academic, professional and personal development. top left picture is our students along with um gosh there's about I think 18 different schools students from 18 different schools the students had me interviewed we we put it out to our students who's interested they gave me their names I submitted the names C USM interviewed them over um a phone interview Zoom interview and chose our seven students out of we had a lot of students from our campus who applied So, we have gone down there to the campus twice now. The third one we missed because it was one of our snow days. But our students are they get to see this is like all the labs and everything down there. And they're working with groups of students in the
075final presentation which is May 15th. We go one day next week. They're working in their groups with the other students and they are they are um doing their research pro projects and topics. And so these um there's three that they will choose from. diseases um or illnesses that um affect the communities, public health issues and concerns to the community health. I didn't bring my glasses here. mental and behavioral health topics impacted by stigma. So, they'll be um in groups of students with the other schools working on that and doing this. We have a lot of fun down there. It's really cool. We have our own training centers here at Rim High School. So, we have our rim CTE training center for EMR. Top left corner is our EMR students along with firefighters Zuttoire and Colts.
076And they're from the Sanino County Fire Department. So they are fire fire with the with the fire department but they are currently in paramedic school at Victor Valley College. They visit our EMR classes to demonstrate advanced cardiovascular life support mega code. So they do these scenarios with our student with our students. So in this scenario they staged a mock call where paramedics would make contact at a residence in which a 62y old male was filling ill. Paramedics arrived on scene and performed a patient assessment during which the patient went into cardiac arrest. Paramedics then went through the ACLS algorithm per ICMA protocols in order to achieve ROC which is return of spontaneous cor uh circulation. They demonstrated IO device placement dynamic ECG readings medication administration. So they go through these scenarios with their students and
077in this scenario the patient was resuscitated and students had an opportunity to ask questions and get feedback after the scenario. These two firefighters love to train in our training facility and they tell me our training facility up here is better than Victor Valley Colleges. So I was like cool that's good to hear. >> You're here. >> Yeah. Snaps. Um so the pictures across the top and the one on the left and the bottom is in our training um center and the one on the bottom right is in our training center and that was Riverside County Office of Education. They came up to see our driving simulators and so we took them in there and showed them that facility as well. So that's one of our training centers. The other training center that we have on
078campus that we have built is a driving simulator training center. And not only are our students learning great skills from this, the middle one and the third one on the bottom to the right, those are our students demonstrating for Ecology Auto Parts, which is a transportation service. They hold millions of pounds of metal equipment and solid waste materials. It's grown into one of the largest trucking businesses in Southern California and Arizona. They can't train their drivers fast enough and need a quick, easy, safe way. So, they did the research like we did years ago and they found Vrage um simulation company. So, they reached out to Varrage. So the guy in the top left in the blue shirt who's also down here in another in the blue shirt, his name is Scott. He lives out
079in Florida. He works for Varrage. He's their representative. So these companies, Riverside County Office of Education also came to our facility on a different day. They reach out to Varrage and say, "We want to see your your equipment. Where can we see it? Where am I?" So industry and education are coming to us. Scott, like I said, lives in Florida. We're short company flies out here and we've been doing these in our training center. So, I like the fact that our students are getting what industry is coming to learn about from us. So, I think that's pretty cool. Said we love CT, but I'm going to comment. So, it's interesting. my my nephew um has started this company and he's basically creating a datab bank of interviews with people in in different careers and asking
080questions of how did you get into this career? What uh what is the training or education necessary and like what do you wish someone had told you prior to you going down this path? because he truly believes that what happens is no offense to high school students but sometimes they start on a path because they think they have to or you know they are not really sure. So they go down a path that they then and they get into a career that they end up not liking at all and they wish that they had had the right questions asked of them way back when in high school so that they could make better informed choices. like really looking at what am I good at and what do do I like to do on a daily
081basis and and having that conversation and that career exploration where they can say you know I that that kind of interests me whether it's being a welder or being a doctor and I and I wish that I had explored it more was asked the right questions really learned what what was the training required really seeing what that pathway would require of me. And um I just think it's great that we provide these opportunities on our campus um the CTE pathways. They really get to explore and I really wish that more of our students even would would take these classes even though their their schedule may be impacted because it's it's just so brilliant. I mean taking EMR if you are interested in health medical profession in any way yes your AP biology and AP classes
082yes awesome but taking that will help cement whether that's really the path for you before you start committing years and years and years in health medical uh education so I just think it's really great that we have this we have things our department is extensive I mean I told someone it not from our district but about Jason's class and that he's got the wheels and they get to throw and they get to do the is it raiki rau ru >> rau >> racu thank you Emily I knew I'd get there and um which is the ash and and doing the the pottery in the ash the hot ash which always smells like maybe the school is burning but that's okay. Um but like all these these pathways because we do have in the arts the
083beginning the and the advanced there's pathways on our campus for kids to explore to see if this is if this is something I'm good at and something that I can see myself in and then what do I need to to be in this path. I mean, I asked the students at the Thespian Festival if any were truly going in to be an actor and not really, but they're all going to incorporate into how they move on. And I just thought that was so brilliant. Um, one is going into psych psychology. Yes, I didn't want to name your name and call you up, but yes. um she's going into psychology and using drama because drama is used in psychology so much especially with little kids and and I just think that even though she's not going
084to USC drama school darn it she she is taking what she's learning through this drama pathway into her next phase into her career so I just have to say we might be um a school of under a thousand kids and I know that it's hard and difficult to maintain our electives and our CTE program, but I have to say it it does pay off because like Jordana and and saying that our room grads do amazing things after they leave. Um it's it's pretty brilliant. Go ahead. Say small but mighty. And one of the things I forgot to mention during my board comments was our wind ensemble. you're talking about our our BAPA program, but they also got superior rating um and being a going to be competing, let me see here, April 29th at regionals
085in Lam Marada, which not my public my office now, but small but mighty. Um I know Stephanie, you probably had to select what to talk about because I know there's other things that amazing things that are going on. I see them in the pictures as well and you know, just they're small but mighty. It's crazy how much RCT program does and how much it has developed under your toutelage. how you have amazing teachers doing amazing things and students have these opportunities and so uh thank you and again small but mighty we are a small campus less than a thousand students and you look at what we've got in terms of oh medical in terms of um visual arts you know TV video production all of these things are listed here auto you didn't really talk
086about the all the things that we do with automatic automotive technology I mean there's just not enough time to talk about everything um so thank you. Thank you for all that you've done doing the grant writing, being able to go out to the community and develop the resources, developing those relationships, um, and the community, providing real world experiences for our students to help them become more marketable and have them know that what they're doing is relevant. So, thank you. Thank you, Steph. Deb, can you can you come up because Bill really did have a question and I don't want to cut him off? >> No. So, how are you going to use the banners that that you've got there? Are we going to go take them to other high schools to draw kids up here?
087>> Absolutely. We had them out at um back to school. No, open house. We had them out at open house. We just finished them. We literally finished them. I think it was the day before open house. So, um it was at something that was Rob's Wilson's idea and we're like, "Yeah, this is cool." So, during some of our um PLC time, our department was working and getting together the information. Each one each teacher took the information and wrote their own little explanation about that um program. >> Okay. >> Are we going to take them to the middle school? >> Yes. So we can take them to the middle school. What's great about them is and they fold up to this nice little case and you know carry it and that's what's cool. We can take
088them anywhere we want to go. >> Yep. So I have a question because they look pretty good here. Is is it possible that you have your traveling set and then we could have a set here at the district office because they look really snazzy and it's really and and I'm looking at newspaper people in front of that and you guys look stellar in front of those those banners. So I'm just saying is maybe we could I mean that's a I'm going to direct the superintendent and have that conversation. Well, I have connections. I think we can make that happen. I think it would jazz up our boardroom quite a bit. >> Yeah. Very impressive stuff. We're small. We got four and a quarter teachers. We just keep dwindling down, but we're staying mighty. >> Thank
089you. Thank you. >> Okay. Next, we have 9.6 6 educational services presentation of run of the world high school RHS site data data highlights and the western association of schools and colleges was report 26 school year evening good evening on no 30 right now I'm on good evening board members cabinet thank you for being here thanks for this chance I feel like the closeout pitcher after a fantastic performance so thank you to Peter and drama for their presentation and of course Stephanie as well um so tonight we're going to talk about um I tried to distill it down two themes connection and accountability we'll talk about connections first law school will come up in a little bit but um when it comes to connections it really it starts with our people, our staff to our
090students. Um, it's kind of hard to my eyes are bad, can't see. It's our people, it's our programs, it's our academics. Um, it's building a culture and of course that all connects with students and trying to help them establish their goals. Uh, with our programs, I'm going to emphasize electives. I know you heard a bunch tonight. There's a list there. Um, as far as our arts go, our students are submitting um, pieces. That's the word I'm looking forward to. Exhibits at county, at local colleges, here locally in the mountains. Our band, as you heard, they're moving on to regionals, our theater as well, and their being festival. So, we're extremely proud of them and arts, our electives. You heard about our CTE. You'll have to see Stephanie Phillips phenomenal presentation that she just did. um
091and our offerings there and as well with our athletics. Um just to highlight a couple of features, we got 22 sports, the break up of males versus females, average GPA around 3.3. We had four league champs this year, possibly another, and then 10 playoff runs. Um, and so the point is what we're doing with th those programs is to connect them to our academics. That's the hook, right? We need it. We need to give them something that they connect to so that they can get into our academics. Um, as far as what we want to do with our academics, 300 students, that makes means we've got 28 sections, 65 singletons. So that's unique courses. So over 30% so of master scheduling process is formidable 18 advanced and 13 inclusion sections. So the inclusion sections are
092primarily co-taught. So there's two teachers in there with general ed and special ed students. Um the idea here again is the more we can offer the more chances we give our students to connect to um the high school. >> Then of course with the extra >> Can you can you stop there? >> Oh sure. The inclusion classes, what what sections are they? >> We've got English, math, and biology ninth grade. And then it's continues with English and math, world history, and then English juniors. And then next year it'll be all four grade levels, primarily English, math. >> Y uh with with those academics, it's trying to connect back to the students goals. part of them defining their goals is building their experiences. So from the career fair that Stephanie talked about to workability to we're
093using the CCGI pro platform to counselors meeting with students each year doing a grad plan. All of that is trying to get students to make goals after they've made their connections to what they want to do. >> You have advanced courses. What is DC? >> Dual credit. >> Okay. >> Good question. Come on. There we go. Oh, we just skipped my favorite part. Go back. Go back one more. Did I put this back there? Okay, real quick. Collage. But you get the idea that our job at the high school is to give them as huge expansive, let me rephrase that, as expansive of chances for opportunities as possible. um from snowboarding to I think that's our challenge day to assembly to of course athletics. >> Mark, where do I point? >> So, if you just
094click it once and give it a second because you have a lot of pictures. That's >> Oh, that's the pro that's the delay. We got a concert uh simply athletics art show. Um that's the idea there. Connections enable accountability. >> It's pretty tough with us to hold students uh accountable unless they're connected. If we um we need that to >> make the and that guy there needs some accountability. >> Um let's so with accountability um let's dig into was there we go. Um our goals are there was goals. So one year ago, you remember we went through a WAS process. We earned a six-year accreditation. Um from that we identified four growth areas or goals. Was added one more. For the sake of this presentation I'll highlight three. It's support our ELS continue with inclusion.
095So supporting our students with disabilities and increase our A throughG. Those to me stick out as the biggest ones. Of course how we would do that. One of the goals there is continuing with guaranteed viable correct on. >> Guess I got too many pictures. >> There we go. >> Okay. So, that's that's the WASP process that's informed our focus for PLC's and again supporting ELS's and and specialized students as well. Looking at our dashboard. Um quick uh how many greens do we get? Question of the audience. >> Four. Well done. Well done. Lollipops for everybody. Um improvement. Phil has them in his car. Um uh we're proud of the dashboard. There was some some noticeable improvements. We'll get into those. Of course, for us, big victory is our graduation rate. Uh a couple years ago
096there was sort of a data recording that had a dip but we rectified that and um yeah about 94% graduation rate. That's real strong credit to our counselors and of course our staff and again the our ability to make connections with students so they can walk across our stage. our EEL data. Um, in the upper right, you'll see three years ago, we had a big increase in our reclassification rate and our English learner progress. Two years ago, we had a influx of newcomers to the country, but our reclass, so it hurt our dashboard, but our reclassification rate was exceptionally strong. Um, and then looking to this past year, we what I think we're most proud of is I think 20% increase on our LP. It means English learners are working, they're increasing their level by
097one year. So they're EL1, they take the LPAC, and then they move up to EL2. So for us while our reclassification rate was not as high that makes sense given we had 25 newcomers last year then um for us the LP and that's if our English learner progress stays strong our reclassification rate is going to follow. So, we're feeling good about the team that uh our EL team and our EL coordinator um and the work that they are doing. Um and that's indicated there as well. Purple and teal are good. So, those expanding is the direction we want to go. Uh attendance, couple things to highlight here. We were able to we've got new practice with teachers. We're doing weekly audits of their attendance. It's a really straightforward arithmetic for tardies and credit to Althia
098Zimmer. She is religiously checking this weekly so that any students with three or more tardies, they get to spend a lunch uh with us. Um there are over 80 start meetings and currently have reduced chronic absism by 5% which feels strong. I think some and there's still a culture challenge here of first period tardies, first period attendance. Um, and just a factor for us as a team to understand STI. We've had 136 contracts and over a thousand days, which is fantastic for ADA, but the workload on teachers and staff and and our families opting for STIS and missing out on what's happening in the classrooms. There's just some trade-offs there for us to to work through. Uh CASP data. So, three years ago, um I'll take credit. We we just kidding. We we had a
099massive increase uh in 2023 which is very exciting. Um since then it it dipped and it's flatlined. So that's understandable. I'm going to say that this is a a source of campus concern that we're a little flat. Math has improved but um what we're we're confident that what we're working on is going to have results. So we've have aligned summitative assessments. We're big on building formative assessments. The idea that what students uh what the assessment shows is actually going to impact what the teacher does. Otherwise assessments just become grades in the grade book and we move on and we don't actually improve or revisit. Um yeah and I also thank our support of English learners. Um PLC's have been focusing on that. We've we did learning rounds earlier this year and that where a group
100of teachers followed specific English learners or students with IEPs across their classrooms to see what patterns emerge as far as what students are doing, what students are being asked to do and then what kind of instruction teachers are are um exercising in their classrooms. Uh the goal is to get to best practices that bring our our our test scores up. Um and love this slide, our AP data. What we want to see is that we've increased AP test taking as well as maintained or improved our percentage of pass. I mean we call it passing but 30 plus. So we have increased significantly. Um if you look at 2022 number of exams was 164 we bumped up by 100 the next year maintained that last year there was a small dip but this year feels victorious
101because we're up 27% as far as number of AP tests so that we'll embark on that in a couple weeks but that again back to giving students as big of experiences as we can. We want them in AP classes. We want them taking those tests and our passage rate holding as we've expanded access for our passage rate to hold is a victory. I would way rather have 300 kids take AP tests and they all get threes than 100 students all get fives. That's not we're our goal is to get rigor to more kids. Um and discipline data. Um yeah, another positive indicator here. Couple years ago, we did well. Two years ago, 2024, we had a spike in discipline for a range of reasons. Looking at um these years for ECO violations were were holding
102steady. Um we've had less fights this year. Uh the the concern on campus is is against um substance use and we work with our counselors and agencies to address that as they come and we're still um if things hold will be right around 5% this year which is respectful. Um so we're I touched on that already. College and career data. Um we increased this year uh by 12%. So that is again back to those WASK goals. That's right. We've got W was f we're trying to focus on EEL special ed A throughG. So we're delighted by this improvement and increase. So 46% A throughG eligible. Um there's a number of reasons for that I think. There we go. Um, we're excited to see next year's data because that's when our inclusion students will be graduating.
103So, we started at 9th grade year a few years back. So, next year's graduates, we expect A throughG to continue to improve. Um, there's the articulation of CTE courses. There's shout out at services for doing direct admission to CS Cal State. We've had a number of students who weren't considering four-year colleges that are now either take retaking a class for grade recovery. Um it's it's making it accessible for expanding that four-year university. So, we're proud. >> So, go back expanding the dual enrollment courses. >> What classes are you adding hopefully having approved next year? What are the additions? Yeah. So, currently waiting to be approved is a stats class, college level stats, college level calculus, college level government, and acting or fundamentals to acting. >> Wow. >> Um, >> that's exciting. Yeah, >> it is.
104No, it's good. So, if assuming those will go through, then we'll have seven next year, which feels which feels great. And I think highlighted AP slides. I think AP is is is fantastic and I also think dual credit has a chance to bring in some more families that it doesn't have quite the prestige or rigor or stigma for some of our families where we could have kids take a college level course get credits and not have to stress the test. >> And then the dual enrollment, however, you can still take the AP preps because there's still that rigor in dual enrollment because it's a college level class. Yes. >> So it doesn't preclude you. Nope. >> From AP and dual enrollment classes, they still get the weighted GPA. Correct. They >> sure do. >> So,
105so you get you get everything whether you it's an AP class or a dual enrollment. >> Correct. >> And yeah, on the back end, Glenn, it makes college a college degree way more affordable. >> Yeah. and teach. I mean for AP teachers it is a march to cover everything in that exam and for them to have the joy of creating and diving deeper in units rather than I mean you survey world history summarize the world in 20 weeks is is notoriously challenging. So I think to give some teachers a little more flexibility in those units is also something that they can appreciate. from Key Sorado, who's a senior who's going to Cal State Fullerton for nursing. Yay. Um, she said that based on what she scores in this uh AP tests that she will be
106taking, she will be entering as technically with the credits that she's received as a sophomore. And that's the like Jordiana said, you can enter as a sophomore. Therefore, you could technically graduate in three years, saving one year of college tuition and housing and getting into your career path quicker. So, she's excited about that. I mean, the nursing program is the nursing program, but it's just the fact that she's proud of herself for being able to enter at that sophomore level. And even if because her program is so defined, the cool part is that any gened classes that she has to do, she gets first of all because she's technically a sophomore first choice of classes over this freshman and then she doesn't have to take those intro classes, those genetic classes like you were saying
107that she's done with those. So, it's it's really exciting when there are students or a and there are a lot of students like Kaylee that will be entering with the credits of a sophomore and be able to jump the freshman in terms terms of course selection. So, I think it's it's brilliant. It's a a total win-win for everybody to be able to offer EP/school enrollment. >> No, agree 100%. Um so so moving forward the pitch there's the our our boy Canon pitching um SLT continuing to build on our collective agreements PLC's there's a lot of PLC's up there but continuing with GBC the formative assessments supporting EL's instead um MTSS tier 2 uh attendance incentives trying to build the culture of it's better to be at this on campus than be home. Um, and but
108I think from from me and the high school bringing to the board, the goal of the high school is to offer as much as possible as a comprehensive high school. Um, and I believe as shared tonight, we're doing that. We're proud of that. Um, we'll continue with dual credit. We've got to maintain our CTE course offerings. Um, yeah, and it it's it's been quite an honor working at the high school and all the things that we're able to put together for our community and families. >> And I know and I know Steph and you you all are that last component for CTE is the internships or whatever. And I know that they have some going continuing to look at how we can partner with our community on this internship so that yes, they have the
109pathway completer, but they also have that last component which is the actual experience which also helps them determine if that's the way they want to go. You know that it answers that question. So I appreciate that part that last piece that we're working on too. >> Yeah. And that's our boys looking profound and respectful future leaders. >> I see one of the students that was interviewed today for scholarship. >> Thanks. >> Thank you. Thanks for all you've done at the high school. Really appreciate you and the hard work for your staff. But just thanks. So moving on to 9.7 educational services presentation for Roman world high school RHS financial literacy course. That's Mrs. Whiteside the person who worked so hard on our POP 28. Yay hero. >> Oh no that's a that's a collective act.
110So teachers support voted site admin and other things, but we're really excited about all the things that are happening with Prop 28. And I did get some pictures uh just a little time ago um of the completed mural at CH. So it looks really cool up here on the screen. Very awesome. Uh thank you again for the opportunity to come board. I would like to introduce our colleague here who supported us with ethnic studies but also now as financial literacy, Barbara Link. >> Hi. Former former room teacher. So glad to be back in a different capacity. >> Right. So some of the things we'll be sharing today are a little bit of review to go over the process of building the financial literacy course. You'll also see that in the consent calendar 12.13 um is
111the course approval for your consideration. Uh the attachment that you have with the board agenda item is the UC doorways approval um of the course and the information there. So Oh, I was going to say something. So, one of the things that um we had to do, and it wasn't just myself alone. Um I had a colleague, Frank PC, but he lives up in Sacramento and um it was difficult for him to get down. But what we did is we worked with your high school um history staff. And I do have to compliment Ryan and the history department. They worked so well together that we were able to finish um a day early with the work and they were they were receptive. They knew that they had 13 requirements that they had to abide by
112according to the law and um there wasn't a hiccup. So um congratulations to the history department and those that worked on this because it was really seamless and we actually laughed a lot during the process. So that was very nice as well. >> All right. So as we're going through today, I think you saw that graphic last time. Um just kind of looking at the the process real quick and then just a quick review um on looking at um the course development. And so essentially uh partnering with California Foundation for History, we're able to look at the committee structure and engagement to make sure that we're meeting the requirements of educational partners that were involved. In the first couple of meetings, we had parents involved um who were able to give their feedback. We did
113student voice as you saw um but really looking at the structure of the course with the 13 components there and how they divided up the 18 weeks into six units. And so you'll see that um on the subsequent slides so that we're following AB2927 in that development of the course and including our educational partners as the and looking at the impact on the master schedule um and uh the broad requirements and when those come to place on the floor. Um so the committee structure which we did share again parents community members student representatives uh again our student representative for the board also participated on on that committee as she does on the LCAP as well and you have your history social science teachers admin counselors counselors giving a great perspective on the master schedule components
114um and then our partners with California Foundation for History. Um so we're very uh appreciative of all of our partners that uh uh were part of the committee. Um so looking at the requirements here um the financial literacy course just as a reminder is a grad requirement starting with the class of 2031. Um and so that'll have to be that 2030 2031 uh class year. We are actually doing a soft offering for the course um through egeneuity for an offering um for the 2526 year I'm sorry 2627 year ahead of the requirement in 2728. So it will be on a uh online for the 2627 on and then in person based on the course that was built with our team in 2728. Um students may meet that econ requirement through financial literacy starting in 203031.
115So prior to that um uh we're not quite there yet if that makes sense in terms of the requirement. So compliance with state courses and specifications for UC doorways is that it has that A throughG and we're very grateful for the support. for Lorie Tarwater. I have to give her a shout out um for supporting us with the UC doorway submission process and getting that course done. Um working with our history team to make sure that all the components were included included and we had a really quick turnaround for that approval which was great >> because you submitted so early. Um I think the one thing that I I do want to say is RIM is ahead of the game with this one with eth ethnic studies. we were a little bit behind and so
116Jennifer reached out to um Frank PC and myself to see if we could help support you with the financial literacy piece so that you are ahead of the game. Now um we only have some high schools that are thinking about um doing this process and abiding by the law because it doesn't have to be in place just yet. Uh unlike ethnic studies which did not get a line item in the governor's budget last year, this has already been approved and will have a line item. So this will not be going away. And in the spirit of financial literacy, part of us being ahead of the game was utilizing the educator effectiveness grants. And so actually some of the savings we had in the grant um from building ethnic studies and then also in building the
117financial literacy as was mentioned, we saved a day. So we were demonstrating our own financial literacy while building the course. >> She's stretching. I know she is. >> So this is the foundation, the California Foundation for History Education, and we work with schools across the state of California. Uh Whitney Olsen is our CEO, but one of the things that is important to let you know that we are a nonprofit, so we do give back to the community. the the title California Foundation for History Education is a little bit of a misnomer. Um Whitney founded it under the guise of History Day and promoting um the new 20 well it's not new anymore the 2017 um California Framework for History. Um and with that it has just sort of exploded into so much more. So we
118do give back to the community. we were able to provide um scholarships for kids from the Ontario Montlair Unified School District so that they could make it to the National History Day which they qualified for. So money was given in the form of a scholarship to help pay for transportation for those students to be able to attend. So we're constantly giving back. Um and Whitney does a fabulous job. She runs the statewide history day program as well. Well, and as you're mentioning the Ontario Montlair School District, um we had um our preschool coordinator who just visited there and and we'll be going uh she visited there as part of the trust initiative and and looking at community schools initiatives and and we'll be going with um our principal from BE to the community schools um
119um conference in May to learn more. Um, and it's great to be able to partner with districts that are are demonstrating things they can do with community schools. And we are we are excited for the future with community schools and we'll continue to move forward to to try to gain some of those dollars in the future so we can replicate what we're seeing and then make it even better. um here at RIP uh this purpose statement we wanted to share with you and it took a lot of uh I wouldn't say a lot of time but it took a lot of thought right um time and thought in these in these time frames where our um history teachers literally pulled apart every word of this purpose uh no move it here nope it here and
120they were really thinking about the economic principles and standards in econ as well as financial literacy to develop the purpose statement so as you take a look at that um this was a lot of moving words around and why would we put it here and what does this building mean in terms of building a course? And as they built that purpose statement, then they went into as you'll see in your board documents kind of how they were building the course, why they were building the course, how they were organizing the 13 components into the six units and the 18 weeks. Um, and kind of how they were building each unit. Um, and so as you look at that purpose, the purpose of the Room of the World Unified School District's financial literacy semester course is
121to equip students with the knowledge and skills to make informed financial decisions that came first for a reason. informed financial decisions. Something that our students and our families talked about um as an important component of our students graduating from high school and having that financial literacy. Um understanding how economic systems impact their lives and to build a foundation for lifelong financial responsibility, independence, and well-being. Some of these conversations even included things that um adults in the committee said, "Man, I wish I knew that when I was 18. I wish I didn't get myself into credit card debt. I I wish I knew different ways really to manage my own financial future that would have set me up. Um and so kind of the students in their focus group talking about how um well they get
122to they get to benefit from maybe sometimes the adults that they see uh things they wish they would have done differently. >> We also wanted to make sure that last word was in there, the hyenated word well-being because we often know that sometimes mental health is also attached to our financial um knowledge. And so we were really particular. That word went back and forth to multiple different words. But we did want to make sure that we addressed that knowledge as well that we understand that our mental health was sometimes attached to our ability to make sound um proper and financial decisions. So those are the 13 course requirements. Again, you've seen those previously, and again, they're broken down into the six uh um units there. And you can see how the the history teachers really
123took the time to analyze how they were putting together each element um and why. And so, unit one being the foundations of ECON, really also thinking about the economic standards and the future of the grad requirement because they were components of the economic standards they wanted to make sure were included. Uh, unit two, career funding, education and paying for education. Uh, unit three, money management and banking. Uh, four is the taxes and charity. Five, credit and big purchases. And then six, that that investing. Um, and really taking a look um at at how those those subcategories of the 13 really tied in. >> And we we really did use this as cards that we had and they were playing on a big poster on where should we put these? How do these topics interconnect? Should
124we leave this one here? Should we add the psychological and the well-being piece to this component? So, it really was a couple of hours where we chewed over the requirements of the course and have all fit together and some of the things that was already doing in their economics course. So you will see that um we introduce we you will be introducing you can't leave home um how um the course is going to be introduced with some of the components of introduction to economics and then it'll carry on >> and as you even if you dive into that course description um you can really see the time and energy that was put into this our history department has been working on their guaranteed and viable curriculum across world history US history gov and econ on
125and they really have um took that approach to building the financial literacy course as well. Um and so you'll see those learning progressions were very intentional. So again, it's just a sample of the course document which you should have in your your board job kind of the breakdown of your six units with those 13 topics. Um and then the future is looking at that impact on the master schedule. Um it's always a component as we've talked about. Um economics has to continue to be authored. um again until we get to that switch. Um so once financial literacy becomes that grad requirement in 3031 uh students may wave the economics um using the financial course but they do not have to. Um so at that point we'll we'll need to also look at the board policy
126to see how we might want to make adjustment or or keep it the same. Um but currently economics is part of um the grad requirement. So uh but that in terms of uh the course development uh is an option for the students once we're at 3031. So the future structure economics will be offered via egeneuity. Our counselors just met with them on t Tuesday or Wednesday this week is a blur. Um they were just talking about parents square. They'll be going out tomorrow um to remind our families of the soft offering for financial literacy in 2627. Um and then the in-person offering will start in 2728. Um the benefits we saw with ethnic studies of kind of seeing the soft offering is we're also seeing student interest before the grad requirement um occurs. Um and
127it also gives us a chance to see what's online and kind of different resources and supplementals that we want to um add in. There's not currently a course textbook although people ask, right? And then we do hear from the vendors about options that are available. Um but when we talked with the team um they they said let's hold off a little bit um before before moving forward with the textbook and that the curriculum building they're really relying heavily um on um uh the course development that's required by the state and pulling components from the economics uh standards but also from some of their supplemental standards and projects because the projects are what's going to make financial literacy real. Um and they had a lot of correspondence about that. >> Yeah. And there's only one financial
128literacy course available now through McGraill, but it doesn't meet all of the 13 components that the state came up with. So they would still have to pick and choose chapters from the textbook. So right now, the way your history teachers have laid this out, the availability of the curriculum is is through online through parts of your economic books that you've had that address some of this. Anyway, so McGra Hill right now is the only one that has that, but it was not written to the California requirements. >> I've got comments and questions. I don't want to interrupt. >> Guess what? That's the next slide. >> Is that the next slide? >> So, so, so comments. Um, I absolutely love that you have in here opportunity cost because I'm noticing it as a part of the
12913th that to be able to start out with understanding and you're making a choice that you're inherently choosing not to do a lot of other things. So, and then also having weeks seven through eight is it the whole concept of paying yourself first. So, inherent in that is delayed gratification and being able to plan for the future. So, I absolutely love that. I also love that you have wants versus needs. So, all sorts of really, really cool groovy things that are in here. I had a question about what resources were going to be used, but I think that will be to come, but at this point looking at online resources, which is um totally I like that. And then um question as far as um offerings beginning next year obviously um well I'm assuming egeneuity
130is not going to necessarily follow what it is that we've developed or will it or how is that going to look? >> Now this is a packaged course that still has the requirements included in it but it's not going to follow the same um structure that we have here. >> Okay. And so with egeneuity obviously, so you're saying it's it's not going to it's going to be different probably teacher le, but will there be opportunity to be able to if students are signing up for it to continue to get feedback in terms of um what they like, what they don't like, being able to possibly inform us and have is this is is this a static document at this point or dynamic in terms of what our what we're looking at here or can I
131is is it because we'll be voting on it, but modifiable in terms the adsby learn board >> right yeah so the course has already been approved through UC doorways but in terms of that approach and application implementation and instruction that's where we bring the creativity and the um you know make the course come to life um I think also many of your teachers that are on this um uh committee also um work in ingenuity um so they know how to modify the course adjust the course and adjust the units and so because they have that familiarity that also helps with the learning um this will also be offered at Mountain High Um, so across the continuum of course RVA as well for the grade. >> Is it potentially something that might be able to be
132offered through adult ed as well? >> Great question. Something to explore. >> See why not more to explore. >> I I do need to mention too that there will be a model curriculum that is supposed to come out in May. It's grateful supposed to um Frank um PC my colleague works for the CDE and he was able to talk to some of the people who uh went through the editing process and looked at the not the final draft but the draft of the draft and they were very pleased with the results like the ethnic studies model curriculum we had to put a big pause and rewrite the whole thing and then there was a bigger pause at the end where there wasn't funding for it But um they're very impressed. The CDE is very happy
133with and the IQC instructional quality commission is did I get it right committee. Um they are very happy with the draft that they've seen. So the fact that you see doorways has already approved. There's a little wiggle room but there's always wiggle room with the resources that we use to teach it. >> I I have a question. Great uh presentation by the way. So outstanding. just uh you know is there any discussion on the impact of the master schedule? Uh obviously some decisions will need to be made in regards to that as was any thoughts behind that? >> Well, we talked about we talked a lot about um the master schedule and the worry is the economics course, right? So economics we have an AP economics course. There isn't to date the offering of an
134AP financial literacy. So for those kids who want to take your AP economics, they have to stay in the world of economics. >> So when I went to this um with the California schoolboard association um conference um last in December, they they looks like they actually have curriculum that's been written for financial literacy for an AP class. So >> it's not an offering that the state is asking. >> Not yet. Okay. Because they do have that was at the booth. I was really excited to see that. So maybe over the coming years that might be something that comes up. >> What's up? >> Yeah. >> So it will impact in 3031. >> So you're for those kids who choose to take financial literacy, they can um submit a waiver to not have to take economics.
135So the financial literacy will cover it. They'll have we have two weeks of introduction to economics I think built into the course. They just won't have a semester long course of economics. That can't be waved until 20 2031. Until 2031. I know. How'd that happen? Until 2031. >> Thank you. That was helpful. >> And that that's also referenced on the the master schedule slide. Just referencing um at that point we might want to also look at the board policy. >> Any other questions? >> Anything else? Thank you. Thank you very much. Appreciate you helping us out >> and guiding the process. >> It was nice coming home. >> Well, we'll think of something else for you to do. >> We do. We do. >> Thank you so much. Thank you. Thank you. >> Well, great.
136So, Mrs. White, you might as well just stay there. 9.8 8 educational services presentation of the local control and accountability plan LCAP advisory committee's input report for the 2526 school year. Mrs. Whiteside and >> All right. Thank you again for the opportunity to share the educational partner um input. Uh these meetings and surveys are all very very informative to help inform the LCAP. Um, interestingly, I was at the county today um in a writing session and uh several of us looking at our educational partners components um and how we build and how we speak and how we make sure that we're reaching out. Um, I also want to uh give kudos again to our staff and and as we're talking about staff appreciation coming up in May. Um, our our teachers, our administrators, our support
137staff, they do a a a huge job um in in making RIM as amazing as it is and getting their feedback is so important to help reshape uh or adjust or revi revise the actions. So on some of the slides you'll see at the bottom kind of like on a commercial the fine print of like this medicine can do XYZ. Well, this is where you'll find in the LCAP action blahy blah blah blah. And so you'll see that at the bottom of a couple of slides. I won't read off every single one of those actions because that would take a long time. But you can see at the bottom how as we're talking about the input um and how we've made some revisions what actions they'd specifically be found in in the LCAP if you
138were kind of filtering through. Um so the educational partner engagement process includes a lot of people. Um it includes the staff, it includes our community. Um it includes um our our DACA parents, our parents and guardians, our students, um teachers on special assignment, teacher leaders, administrators, our East Valley SULPA. Um so if you actually look into the LCAP, there's an entire section just on educational partners. um and it comes before the goals so that it's clear that you have the input before you revise uh and update the goals um and you're considering those things. Something I have to plug because I always do, please always tell your friends to fill out the surveys. Um, so if you see an LCAP survey come out, you see a QR code, please encourage um, staff and community, parents
139alike, as well as our students um, finding out their input really makes a difference which you're going to hear. Um, so please tell your friends to pick this. Uh, we look at each and every one of them. So what you'll see for the structure for the presentation today is kind of a breakdown of each of the groups and then a breakdown of the goals um and looking at those actions. Um is this everything that they have said? No. But is it the generalizations that are impacting our LCAP? Yes. Um so what are we hearing? So from parents community members um parents community members emphasized the importance of strengthening communication, transparency and community outreach. But along that line, they also shared their appreciation for our community outreach coordinator, the parent squares, the rim's edge of excellence.
140They shared their ideas on how we get the word out, um how to build QR codes and get the information out to community members who maybe don't have a student in our in our um in our district yet, but maybe they're with a real estate agent driving around. So, based on LCAP student feedback or I'm sorry, current feedback, um, we're in the process right now of building enrollment uh, banners that include a QR code to all of the rim edge of excellence. So, that if you're driving around and you're thinking, am I going to live on this street? Do I want to go right here? I want to see what the school like looks like in my neighborhood. They're going to have a banner outside that has a QR code to the enrollment process and
141one to the rim's edge of excellence so they can scroll and learn more. As a parent myself, I'd want to know what's happening in our schools, what's happening in this district. If I'm going to move here and invest my family here, what am I seeing um in those schools? And the again, kudos to our community outreach uh coordinator, Jackie Benson, and all the time and effort that goes into collecting those pictures, collecting that information to make sure that our families have that all in one place, especially when many of our families have a student across multiple schools. Um, so that's in the works and and kind of part of the action that you'll see in the blue in the bottom. Another component our parents talked about um was uh talking about technology and education as
142well as artificial intelligence um and really looking at that balance of technology. Interestingly enough, we heard that from students, parents and teachers through LCAP uh educational department meetings is making sure that there is a balance and like uh our student board rep once said, the productive struggle of learning and the the tactile component of writing down my notes and bringing that to recall um and and engaging in activities um that make things and make the learning come to life. So, at the bottom there when you see district in action, you can see we've built our AI committee. Um, shout out to Mr. Malone and his efforts to really support that in our trail of technology research, artificial intelligence, and learning and recognizing that AI and technology are tools, but it's the human that makes it
143relevant. Um, again, we're also continue to be committed to all of our community outreach as I shared and you should be seeing those banners very soon. Of course, we'll be working with um our CTE partners. Uh, Rob Wilson is working with us to get those banners made. Uh we should have one at every elementary, middle, and then on the highway, which we, you know, outside of the high school um our VA mountain community there. Um our VLAC parents uh and I think you've heard me say before, shared a a request for centralized resources. So we try we tested out our first EL parent engagement uh community night at riai this year and we brought all those resources together so that our e families had one place to go especially if they had more than you
144know a student in more than one school but we're taking that a step further to say that um we're working with one of our e coordinators at MH shout out to Mr. Minneapolis who is bringing together all of those e resources from that fair um with some QR codes. He's been working really hard on pulling those resources together. So they will be coming soon. Um he's been working really hard on that so that we have one-stop shop for our e families to say how do I use Aries? How do I help my student with Google Classroom? Um how do I um you know what's the importance of our assessments? I ready the different things like that. our common district assessments or formative assessments, CASP, LPAC. Um, and all of that translates into the reclassification process.
145They also asked for clarity on on the reclassification um, and what that looks like. And so, we're also looking at and kind of more to come on this, but we're working with our uh, SBCS county partners on some potential grants, but I will that'll be like they said earlier, you know, surprise to come. We're working on a grant on that for some potential training to support our LLS. So in the DAC meeting, one of the the um part of that conversation in the DAC meeting that I attended was the college support, the college resource >> not understanding the entire college process and the importance of you know making sure your your A throughG that you're all that part. So are we adding something in terms of a resource for that because they had a lot
146of questions of like I don't even I don't even know >> right >> what do I do or the fact of we have all the CTE resources on campus and they don't know all those offerings. So are we making sure that part of this QR code is addressing that conversation of like what are the what are the supports for college and which is counselor and Lisa and what are the CTE um resources so just saying will that be part of it because I know that was part of the conversation at the meeting that I attended and I was like oh there's lots there's lots here for you >> and a specific uh 11th grade student who attended one of our booths and talked with us for an extensive period of time of saying things like,
147"Am I good enough? >> Are my grades good enough?" And she she was so excited and and I she couldn't take the smile off of her face. Her her parent is a very active parent in their DAC. Um so it was very well heard. And I think we're working with the high school to to refine those a little bit more and also think about, you know, like scholarship night, how to fill out a FASA, what does A throughG mean, what are their CTE pathways? Um, and especially as as a student is coming in potentially at 11th grade, right, and and hasn't been there since 9th, how are we also catching up our students who are coming in mid high school, right? And then also utilizing our CCGI. Um, but I'll definitely make sure I follow
148up with Mr. Neabas uh on those resources to make sure they're comprehensive. >> Perfect. Just making sure we capture that voice. Y >> absolutely. and that student is in my brain. And we connected her with a counselor because she kept asking those questions of but I have A's and B's. Are those good enough? Yeah. And and anyways, very very eager. Big smile on her face. So, um excited to see where she goes. Uh the student voices I mean they're all wonderful voices, but the students are really excited to hear. Um this year we added, as you've heard, uh a middle school component, so we heard from sixth through 8th grade students as well. Um it's really interesting to hear the sixth through eighth grade students and their perspective. Um and how it's different than the
149high school students and they're not that many years apart. Um I will give you one example. We had a a great conversation about cell phones and we talked about the cell phone policy. And when we asked the students about the cell phone policy, they said, "Well, we have, you know, it's supposed to stay in their backpack. It was almost in unison across the entire room." And we said, 'Well, what if you had a need to use it or an emergency or a question? They said, 'Well, you just ask for permission. They always let you. You just have to ask. Every single one of them had that same answer that they knew the rule, they had to be in their backpack, and that if they asked someone for permission that they they weren't afraid to do
150that, that it was okay, and that they would be supported in that. So, we transitioned the conversation to, well, high schoolers use it during passing period, during lunchtime. They have a little bit more flexibility. We thought maybe those middle schoolers might advocate for that flexibility. They did not. In fact, one specifically said they're more mature than us. So >> maybe >> um they had a little bit more flexibility. It was very interesting because we have a very um when we build the student groups, they represent all of our community and I I'll just keep it brief at that. We make sure that the voices are across the the expans of our students. uh different voices, different experiences in school. And so when they all had that similar perspective of the high school students are more
151mature than us, they should get more flexibility. And I think even one mentioned they might have a job or something and maybe they have to call their boss, you know, and they're, you know, kind of sharing those types of things. When we talked with the high school students about cell phones, um you know, it was interesting to hear their perspective both from Mountain and from Rim High. Um and they did advocate to maintain their use um during passing period and like during lunch. Um and one particular indicated um a mental health component on the positive side. Um she shared that um sometimes she has difficulty connecting with her peers and it's a safety net. Um and that she's not doing anything wrong. She wouldn't bully someone. She's not trying to harass someone. But sometimes when
152she's not feeling comfortable, it's it's a safe place for her. she can look at pictures or or whatever's on her phone and and kind of have a safe space. So, it's an interesting perspective that she shared that there are a lot of students that want don't want to do anything wrong with it but want to learn that responsibility. Um, so it's interesting to hear hear that perspective. Um, so we expanded further. Sorry, I'm going a little bit on cell phones for a moment. um we expand a little bit further and um uh just you know we all know um I was at MPH a while back and um the students who are you know 11th 12th graders they remember me and we had conversations about what sometimes happens on phones and the concern with sometimes
153bullying or harassment or things like that in unison this group said that stuff doesn't really happen at the high school and if it does it's minimal because It's they were almost disgusted by it and they could remember when in middle school when they quote as our other kids indicated that they weren't quite as mature yet and understand the responsibility of taking a picture or a video of something. Um and they said that that's not as big of a concern as they had once seemed you know when they were younger um because they didn't have the maturity. Um, and so it's really interesting to see where that conversation went from both the middle schoolers and the high schoolers. Um, and really matches our board policy and and you know, making sure that we take a look
154at um when we use cell phones, when it's appropriate, when they need to be put away, and the developmental component to their age as well. Um, so sorry that was a little bit long on phones. I don't know if you have any questions or thoughts on your insights on that. Um, no. What the interesting part is the students express that they sometimes feel unprepared for the assessments, especially the 11th graders have it at the high school have expressed that pretty much every year, but they don't see the ch test for several years. So, when they sit down to take it, they're like, "Oh, okay." And so, they have asked for practice. I want some practice before I am thrown into the deep end of the pool this year. And so that's interesting that it's still
155it's being expressed. The other thing is is that the importance of tutoring and I I know I've talked about this before, but like at the high school level, I know that the teachers um make themselves available for students to come in before school, during lunch, even after school for tutoring if they have extensive questions about the work of the day or homework or whatever. It's it's it's teacher driven, making themselves available. It is not ected out time within the master schedule to do like a home room or whatever like that. So there's technically after school tutoring with the high school, but really is it well attended? The answer is no because of all the conflicts with high school students with work and extracurriculars. So the whole idea of like where does that happen during the
156day and and that's a question for all levels elementary m and and high school of where does that structured tutoring actually happen and can it be eed out for during the day when we already have the kids in on our campuses it I'm not saying that I wouldn't solve this but it's a continuing question and if the Kids are saying, "I would love to have some tutoring." Yes, I I know pretty much every every teacher makes themsel available, but where is the the supported tutoring that is eked out as protected tutoring time that that is not after school in conflict with all the kids other other stuff. So, it's just a a question I ask all the time. >> Just there are other there lots of softwares that are coming out now that have tutoring
157components within them that students can access at any time, you know, after school hours. And so I know I do know that they're involved with athletics and lots and jobs and those things, but you know, we are looking at some of that now, some of that some of that software if because if they can't get it during the day, you know, we've got to make it available and so more to come on that. So, some something district-wide paid for by the district level, not at the site level of something like on demand tutoring or something like that that they can do 247. Oh, my homework's due tomorrow and it's 11:30 p.m. and they can have they can get their questions answered, but we're looking at a district level purchase. Okay. So, that it's comprehensive. Everybody
158has access. It's not, oh, only that site can afford it out of sight money. >> Yeah. Mr. alone shared a a resource that has that component in it. I hate to put you on the spot, but it magic >> school AI. >> Magic school AI. >> AI. Thank you. And so it does have a tutoring component for students. >> Thank you. because I just I know we're the master schedule is so it it cannot support any more pressure on it, but how do we how do we address the students request over and over and over and over and over again that they're expressing they would like this support? Well, how do we do that? What does it look like that and something that's available 247? Great. >> That's free. >> Oh, and I love free.
159>> Free to students. But I'm just saying is that as long and and that we advertise it well so that even parents understand because parents do not first of all especially that they don't tell their parents what's available or what's going on on campus or oh I got an award I'm going to I went to the I got a great award at MPH. They don't tell their their parents. And so we need to make sure that the resource like what you're doing for the EL student um students and parents that we make sure that we have that resource just pushed out in parent spaces so that they understand that the tutoring is available because relying on students coming home and saying there's a tutoring program. That's not going to happen. Well, and we've we've we've
160had different versions of online tutoring back when we had Gradl Slam or paper and and different components like that. And we also have it, you know, embedded in egeneuity or you have it um you know, embedded in certain curriculums as well. Um but making sure that that access goes across the grade levels and and providing that opportunity. But I think also um the efforts of uh each of our schools, I think we talked about this in a previous presentation to build a tutoring platform, thinking of transportation, thinking of the time frame, thinking of of those components. But I also want to emphasize um you know our best first instruction with our teachers and our teachers being able to intervene and know their students and provide that intervention within the period within the day within a
161UA model like we're seeing in our elementary's development like we're seeing um in terms of the learning progressions and really diving into okay what standard are they proficient at what standard are they having struggles with and how quickly are we going through the learning progressions of that unit to identify even a quick exit ticket how are my students is doing getting those interventions right away so you can intervene right away and building it into the lesson. So, I think we talked about before too, there's a it's a multi-tered component where we think about our students with with jobs that might be the tutoring outside of ours u but also the students who um need it immediately, right? And need it in the classroom um and all the tears that that go into that. And I
162really think that that's a part of, and you'll see throughout the slides, the professional learning community and the effort that's happening with our teachers. Um, at our professional development day, we had teacher leaders who were talking about the importance of identifying where students are um uh and and really intervening and really supporting our students. But that starts with knowing our standards, our best first instruction, identifying the areas of meeting our students at the point of their need, right? and providing that intervention quickly. Right, >> Miss Whiteside's correct that, you know, the the best way to provide support for students is during a school day >> and trying to figure out how to make that happen to meet the needs of all students. That is exactly what that UA model and those interventions are designed for.
163and taking our assessment protocols. And so as you see in there in the district and action side as we're talking about assessment, is each site building a positive assessment culture as we're talking to students and they don't know the purpose of Casper, they don't know why they took the LPAC or why I Ready matters or why these diagnostics or I'm sorry the uh CDAS that they're taking currently, the common district assessments. Um it's it really starts with that positive communication where we're saying this is the why, right? We need the data to turn that data into action. we need to be able to identify the point of need that the student has so that we can be informed in the action that we're taking to support them with the intervention or enrichment. Um and so
164so through that um you know it it takes time. It's not perfect overnight, right? We just did our first launch. Um and we really started diving into the data with SBCSS. Was that yesterday? It's Wednesday. Uh today's Thursday. Um so that was yesterday. um but really taking a look at um how our students are doing and then even disagregating by our student groups to identify um you know closing those learning gaps. Um, so there's there's more to come on that, but I really have to give kudos to our teachers, our teachers on special assignment, the teachers committed to going to conferences, to being part of the success team. Um, I can't give enough kudos to the instructional success team, the site administrators. Um, who they're spreading the enthusiasm. U, they're spreading the enthusiasm for the
165collaboration. And re if you really saw one of our GDC release days where the teachers have I mean if you imagine their resources pulled out and they're pulling apart a standard and a substandard and then saying okay but a student needs this foundational skill to get here. Well when you're doing that at the teacher level for that best first instruction then you know how to pull the layers back to identify at what point did the student need support um through that learning progression. And it it is really encouraging to see the enthusiasm behind what the teachers are doing. In the next uh I think four to five weeks, we're going to be solidifying the remainder of the CDAS that'll launch us into 26 27. I think we have on schedule about two to three GBC
166days with different groups a week for the next four weeks um and through into the end of the year even kind of sporadically beyond that. Um but these are teachers asking for these days asking for either release time or to come together after school with some extra duty, but to say um we need these standards to align. We need to come together. We need to pull apart those learning progressions because that's how you turn data into action and turn it into intervention that's meaningful for the students. And having my own kids, many of us either have our kids gone through or currently have grandkids, students or kids there. Um, you it's so encouraging to see what our teachers are doing and how much they care about our kids and how much they care about our
167craft. And I'm fortunate to be able to see that. I wish I could take a video like one of our LCAP parents said to to see what the teachers are doing. They work so hard um in these days and it's time away from their classroom which they also don't want to do, right? They want to be with their kids, but they understand the importance of this collaboration time and how they're building for a better classroom, a better instructional experience for their kids. Sorry, I get a little excited. So, I do >> the video. >> I should take a I do have a um question in terms of the tutoring and additional supports. Um it seems like with our elementary um ELOP program and with the with MTH's ELOP program that is going to provide you
168know for the ELOP students the t um the tutoring because I've seen it and see it seems like we already have pretty good structures in place for those students >> to give that that additional instruction. It isn't the best instruction. It's not during the school day. Um, but it seems like there are great opportunities that are are that are that are that are coming together for at least a portion of our students and um think it's worth pointing out. >> Absolutely. And we have that that uh available with the A throughG grant with the high school and with our VA um and so CSI money with Mountain High School. It's really identifying how right we know we need to make it happen and so we work together to find the way. Um so um moving
169to parents and teachers of students with disabilities are um they continue to emphasize that the PAB right the parent advisory board and having things like the inclusion steering committee um and the sim team that ongoing uh training as well. So they're essentially if you break it up in this one they're looking at making sure that that committee continues to have a voice that that voice is used. One of the pieces that it indicates was the handbook. Um Mr. Robinson is doing a great job working with teacher leaders who were we had a a parent handbook for students with disabilities in the past um but they're revamping it um and they're doing that with teacher leaders which is key um and and just again having those parent engagement nights so and you do see those our
170actions in the LCAP um to make sure that we have that student voice and we meet with Edie Sila it is one of the uh components of building the LCAP uh um Ginger she was also here yesterday with the SBCSS um looking at our our data with students with disabilities as well as you know across all students at the grade levels um and to provide us with supports like um she's going to be setting up some visits for our teachers and uh admin staff um to go see some examples of uh other inclusion models also other behavior models um to so it's really talking with them also to find out what resources exist outside of our our district maybe outside of our mountain and maybe even to get ideas and taking our teachers to do
171that learning together in those learning walks um across our county. Um just like some of our county partners came to MPH and were able to see the great Bronx inclusion model that they had there. You had people from Colton who were like, "Oh, how do you do this? How do you do this?" As MPH was demonstrated as that model. Um so that collaboration across our county is key. Um, so, um, essentially what you see in the next four slides, um, are things we've already chatted about. Um, so I'm not going to belver those too long, but I did mention to you that the LCAP fine print at the bottom is where you'd actually find the action numbers um, that are associated with each of the things we talked about. So when you look at instruction,
172all the things we said with GBC, with PLC, with intervention, with tutoring, um with technology, supporting um with UA, with UDL, um with our intervention models, with our MPSS, that there are several actions in goal one, so I won't read them all off, but they are all there in the blue. Um in goal two, our safe and positive school climate. again, what does that look like and what actions would you see that in in terms of us strengthening behavior expectations, expanding MTSS, um increasing the student voice, all of those things that you will see um across our ELCAP. Uh and same with goal three in terms of that engagement and when an idea comes across like our teachers came up with for the EL parent engagement night, it's making it a reality and making sure
173that the resources and supports are there to make it to make it happen. the goal I'm going to focus you on and kind of wrap us up with which is actually getting a new action. Um, so not one that you've seen in the past. Um, the equity multiplier and goal four is a focus goal for Mountain High School only. Uh, based on the equity multiplier, it has had action one and two. One is on the wellness center and the contract with mountain counseling and training and goal two is around professional development for social emotional. um working with um Jeremy and our partner at SBCS um we're adding action 4.3 to ensure that academic support uh both in PD and instructional resources is an added component that would be um co-unded with equity multiplier um as
174well as um some remaining carryover CSI that will end by September 30th. Uh but why why right when we look at the social emotional support it's when we're when we're looking at our students that need competency need motivation we need to make sure that we're tying in that mental health support into that academic because we have students that feel man I don't know if I can um in the same way that some of us will say you know I'm not a math person if math isn't your thing you know building that confidence and saying yes we are all math people right you just got to dive in Um but right um but u but looking at how you connect the mental health component to building confidence and motivation and how it impacts their academic success
175if they feel like they can do it right. They're going to be inspired. They're we're going to see those academic gains um because they feel as though um it's possible. We're opening doors. We're opening windows for them. Sorry, that might be mine. So much >> I'm almost done here. Anyways, we just wanted to let you know that an additional action is coming uh because we want to make that connection to mental health and academic supports. I love seeing trauma enforced informed practices. um visited Chaffi invad and they have um they're they're well into >> very much trauma informed informed practices and and there it has extended from their alternative education area to out into the rest of the general population and it just I'm really excited because I the the the change in students and
176that support is amazing. >> It's It's pretty amazing especially when you talk to the kids with their background >> and their home life and you realize that that practice can literally change a child's life and and change their trajectory. And um I I'm so I'm really excited that we're going to into that area so that our teachers have that professional development and it can be utilized in a in a very targeted and very diligent useful fidelity so that we can really just >> like you said those those the Mountain House high school students having that extra support um and motivation >> building their confidence. Yes. >> Can help change their mindset >> because that it it'll break that cycle of what they're spiraling in. >> And kudos to Jeremy for bringing in the youth mental
177health first aid. And by the end of this year, there's a component for team youth mental health first aid. So we take the training to the students, not just >> I'm so excited. Oh wait, snaps. Yay. All right. We're moving forward together with LCAP and more to come in June. Thank you. >> Thank you. >> Okay. Moving on to 10.0 discussion information items. 10.1 legislative and and advocacy report. I don't have much. Um in your folder is the updated legislative bills from SANDAS. It's that huge report. all the bills. And then that one is not the right one. This one, it's this one. It says April at the top is the latest from last week. And the only one that I'm just going to bring attention to is of course the um substitute teacher 60
178days. A2490. Sand Debbs of course took a a position of support and um we already did that at our last meeting and CSBA also supports that measure. So that's really the other one, this one that's highlighted is in your fourth pocket and in the document. That one was from last month. This this new one, it says April. >> Yeah. But there's another one in the folder that just said it says April. April 2026. >> Yes. April. But >> there's two. >> This one, the ginormous one. >> No, they both PDF word >> the word document that only has five bills. >> Yes. Okay. And none of them are highlighted. Okay. >> So um and like I said the the the group that from San Marino that went to coast coast they felt was very successful.
179They um I'm kind of jealous because they got to go to this Senate floor and take pictures of them and the podium and all this other stuff. So, I'm kind of I saw the pictures and then anyways, um I'll have more updates, but the the five bills that's for Sandabs, not really going into all of them because they're just, you know, 20 bills, but the 60-day uh sub one is is the most important. So, we'll see it what kind of traction it gets. Um, I know that last year's uh California teachers association, I'm sure they still have the push back because they are worried about the using a long-term sub and misusing the long-term sub that's not appropriated appropriately credentialed. But I don't think that because of the sub issue across the state, I don't
180really think that that's how we're using them. We're just trying to make sure that we have some kind of continuity in the classroom until a a certificated teacher has been hired. We need stability in the classroom. So hopefully this one despite any CTA push will will get to the finish line. So that's it. And I have delegated subly next month in May. So I'll be going to Sacramento in like the 19th or something like that that weekend. and we'll have some information because we take we have awesome discussions on where different lawsuits are are at and where different lawsuits are as well as bills. And then we'll hear from Vernon Billy uh where we're at in terms of the CSBA package which the closing achievement and gap. I'm sure we'll get a status report of
181where we are on those four bills in May in this process because at that point they'll have crossed houses. So that's it for me. Jordan has stuff >> and now I think you've covered a good bit of it. So I think we can move forward to >> one thing that Jordan and I were talking about like from the last uh mega mega session is kind of um collaborating a little bit before we do a a recommendation for for moving forward with bills. The other thing is is that after we vote on a position uniformly that instead of doing the resolution which is a lot of work that we we follow like sandabs and CSBAs once once a position has been taken you just do a letter to the bill author and the education committees of
182the assembly and the senate state senate and you just literally spell out on the day on on room of the world unified school district voted on at our blah blah blah date, board meeting date, this position on bill, and you give like a couple sentences as to why and the impact it has on our district, and we close it out. So, it's a one pager. It's simple, short, to the point, and it's not a whereas whereas whereas where it's a lot of work for our staff to try to be creative in the wherees and how it's going to impact us. We follow we follow Sandos and CSDA's way of doing business to to help streamline this effort >> and >> yeah, thank you. Yeah. >> And I think it'll work. Um, anything else? Anything else?
183I gave you everything I have from Sandab, so read it when you wish to. >> Thank you. >> Coffee. It's a huge list, but um it keeps you in the Sandabs loop um and and you can read it and if something catches your eye, we can discuss it here. >> It might be worth just one mention. I think you all got the capital advisors updates about uh the state's quote unquote budget wos. >> Yeah. Uh so just flagging that that uh governor is really keen on providing the next governor a financially stable budget and is still uh triple tripling down on uh withholding prop 98 funds owed to school districts. Um just flagging that. Uh and then as you saw the legislators mixed in response it seems. >> So we'll see. We'll we'll have more
184discussion. We're and the may reise uh is next month in May. So we'll be attending all of us attend that. So I'm sure we'll be crying and maybe going to our favorite recreation place afterwards which I won't say where. Okay. So 11.0 discussion action items. 11.1 Superintendent the board of trustees will review and consider recommended positions on identified legislative bills that may impact the district impacting none. So that is this one the highlighted one. Those are the positions that we recommended to bring forward for a vote. So with that, because I highlighted them, I highlighted the position so that it kind of could stand out a bit. Does that make sense? So that one is the the one that Bill has. That's that one. So those are the the positions. So I'm going to this
185is what I'm going to ask a motion because I'm going to do what we do in Sandbox, which is a whole group. So calling I need a motion to take the position of oppose on AB564. The position of support for 1590. The position of support on AB 1694. The position of support on AB 2008. The position of support for AB2490. The position of support AB2496. The position of support on AB 22225. The position of support on AB2514. The position of support on AB2149. The position of support on AB220. The position of support on SB959. The position of support on SB 1017. The position of support on 1308. and the position of support on SB1226. I need a motion. >> So moved. Jordana's the first a second. >> Second it. >> Open for discussion. Any Okay.
186If not, I mean we discussed a lot. So um if not, calling for the vote. All in favor? I >> I any opposed? Motion carries unanimously. Next we have 11.2 superintendent first reading of proposed uh model board policy and regulation 6141.2 recognition of religious beliefs and customs. I need a motion. >> So move >> bills the first second. Second Jordanis the second discussion anything okay if not um calling for the vote all in favor >> I any opposed motion carries unanimously 11.3 superintendent first reading of proposed model board policy and regulation 3515.4 for recovery for property loss or damage. I need a motion. >> So moved. >> Jordan second. >> So um seconded >> Jordans the second. Discussion. >> If none calling for the vote. All in favor? >> I. Any opposed? Motion carries unanimously.
18711.4. Superintendent. First reading of proposed administrative regulation 3516.1 fire drills and fires. I need a motion. >> So move. So move. >> Bill's the first. >> Second. >> Jordan's the second. Discussion. If none calling for the vote. All in favor? I. Any opposed? Motion carries unanimously. >> Did you? >> 11.5. Superintendent, you can't get out of it. 11.5 Superintendent, first reading of proposed model work policy and regulation 5113.2 work permits. I need a motion. >> So move. >> The first second Jordana second discussion >> just note for folks that this I mean all of these are just regular old updates u to comply with updated legal language in the world, right? So with our membership to CSBA, we have the um in gamut, we get the board policies that have been written and vetted by
188CSBA attorneys. So that it saves us a ton of money rather than having our own attorneys write policy and and ARS. So we we benefit from being a CSBA member and and being and having gamut. In addition, these are mandated board policies that need to be updated. >> So with that, calling for the vote. All in favor? >> I. >> Any opposed? Motion carries unanimously. 11.6 personnel services approval of custodial supervisor job descriptions/classified management fiscal impact nonbudgeted source restricted funds. I need a motion. >> So moved. >> Bill a second. second. >> Jordan's the second discussion. >> I just noticed that Jim's not here now that we're making this vote. Is >> okay. >> Look it. He has a he has a a someone else to speak for me. Awesome. Okay. If no no comments,
189then we're going to go ahead and call for the vote. All in favor? I. >> Any opposed? Motion carries unanimously. 11.7 Educational Services Approval of the proposed scope of work teacher librarian of record services for Room of the World Unified School District during the 2627 school year fiscal impact $15,000 the budget source general fund. I need a motion. >> So move the first second Jordan the second discussion >> and I see the red light. Sorry. >> Okay. isn't ready. >> Okay, calling for the vote. All in favor? I. Any opposed? Motion carries unanimously. 11.8. Educational services. Approval of the service order for Panorama Education Licenses and Services for the 2627 school year. Fiscal impact $38,260. The budget source of student discretionary block grant. I need motion. >> So move. >> Bill's the first. >> Second.
190Jordan's the second discussion. I just want to say that I want to commend the board. We're as a board member, we're supposed to be responsible and you learn this in training to make sure that we go through our packet and the supporting documents and then we have to a certain time to send our questions to the superintendent for our questions to be answered. So when we come here to make the vote, we've already had our questions answered. We've already done our due diligence. We've read the document the documents to be able to take the vote. So, I want to commend the board members because they do do their job. This this week, we had we had a lot of questions on these items that we're voting on like the panorama and um renaissance. And so,
191I we are coming here already prepared to vote. Sometimes we will have discussion because we think something's important to have a discussion with in front of everybody, but we've already come prepared to have that discussion and have a knowledgeable discussion. So, I want to commend us for doing our work. >> It should be noted that the that the staff then responds to our question. Information is given out to everyone on the board, but as a board, we don't discuss that all together. Okay? It's just information that's given to us in response to those questions. >> And this board packet is a light one, 372 pages. >> And so, yeah, this I want to emphasize what Bill said is that the superintendent then sends us back the the response so that we all know and have
192the same information, but there is no back and forth emailing between each other. It's not like that. It is just direct communication with the superintendent. He's our point person so that we don't violate Brown Act. But I'm just saying is that the first thing they teach you in C CSBA new board member training is do your homework, read the packet, ask the questions, and come to a board meeting prepared. That is your job. So I appreciate the fact that our board does just that. So snaps again. Snaps. We got lots of snaps going today. All right. So calling for the vote. All in favor? I. Any opposed? Motion carries unanimously. 11.9 Educational Services approval to renew the Renaissance subscriptions of Accelerated Reader and Star Reading Diagnostic for Charles Hoffman Elementary CHE Lake Arrowhead Elementary Lee
193Valium Enchantment Elementary VOE and Ren Virtual Academy RVA Elementary Grades for the 2627 school year. The fiscal impact is $19,716. The budget source is student discretionary block brand. I need a motion. >> So move >> bills the first second. Second Jordian is the second. Any further discussion? >> I did have a question for the principles as to whether that renaissance is appreciated by the teachers and they made use of in the classrooms. >> All three principles from elementary schools are nodding their heads. Yes. Thank you. Yeah, I know it's being utilized in the questions at le um calling for the vote. All in favor? I. >> Any opposed? Motion carries unanimously. 11.10 educational services approval of the National Geographic Sengage. Sanage >> Sanage. >> Sengage. Okay. Just making sure I didn't mispronounce. Learning big ideas
194integrated math quote for Rim High School, RHS, Mountain High School, MHS, and Mary Putnham Hank Intermediate School, MPH, for the 2627 school year. The fiscal impact is $253,494 from the budget source general fund. I need a motion. >> So moved. >> Bill's the first second. Second, Jordana's the second. Discussion. I know the math teachers are super happy. So with that, calling for the vote. All in favor? I. >> Any opposed? Motion carries unanimously. 11.11 Business Services approval to accept and sign the proposal from MGT Impact Solutions LLC for maintenance operations and transportation implementation services. Fiscal impact approximately $10,340. Budget source is other restricted local programs. I'm going to emphasize restricted. U first. So move >> bills the first second. >> Second >> Jordanas the second discussion if none calling for the vote all in favor.
195Any opposed? Motion carries unan unanimously. 11.12 business services discussion on multiple grant opportunities to purchase electric fleet vehicles and buses including infrastructure installation at the maintenance and transportation department. Fiscal impact dependent on a board trustees direction. I need a motion. >> So moved. >> Jordan's the first. Second. Tick tock. >> Hit the red button. Second Jordan. Thank you. Now we can have discussion. Lord love a death. >> We have Miss Havly available to you. >> Stay up here. Stay here. >> It's your call. >> Okay. Is this okay? You're okay. There's >> twisting your head. Okay. Um I'll still have the microphone on. When we um discussed this option I think a month or two at a board meeting um the the multiple there there's about four grants that are the u well they don't
196I know they do they complement each other to build um a new EV infrastructure and vehicles for the school. The grant at the time had a commitment from the district, you know, up to probably seven vehicles um and um in our future and there's concerns with um you know, getting you even using the EV buses now. So, we um uh turned down the grant and we told our grant writers who who work with the um the um the manufacturers um of what we decided to do. they reached back out and they said, "What if we were able to tailor the grant um withce because Edison is the one that would be paying for the infrastructure um to not have that commitment and it was like let's see what we can do." Um and they came
197back and they said they had some ideas. Okay. And the reason why we're talking about it today is we do need to give a yes or a no um before May 1st. So, um, Jen Kwell, uh, you know, was here and unfortunately she, you know, is limited on the number she's been driving. So, she has to drive first thing at 5:30 in the morning tomorrow. So, she legally can't, you know, stay here at a board meeting and then be in compliance with the Department of Transportation to um um, you know, be able to drive our our kiddos tomorrow. So, um, uh, she definitely knows a lot more about this than I did, but I have a note and we have emails that we've been going back and forth for the last month, texts, and two
198phone calls today. So, just to make sure we had all the information, um, what we're able to do is instead of having the four grants, um, scale it back down to three grants. We can, um, use that three grants to purchase two buses. In turn, we would get a two um port charging station. Um and and according to the consultant, it would be like a 60 kilowatt fast charging station. Um so so with this the two um uh buses that would be the grants are would be smaller mini buses um worth about $295,000. Our share cost would be 75,000 each, which is typical. Okay. >> All right. And then according to Edison, there would not be a charge on their part for those charging stations and scaling back and not and we wouldn't have an
199obligation. Part of the reason for the obligation is they want if they're going to put in a charging station like that can do two buses, they want a commitment that you will have those two buses. So we have a um a if we scale down to the grants that we have to not have a sixport or you know that longer um and and that was one of the components that made it have that commitment. So um it it is kind of getting our do we want to get our feet wet with EV buses. Um the disappointing part is that we still have not been able to test drive or see how an EV bus, you know, one of these would work up here. So, um although it's not as much of a gamble um as
200with going for a full, you know, a full climb. >> Can you explain the reason why we haven't been looking to test? >> Yeah. So one of the reasons is that when the the the sale the kind of the middle men I guess women um organizations in the middle between the manufacturer the grants and the the supplier who we're going to buy from they don't have these vehicles just on the lot to go by. So once they have a vehicle in their possession what they shared with me is that vehicle actually belongs to another school district. >> Yeah I know. So, we would be borrowing another school district's bus to to to to use up here. And um they're still trying, but we just haven't been able to have that commitment yet from them. Um
201and then um so we would be uh working with um um you know, just we we wouldn't be working with AQMD in in this in this portion. AQMD had to approve one bus with a $20,000 boards infrastructure and we would be forgoing that grant because we also have to match two vehicles to um to replace with these two and we don't have enough vehicles to to do that now with. So, um it's, you know, it's um it's better. I think um we don't know what the mandate's going to be um in 2035, if there will even be an exemption. We're hearing that the EPA may lessen restrictions and include clean diesel in their uh grants, but that gamble of not knowing what the mandate will be, what we'll qualify for, and then being able to.
202So um uh you know with this there still could be you know we're still at leastund you know free sometimes isn't free. So if something comes up with Edison gym and we end up you know there's >> I even told them today free is not always free. So I don't know if you wanted to add anything that but there's always something. So with 150 I would probably say, you know, we're risky. You know, we would probably, you know, $200,000, you know, to get to two buses. I mean, they're that's a third of the cost and and we would have that. So, um, with that, it would the discussion also be it it would be what's our um what's our uh goals in the EV world? um and and in and that span. Um and if
203not, we we still need to we still have a problem even with this with um old and aging buses, >> right? >> You know, we had three that broke down this week. It's in my Friday update. >> Yeah. Um so, um and the repair, you know, they're just not made the same um as they used to be. An old Thomas diesel bus would be lovely to have again. So, but I know that that's not the um legislator's um focus. So, um >> so we're looking for direction on um where to go. It would most likely come from measure E funds. So, we're if we were looking at a, you know, 150 at minimum, if not, you know, more when free isn't always free. You know, if there's something we have to do before Edison can
204come in, we don't know that yet. um it would be um you know identified as a measure E unless you chose to use a general unrestricted general fund which has its problems doing >> Jenny. Do we know of any rural mountain communities that have an e >> an electric bus anywhere in the state? >> Snowline has a bus in the truck. Um >> and and what has their experience been? >> Christina Baringer from Snowline said that that and and Jordan's spoken to her too. Um it's doing fine. It's not his very no Apple Valley their issue is getting an EV bus across their large territory. Christina though when we were talking one of the concerns is once we have to chain up does it void the warranty on the bus because as Jenny has said
205when ordered you're not going to guarantee the warranty once we start chaining up so I asked Christina I said did you guys you guys bought this bus you if you chain up you know that the warranty is is basically voying she was like no that's not true and then she asked and And oh, it's it they don't guarantee the warranty if you're chaining because the reason being is and correct me if I'm wrong is that they're not putting the chains on themselves >> and for them to come and change up our buses to guarantee that warranty is kind of crazy. So anyways, um >> you know the >> in terms of long distance the the EV bus is only is not being used for long, you know, like when we were busing to CIF and
206it's really far. Um that's not how the buses are being used, the EV bus. So, >> we would um most likely just be on short, you know, stints up here where we could >> What's What's the um pass? How many passengers or do the mini buses carry? >> I don't have that. I believe they're going to be probably a 15. >> 15 or 16. >> 15. Yeah. >> And I understand don't have expertise, but especially when the temperature gets below 40 degrees, the range ends up dropping tremendously in terms of you need to have the heating and since it's not a combustion of any sort engine, it draws a lot of power to be able to heat along with the rage. >> I hear too. >> It's also the incline. when you're going up on
207that incline. Um, a a coach who had kids on the white one, the >> the van saw a significant deep drop. >> A little panic getting up back. >> Yeah. It by the time they arrived from high school, they had two miles left of of charge. That's it. So when this coach needed to go to CIF, he's like, I want a regular bus. I do not want the bus to stop in the Narrows. And then we have that issue. So there is truly concern about using the bus off the mountain at all, which begs the question in terms of how how would we use it or how would we use them? It would be a special needs, you know, on our shortest routes >> and and whether then we would go back to older buses.
208>> If they didn't work, we'd have to maintain our our our C we have a um I don't I didn't bring our fleet report. Um but we have CNG and we have gas mini buses. >> So these buses would be for special needs. would they be outfitted to be able to meet those students requirements? Then >> we did not talk about that. So if we needed a lift or something like that, it would be okay. Yeah. I'm sorry that wasn't part of our discussion today. We were just getting what the co we just found out probably as a board meeting was starting what for sure what our commitment will be. That's what we were like is there going to be a commitment? We couldn't really get that answer until um literally our grand here. That's
209why I can melt the phone with >> So if they weren't able to be used like if they weren't sufficient for transporting students, could we morph to using them for like say for nutrition services or for maintenance in terms of like >> the license? I don't I you know they would >> or 15. Yeah, you'd have to have a special driver's license. So that if they there isn't going to be a use for that. >> It's really going to be a let's have it for testing purposes and see what we think, >> you know. So it it it's not necessarily going, you know, and we'll have to, you know, lean on Jen's expertise on how she incorporates that in her daily runs and how it's working. So >> what was your recommendation? >> Yeah, to
210be honest, um, you know, if we wanted to go try and we have a desire to go EB as a district, then why not? Okay. But if we're going to kind of see what happens and wait then, you know, this um this is a good deal, you know, it's I mean, but you know, it's getting a $300,000 bus for $75,000 basically. So, >> Dr. Siano, you want to weigh in? >> Putting you on the spot. I think you know I I think that one of the things that we have to consider is you know what are going to be proposed rules in the future >> and if they say you've got to move towards EVs and we haven't even started that process this this gives you know a foot in the door we we're making
211some progress um so I think that is one concept that I'm looking at but I don't know what the rules are going to be at this point we don't know where the governor is going to go go with his desires on EV as well but I think This gives an opportunity uh we can access and try out u proof of concept whether we want to move forward with it beyond that. Okay. >> And Jen's listening. So can I just tell you what she just added? >> Okay. >> So we can say hi Jen. >> so I love her. They would work on our special needs routes but maybe not an all day depending. So she'd be testing. I mean this would be like >> you can push it. Yeah. Yeah. >> Would there be special
212training required for those drivers different from our regular training? >> I don't really know how different. >> Would there be contingency plans should be charged, you know, while we're testing if it runs out of charge? Okay. >> Would our insurance costs go up or down or insurance work that way being part of the JPA? In fact, you know, they do a schedule of values every year and they take our our number of vehicles. We're getting one vehicle off, we're getting one on. So, in trading, so it doesn't it doesn't impact it. >> And Edison would be paying for infrastructure. >> Correct. >> And that infrastructure would be where? >> At the yard. >> Only at the yard. So there wouldn't even be some other potential station where we could go to if we needed it
213out there and there would not be or there would be uh lifts or whatever on them. >> There would be >> I believe the lifts are on there for the >> they're on there already. Yeah. >> What is the value of those charging stations that they would be installing? >> Well, for original three. Okay. So I I have that. Um it's roughly about $355,000. >> Oh >> for for the three. So we would now um be only getting um one that does two. >> So a third of that. So still $120 or so,000 that we'd be paying $150,000 >> probably closer to 200 because there's still basic work you have to do to have ahead. Yeah. So, >> one concern I had, you mentioned that they would be putting in 60 kilowatt fast chargers. It's
214kind of low for fast chargers. I mean, now fast chargers are 350 kilowatts. So, if we're looking at this long term or future and 60 kilowatts is kind of on the low end for DC fast chargers, I can't imagine it's going to go it'll only fall further behind. So that's one concern. >> Specifically, it says it is a uh have the model here. Excuse my scribble using over everything. Um it's a a 60 kilowatt DCSC. >> Yeah, charger. >> I'm not super savvy with that. I don't have an electric. It's a fast charger, but but fast chargers start at like >> I don't know like 50 kilow >> and you can get them up to like you know it's not uncommon today if you're going to charge your car if you see a 350 kow
215charger. >> Well, if we wanted to scale, you know, I don't want to be stuck with really old technology like and that's going to, you know, cost us a lot in charging time. Well, that's the that's the other concern is the constant change and upgrade and improving of technology. So even so even if we delay and then start in say 2032, right? We know that it's it's going to increase and be more efficient, be faster as we go. We're we're always >> we're always going to have the that that change and the decision of upgrading upgrading. >> I mean the line to the yard basic infrastructure would be there. I'm sorry Cindy. >> No, that that's a good point because my previous we put in charging stations and what we um learned is that we
216could upgrade those u and it wasn't much more cost because the infrastructure was already put in place. And you're talking And you're talking about the wiring that gets to >> Yes. So, um because they they're they're going to have to bring that power to the yard. Um we're from my seat, we're not viewing this as a solution for our aging fleet and our our our needs. It's really a a test. do we want to invest and have it merely for the sake of education really and you know see what benefit we get from it and um >> I like the minimal investment cost here to be able to test that to Dr. to Siana's point, we don't know what the rules will be in the future. At the moment, we should probably assume that we're
217going to have to have some kind of EVs at some point in the future. Um, especially as the technology improves. So, overall, I like the idea of testing this with that minimal relative minimal in investment. >> I Well, I agree with Jordan 100%. I also kind of want to be able to just let other districts be the trailblazers. So we have limited resources especially in terms of our >> our our our our um personnel and and and having those resources taking on additional responsibilities. So I I feel really torn in that it's it's a cheap way to be able to stick our toe in the water, but it also ends up being yet another thing. and when you know and the the trailblazing component to it with a very fastm moving market >> we also
218but we need buses anyway so I think it's either spend on you know something we know will work but will cost a lot more and we don't get the infrastructure or we you know test it out on something that seems to be well thought out in terms of use cases like this is a lower risk proposal for how we can test this without, you know, putting a huge bus on a major route and getting stuck. So, it feels like the most responsible path to test these. >> Go ahead. >> Except that this is not a large bus. This is a what 15 passenger is that? So, it's a small bus. So, do we need buses like that right now for special education? >> We have a couple that are are are pretty darn old. Yes.
219How about maintaining that >> as far as our own staff being able to maintain a different kind of a >> when we faced that with um when we went to CNG, we did send our mechanics at the time. I don't know if it's not the same group of mechanics down, but um we sent our mechanics um to uh like the compressed natural gas gas training opportunity so they wouldn't have to. I might have your answer back here. So, >> so if if we don't have a wheelchair, it can fit 18 to 22, but it will if they put the wheelchair in, it'll go down. So, >> go ahead. >> And what is our option for the fact that the warranty will be out as soon as you put change? >> Well, they're not they're not
220saying that exactly, but they won't guarantee >> but they won't guarantee it. they won't guarantee your, you know, because depending on if the chains did any damage or not. So, it is a risk. >> The other the other component is we're going to dip dip our toe in the water and do and this is the the least expensive way to see what these buses actually do on the mountain. The the thing is is that CSBA collects this kind of data that they compile like they did it for late start late start bill the ramifications and impact after so many years of implementation and and doing a deep dive so that they could create a report on the the negative and positive impacts to late start. So they they really are looking at collecting data on
221these kinds of issues so that they can they can push legislators to possibly refine legislation, create pieces of legislation to course correct um that kind of stuff. So if this doesn't collecting that information for us and working with someone like Senator Cho Vogue who's really into working with us and saying here's the data we need to to be able to have exemptions and written >> the small school district association had their their their survey um and we shared that about the performance the the district's problems with EV buses, it was largely negative, you know, and there was I mean I don't know remember it might have been October, November when that came out when we shipped that. So, um it was largely um negative experiences from the districts that responded to the survey. doesn't mean
222we wouldn't have that but you know just the technology not being there quite yet and small rural districts were the large part I believe from memory >> um from that any other questions I know we're all debating I know the list of pros list of cons but >> probably I mean theoretically the maintenance should be a lot lower than an aging just mini bus that we're having to maintain that are constantly breaking down versus an EV with very little moving parts. >> Little changes. >> Yeah, that's funny. >> Might go through brake pads more, right? >> It's Yeah, it's a heavier vehicle. So, any other debate questions? >> Okay. >> What's our CBO's recommendation? >> I I'm going to be honest with you not to pass the buck, but I think it depends on what
223our future goals of um you know kind of that going green concept and moving towards EV. Um you know do we have that initiative and is that going to be a focus? Um then I think this is a like we've said a a relatively with restricted funds um you know small investment to make. So, if we wanted to test that. So, um you know, it's I think that the mountains aren't tested well enough for EV vehicles and and big ones like this, but I you know, that's my personal opinion on if I was, you know, writing the check myself, right? I I'd probably wait. But this, you know, the the other risk that we have is as that we get closer to a potential mandate, the free money is going to dry up. So, um
224you know, there's that's another pro and con that that the free money is going to to dry up because the states not funding their mandates. And and the thing is is that it's I I don't even think that it's a decision of of the board of like, hey, let's go green. We want this. We want to be a green district. I think we're being shoved into a direction that we're going to have to fulfill because it's it 2035 is going to hit us in the face. And so this may this having the ability to to test out a vehicle to be able to say will this work and the and and providing data to to our legislators and saying this doesn't work. you have x amount of years to to change to to really re-evaluate
225where this is going to where this mandate is going to go into and where it's not. And the thing is is that when I've asked um people at CSBA when I was doing legislative committee about because the C CSVA had the EV um modification bill that didn't get traction and what the feedback was it's not going to be until like 2028 2029 when 2035 is starting to loom over districts where legislators are going to start paying attention. because their their districts are going to start saying here's here's reality. This this is the reality of meeting 2035. And so if we can be part of that conversation because we we we have aging buses that have to be replaced doing it on a smaller scale to see what we can to to say does it is
226this going to work? Is this not going to work? If it's not going to work, let's let's start working on the language right now with our legislators. Not let's not wait till 2029 to be working on build language. That's but that's the conversation I've already had. I think that's a really interesting point. Not to mention us being able to possibly do a cost evaluation. We're not having to pay for fuel, but we're, you know, paying the electricity. We have such large distances that we are traveling even with our special needs transportation. So start collecting our own data might be incredibly >> powerful. >> Can I um you reminded me something. So thank you Jordana. Um you know the the software that will come with these um chargers will charge the bus on you know on
227a routinely on off peak hours. All right. there could be cases where you that doesn't work and you have to charge on peak hours. So, um I don't think any savings is going to be had in in any type of fuel based on the electric. I mean, I don't want that to be a like um an optimistic, oh, we're going to save money because um we when we went to CG's, you know, natural gas was cheaper than than diesel and unled and then it skyrocketed and we're paying more for CNG than we would be for gas. Maybe not right now, but um and then um and then so to have that the fuel source is not a cheaper fuel source, although we would strategically um you know use that software to to charge um on
228off peak if that makes sense. >> Okay. Any other things? I think we need to give direction. So with that, I need to have a motion one way or the other because right now it's just it was just discussion. So Jordan, >> I will amend my motion to provide a favorable >> move forward. >> Uh yeah, with direction to move forward. >> I second that. Any further discussion? If none calling for the vote. All in favor? >> I I That was Jordana. Jordan. Cindy. Any opposed? >> Oh, Lord. Love a duck. Bill, it's 9:00. What are you doing? >> No. >> Okay. Thank you. Okay. So, for the record, Jordan, Jordana, and Cindy are eyes. Bill is no. Thank you Bill for participating. So moving on 12.0 consent calendar just for noted at the record
22912.2 has been removed. So that leaves 12.1 12.3 12.4 12.5 12.6 12.7 12.8 8 12.9 12 10 12.11 12.13 12.14 12.15 126 12.17 128 129 12.20 121 12.22.23 12.24 12.25 12.26 and 12.27. >> Yeah. Let me see if anyone wanted to pull anything. >> Ax Bill, you are really ringing on my parade. did a great job at reading them. >> All right. So, of those that I read, does does anybody wish to pull one of those that I read? >> That's the deal with her red hair if you do. >> Oh, that would be no. So, moving on, which I already read. I need a motion to approve what I read. >> So, move for what you read. >> Bill is the first. The second >> Second is Jordan. Any discussion? Oh, there's none. All
230right, calling for the vote. All in favor? >> I. >> Any opposed? The motion carries unanimously. >> Yes, I did. 13 items removed from the consent calendar. There are none. 14 governance team future agenda items planning. 14.1 time allowed for the board of trustees to request agenda items for future meetings. We did a heavy deep dive in governance shuffling. So, anything else? That was shuffling where we put things on the governance calendar last year. So, anything? No. Moving on. >> 15.0. Future meeting dates. We have the regular board workshop meeting May 7th, 2026 at 4 p.m. at 34740 Samaritan Way and Crest Line, California 92325. The regular board meeting has been changed from May 21st to May 18th, which is a Monday. The reason why we're not having it on May 21st is because that
231is one of our snow days and no one is going to be here and I don't think anybody wants to come back. >> Oh, hey, you know what? Take a day off. >> We have >> May 18th. Oh, yeah. We do have a need to revis 2026 4 p.m. Close session is at 5:30 p.m. Open session 247 >> 40 Samart ways person California 92325 16.0 recess to close session if necessary I believe gave directions for >> no >> so with that 17.0 I know adjournment 17.1 adjourn meeting. Oh wait, look at Bill's finally participating in first. Okay, go ahead. >> Yes, make your chute. Need a motion. >> Still move that we adjourn. >> Second. >> Jordan's the second. Discussion if none calling for the vote. All in favor? I. Any opposed? Motion carries unanimously.
232We are