ROWUSD School Board 5:30 PM 3/12/2026 Meeting

001Awesome. Thanks, Mark. So, 6.0 reconvene open session procedural business 5:30 6.1 called to order. The board of trustees are hereby reconvening the open session at 5:37 p.m. 6.2 roll call. Trustees identify themselves by first and last name to formally establish quorum. Cindy Gardner, trustee area three. >> Dr. William Millinger, trustee area one. Doc Crab, trusty area 4. Jordan Zerati, trusty area 5, Ring Springs, Elder Lake, Green Valley. >> Dana Rley, trustee area 2. And for the record, Jordan Zerati entered the meeting at 4:05 p.m. in close session. 6.3 Pledge of Allegiance. again because she loves public speaking. >> Say again. >> Ready to begin to stand of and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Okay. >> You're such a rock star. Thank you,

002Ken. 7.0 Close session report. 7.1 Announcement of reportable actions taken during close session. Public employee discipline dismissal released pursuant to government code section 54957. In closed session, the board took action to release the following administrator administrative employees from the indicated positions and reassign them to teaching or other certified position certificated positions pursuant to education section 44951 effective at the end of the 2025 2026 school year and directed the superintendent or designate to send out appropriate legal notices. is the employee number current position 2026 2027 position 3078 to elementary teacher position the roll call vote was as follows the eyes Jordana Ridling Jordan Zerati Scott Crack Dr. for William Melinger, Cindy Gardner. Zero nos, zero abstensions. Oh, stipulated expulsion. And then we have a the stipulated uh expulsion. The board voted unanimously to approve the stipulated

003expulsion for student number 22515. Moving on to public testimony. 8.0. Public testimony 8.1. public comment period for items listed on this agenda and non-aggenda items within the subject matter jurisdiction of the governing board. The public uh comment period is administered by state law and is the point in being 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 future agendas. No person is granted any privilege by the governing board to make statements which may be considered

004defamatory or otherwise actionable by other persons, including district officers and employees. Protocols for speakers. Any person who wishes to address the governing board on agenda and non-aggenda items within the subject matter matter of their jurisdiction must complete a speaker form and submitted to the executive secretary to the superintendent before the meeting is called to order. 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 the Rim of the World Unified School District written complaint procedure that rather than orally addressing them at a meeting. The board will not respond to such complaints until the applicable complaint procedure BPAR1312.1

005has been followed and has reached the board level where a complaint concerned 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 decorum. 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 meeting laws do not confer any priv privilege or protection for expression beyond that otherwise provided by law. The public's understanding

006and cooperation are appreciated. 8.2 Public comments. We do have sheets. Got them right here. So, first we have Alicia Wilson representing herself. Topic teacher morale. And just make sure the little red thing is on I teachers know instructions better than Good evening board members. Thank you for having me tonight and having this opportunity to speak to you guys. Uh I wanted to talk to you guys about teacher morale. Right now teachers are feeling overwhelmed, under supported and not valued. Some of the issues teachers face are large class sizes, disruptive behavior on a large scale, and feeling that the district does not collaborate when planning PD. To give you an idea of what we're facing every day, I'll give you my scenario because that's what I know. I have 29 fifth grade students, seven with IEPs,

007three reclassified ELS, which is amazing, and nine behavior concerns. I have students reading from a 2.6 reading level, second grade, 6th month, all the way through 12th grade, 9th month. Then I have to differentiate my instruction for it every day. Teachers go above and beyond daily. I do not know one teacher that feels they can start and end their work start and end work at contractual time and be successful to deliver quality instruction to their class. Most teachers spend at least one extra hour a day planning, prepping, copying, making parent phone calls, documenting. In addition, we have adjunct duties that go beyond our workday. Some have additional statements and most do not. This year, my adjectives are grade level leadership calendar committee and read across America coordinator at LE. The teachers here want to succeed

008and they want their students to succeed. We need more counselors at our schools. We need smaller class size ratios consequences for poor student behavior. We need to be a partner when the district is look looking to purchase new programs and what professional development would be helpful to our specific needs. Teachers differentiate for students every day and the district needs to differentiate for our staffs. Thank you for our time for your day. Felicia, you can stay right there. Everybody wants to know two comments. Alicia Wilson representing self. The top the topic is technology in the classroom and beyond. Great. Good evening board members. I know tonight the district's pol AI policy will be discussed. I feel like it's a good opportunity to talk about technology within the classroom and beyond. I have been teaching in our

009district for over 20 years and I have seen the shift in technology in both settings at home and school. When I first started teaching, every elementary school site had one computer lab and one computer tech. Classes would go to the computer lab once a week for 40 minutes or so. And students would learn how to write essays and a word document. I would teach my students technology skills, how to format that document, how to save, spellch checkck, how to print a file, how to organize files. And then there was a shift to two labs, creating double the time and access for students to uh for students to access technology. We had ed tech programs like Lexia, always promising to fill gaps in learning or accelerate learning. Then we got laptop carts, usually one per grade

010level. We made schedule so all students had daily computer time. Then every classroom got a Chromebook cart giving students access throughout the day to technology. And finally, now our district has secured one to two. So each student has access to two devices, one at school and one at home um from third grade through high school for any family that would like it. While I know the thought behind this was to give access to students to help their academic achievement, I'm not sure that that is the message parents are getting. Many families see it as their children should use it all the time in whatever way they want to. My concern is that as educators, we know that developmentally, children should limit their screen time to two hours per day. Children today are exceeding this limit

011exponentially. As educators and experts in our field, we need to be leaders of our community. We need to advocate for the safety of our students. Lately, there have been multiple studies about the effects of technology on children. Uh Dr. Arvath, a neuroscientist with a focus on human learning, has found that today's kids, for the first time ever, are less cognitively capable than their parents were at the same age. From his research in uh in 2010, that was a piv p pivotal year. He found a correlation between cognitive development and the tools schools were using to drive learning spec specifically edtech programs touting huge gains in academic success if used. He found that across 80 countries once digital tech was adopted in schools performance in schools goes down significantly. Dr. Hadit a social psychologist wrote the

012anxious generation. In his book, he researches a phone-based childhood versus a play-based childhood. His research was about the epidemic of teen mental illness that hit many countries at the same time. He attributes this to smartphones and social media. He has since stated that other alarming side effects of technology. One sentence to wrap up. >> What is What is that awesome point you want us to leave? I'm just hoping that we can refocus our focus and go back to more pencil paper kinds of things and less screen time within the school day. >> That was perfect. That's what you want. >> So with that, we have number uh 8.3 grand teachers association RTA representative Nick Nicholas. Hey, as Cindy said, I'm Nick, RTA president. RCA would like to express our appreciation for the Early TEL incentive

013for retiring teachers who have spent decades of their lives investing in the future of RIM students and schools. That is one of the many wonderful things about RIM. All the people who invest in our students. We purchase items to create welcoming and warm spaces such as posters, plants, books, smelly soaps, and even additional lighting. We purchase items for incentive and motivation such as stickers, small prizes, supplemental learning materials, colorful p pins, and in the case theater students, pizza. We purchase items for care such as water bottles, granola bars, hand sanitizer, Clorox wipes, and the more expensive soft facial tissue. Rim employees also invest in our students by giving up our time. We spend time before and after the contracted hours preparing classrooms and lessons, communicating with parents, answering emails, updating grade books, providing productive feedback

014on assignments, researching strategies for engagement, modifying and recalculating lessons, and collaborating with colleagues. At this time of year, many of us are writing letters of recommendation. We coach, mentor, advise for clubs, chaperone field trips, attend games and performances, and often open up our classrooms at lunch so that students have a place to be. Our staff also invest in our students by taking on the emotional labor of caring for children. Often those open doors are at the expense of us being able to take a breath and quiet our minds. We mediate disagreements and help repair friendships. We check in, encourage, and take an interest. We have incredibly difficult and heartbreaking conversations with our students that we take home with us that stay with us. And even when we ourselves are dealing with outside tragedies and hurt,

015we show up greeting our students with a smile and setting our own personal issues aside for them. Our school psychologists, speech, speech, language pathologists, counselors, nurses, teachers, and support staff believe in our students. We believe in this district and we invest in its future every day. We are eager to see how you will invest in our schools, our staff, and our students. Thank you. >> Thank you, Meg. Next CSA speaker, Suzanne, or anyone from CSA? I don't see anybody. All right, then we're moving on to 9.0 reports and presentation. 9.1 student representative report. Molly Gabas from Rim of the World High School. >> Yay. >> It's okay. Our March school reports. We're gonna >> You're going to click and hope it comes. There go. We're gonna start with our elementary schools. Sorry, I left my

016computer at home. I'm on my phone today. It looks a little less professional. VOE is introducing a new approach to Saturday school to better support our families. We will host our regularly scheduled session on Saturday, March 14th, and we are also piloting an evening Saturday school opportunity on March 28th from 3 to 700 p.m. This evening session is designed with families in mind, giving them an opportunity for a night out while students receive additional academic support and enrichment. How nice. Additionally, our VOE peacekeepers student leadership group recently welcomed a special guest speaker Mike Enco, director of Thousand Pines Camp. During the visit, students participated in discussions and activities focused on team building, leadership, and communicating with others in respectful, unbiased ways. Experiences like this continue to support VOE's commitment to building a positive school culture

017and helping students develop important social and leadership skills. Lee is wrapping up Elpac testing and our students did a great job trying their absolute best to do their best work. Third and fifth grade are working on interim assessment blocks to prepare for the CASP assessments. PTA held a successful book fair during our read across America week and we will be celebrating our stellar readers later this month with trophies and medals. CHE held a parent engagement night for our EL families. It included dinner and a discussion about our programs. It also provided an opportunity for parents to get more information about ELPAC testing. We had a great turnout and our families have requested a second evening where they can practice logging in to get more information about alpac testing. CG is hosting our March Madness attendance

018challenge. We have made it to the second round of eight eight classes competing to host the championship pizza party back to their classroom. We are also excited to participate in a Miss Slater's March art installation featuring the book The Dot. We are excited to display this mural later this month. Got a lot of fun stuff going on in our elementary schools. Okay. Over at NPH, Aha. Um, our guiding coalition team has finalized and adopted NPH's mission and vision, which we recently presented to staff during our last week's staff meeting. We are proud of the thoughtful collaboration and dedication that went into developing statements that truly affect who we are, reflect who we are as a school, what we value, and why MH exists to serve our students. We are excited to share that the MPH

019band. We will be participating in an upcoming competition at Redlands High School. Under the leadership of Miss Ford, our students continue to demonstrate that MH musicians are remarkable. Students are currently participating in our district common assessments, an important opportunity to moni monitor progress and collect data. On March 18th, selected sixth grade students will participate in the National Assessment of Educational Progress or the NAP. We are confident they will do an excellent job representing MH. Uh next week, MPH will celebrate Spring Spirit Week. Our leadership class helped plan fun ways for students to show their school spirit starting with minion day Monday. Last but not least, MPHPTA hosts science night on Wednesday, March 25th from 5:00 to 7:30 in the MPH cafeter. >> Science night in the caftorium. I would love to go. >> Maybe I

020will. Who knows? >> Mountain High School at our latest MHS Q5 real talk session. We drove into the numbers to see just how many credits our students have racked up since returning in January. And let's just say those numbers are looking good. First period attendance is up thanks to our new coffee tea bar, Mr. Ke. >> Hey, we have to get up early, too. >> Because who doesn't want a little decaffeination before class? And our group support teams are on a mission to help every eagle soar higher toward graduation. Thanks to Prop 26, we're bringing in the legendary mural artist Wes Alraa, the creative genius behind the RHS and MHS murals. >> Fun we all love. He'll be teaming up with students to start a brand new MHS alumni mural that kicks off with the

021class of 2026. MHS is getting ready to literally leave their mark in June. How exciting. Solution Tree is rolling in next week to help us wrap up our essential standards mapping. We're breaking down big goals, building learning trackers, and making sure our tests actually show what our students know in English and math. From earning credits to showing off their essential skill mastery. RBA March Madness isn't just for basketball. Excuse me. RVA is seeing a slam dunk in enrollment with 24 new transfers in the first 12 days of March. Most new students are landing in grades 6 through 11, making our halls busier than ever. Thanks to Prop 28 increased funds, we're bringing also in Wes Alvara, the mural artist. Um, all students can jump in and show off their creative side. No art skills required,

022just enthusiasm. How fun. We're getting so many new murals. Solution Tree is coming in next week. Help us finish mapping out what students need to learn and how we'll track their progress. Teaming up with MHS for extra brain power. We're all focused on making sure everyone can master the essentials in English and math with cool trackers and new ways to show what you know. St. Patty's Day Mixer on next Tuesday on campus is going to be a blast with a leprechaun scavenger hunt, a photo booth, and cookie decorating. So, don't forget to wear green unless you like pinches. Do adults still pinch people? No comment. >> Um, esports is leveling up fast now with 14 students on the team and counting. Shout out to the families who keep up fueled with awesome snacks and pizza.

023May your controllers never run out of batteries. How poetic. We're in high school. The a we went on well I didn't go but the AVID kids went on the AVID field trip 25 students across 15 universities in one week. Such a cool program. So we get some kids get to go see some colleges and narrow it down a little bit. Shred team made it to state race in Tahoe and snowboard team won the division. Yay shred kindness. We had a kindness party in the library celebrating student kindness. It was really cool. different students were able to elect other students who had been kind to them and they wrote little letters and if you were going to the kind party you got to like receive the letters and it was lovely. I wasn't there because I

024wasn't kind but I heard it was lovely. >> Um we had our college application celebration. The RH RHS band marched through hallways followed by students who applied to universities ending with a delicious lunchon. I was invited to that because I did apply to college. That was really great. It was a little community moment. Um, learning round. Teachers followed students groups to observe learning practice and data collection to continue. Statewide grade check today for every sitewide grade check today for every single student followed by third quarter conclusion and deadline on March 20th. Yes, we all filled out little papers so we could look at our grades. And I think it actually is helpful to kind of like have your grades out on paper and see what you're missing and what you can fix. Um, spring sports

025are underway, including a King of the Mountain baseball game against Big Bear. Our new athletic director, Daniel Rooney Ranc, has begun meeting with coaches, families, booster, and leaning into all the work our athletics demands. Let's see. ELPAC testing has almost concluded. We're almost there. Teachers attended several different conferences ranging from EL program, PLC, team building, students activities, and upcoming science. Lunar New Year was celebrated and the leadership helped out by passing out fortunes to everyone in the school. And they also um hung up some lanterns around the hallway. So, that was really lovely. And then that's it from me. Well, that was all the school sides. We'll wrap up. Thank you. >> Thanks, Holly. I love the running commentary. It makes it so lively and personal. Thank you. 9.2 governing board members. We'll start with

026Jordana. Hello everyone. Thank you for coming. Thank you for being here. Don't have much to say. Um but there's a few things that I do want to report on. Um for starters on Tuesday, um enjoyed spending time at BOE, helping out in um classroom and spending some time with students doing math. So I was in my happy place and um just love being with the students there. It's a really the teachers, the staff work so hard to be able to make it a place where students can thrive and I know that's happening at every campus. Um, I really think we do have something incredibly special on this mountain and spending time with the students is just reinforces that. Being able to do the same thing on th on Thursday, um Dr. Dr. Seviano was kind

027enough to um allow a couple of us board members to accompany with him him to go to M PH and first thing I was greeted by at MPH along with you know the staff was first lunch was just wrapping up in the cafettorium and um students were leaving and I was blown away by how clean it was in there. This is right after lunch and the culture that's been established there of one of personal responsibility and care and respect. Again, it's the effort of all of the all of the staff there and I'm sure it also is fed in by the elementary schools, but the fact that it was so incredibly clean, trash was not everywhere. My experience back in the high school back in the day was um certainly the opposite. And I don't

028know what's happening at the high school now after lunch. But to see that time and time again after lunches at MPH was pretty darn awesome. And then spending the day too um got to visit sixth grade classrooms and the enthusiasm of the we have several new teachers in the sixth grade team and the energy, enthusiasm and spark and love that they're bringing to the classroom was fantastic. seeing pretty much every single student engaged in the lessons that were going on and the the um it just was a you know with a lot of effort. It's a happy place. It's a safe place. Being able to see students thriving in that environment um was really wonderful. We also went to see um band and I have to believe it was advanced band that was um rehearsing

029and they're at their competition today and down in Redlands as Molly just mentioned and I have no doubt that they are they've done an amazing job and um it they sounded so fantastic and Miss Bard is doing an amazing job with them. kind of excited. We have a missboard combo it seems like with in sixth grade team and sisters who are committing up the hill from Redlands, new teachers to us, young teachers. And we do need to hold on to them. We need to be able to make sure that we find a way to be able to make sure that we find creative ways to be able to make sure our staff knows how much we value them. It's a struggle. I it's disheartening sometimes in terms of the lack of tools that we have

030available to us on this mountain and in this district compared to elsewhere in Sacramento. And I hate to provide excuses. It's the reality that we need to continue to fight because our staff, our students are worth fighting for. The appreciation is there. No doubt that we have an amazing amount of gratitude and especially this time of year. It's a marathon to try and get through from the last couple of three-day weekends in February all the way to spring break. It's so incredibly exhausting. So, do understand you're appreciated. What you're doing does make a difference. It has a ripple effect and at the time sometimes it's like what am I doing? Why am I doing this? It becomes I know really frustrating, disheartening. I don't know whether you can really understand how much an effect you're

031really having. and the fact that there's the love and appreciation that you are seen, you are heard, and it's important. So, just wish to throw that on the table. I look forward to our AI discussion later. I think it's important for kids to get out and play. There's so much to getting out, getting dirty, you know, being able to have that time of being a kid. You end up not interacting with people when you're staring at a screen, and that creates all sorts of dysfunctionality. We all have to stare at that screen sometimes. But getting out there and having I don't know. I grew up in a culde-sac and getting out there getting the ball around playing football, being able to run around and be a kid. I'm afraid we're losing that and we don't

032have any control over what happens necessarily once we send them home. But teaching kids how to play has become maybe a new necessity that we've missed out on in that we haven't had to have in the past. But kids, it it's it's it's healthy. It's needed to be able to be a thriving adult to know how to be able to play. Um, I had a couple of other things written down. I kind of got off topic there. Um, April 2nd, day after April Fool's Day, Mountain Training Counseling, MTC is going to be having a lip sync over at Tutor House. Um, it's going to be fun. It's a community event. Put it on your calendar. They're looking for um talent. They're also looking for donations as far as being able to have um a raffle

033there. They want it to be a fun community event. It's going to be $5 a person. So, that's going to be on April 2nd at the tutor house. Write it down. Be there just to have fun and be able to laugh and enjoy. Another thing to put in your calendar is May 6 is the Mountain Health and Resource Fair at the high school. So, it's a Wednesday. Earlier that day throughout the day at the at the high school will be wellness Wednesday. After that wraps up, starting at 2:30 will be a community health fair. So, there will be resources for all ages. They'll be giving away they'll be having um um optometrists there doing eye exams where you can get free eye prescription eyeglasses and this is for um high school students will be able

034to do it throughout the day. Elementary school students, middle school students can come over after school and be able to get those same eye exams, be able to get free glasses. The glasses may be made on the spot or may have to be delivered later. There will be a bicycle home that's being given away for free. There will be all sorts um for student athletes who plan on come competing on in CIF next school year. There will be free health exams to be able to get them certified to be able to play sports. Um so definitely calendar that May 6th and make it a point to come and see that as well. So with that, I will pass it along. Thank you again for being here. >> Thanks Jordana. Jordan, >> good evening. I'll keep

035it a brief for but yeah I'm looking forward to covered most of it. Um but I appreciate um appreciate folks coming out tonight. Um and appreciate public comments too. Thank you for coming speaking to us. Um and just want to encourage folks that if you ever want to reach out, you can always email us. Uh coming up already next month, it's hard to believe the farmers market will be returning to Running Springs. So, I'll be uh spending some time there. If you want to find me and talk about uh school board work, I'll save the rest of my information for legislative reports. Um there were over 300 education bills uh introduced this this year. Um 30 38 I think. Um a good number of them have impacts on or would impact us. uh some of

036them could impact us but maybe aren't and it's an area for us to advocate. So I'll I'll bring those up um for us to consider. Again, thank you all for being here and always reach out when you want. >> Thanks, Scott. >> Come on, buddy. >> I figured it out. You got this. >> It was her. I >> know because you're a teacher. >> Um it's funny. Somebody asked me just uh today, what do you miss about teaching? And I said, the kids. The kids are are the one thing that you miss. I know like you're saying and you explained so well that it gets frustrating and you're doing so many things and but it's like I don't there's some difficult kids, but I can't even remember them really, you know, and you miss the

037kids. And so I encourage all the teachers and staff because staff especially because when I was teaching some of the staff were so amazing with the students as well just in their encouragement and always saying hi to them and things like that. Um so I encourage everybody that you can think about that and make those differences because especially at the end of the year that's when you make those differences given a little bit more time a little more attention just recognizing them. So I encourage everybody to do that. I also again we don't pay our teachers and staff what they deserve and we know that and I know that our staff our leadership team is working hard to find those things and hard to make that better for everybody. But it is coming from Sacramento

038and I'm going to bring that up again. And I want I would really encourage everybody to write their state union representation and tell them they need to represent you too because right now that's not happening. The way it's structured right now, it does not help us at all. It just hurts us. If you are a student in Sanino and you're getting services and you move up to RIM, you don't get those services anymore. because it does not follow the child and it should follow the child. >> So I encourage everybody to try and do that. It would help I believe. Um spring I was also thinking you know it's kind of spring's right around the corner because for me when I was teaching I you get right in the kind of the middle of March

039and then spring break's coming up so you have a couple things to look forward to. So it helps a little bit but again cherish that time. Cherish the time with the kids because you guys do make a difference. You make a huge difference. I just had last week I had a student call me that was struggling with relationship problems and all we did was sit and talk about their time at rim and different things that happened and they left the conversation re-energized and with kind of a new hope and that's what you'll have later with those students and it's it's fun to have those moments to know that you did make a difference then that they remember to call you later. So keep that in mind. Um, lastly, I just wanted to comment to say

040I think I don't think it's going to be hard to teach kids how to play. Just do like my mom did and just lock the door. It just happens. Thank you, >> Dr. William Melinger. >> Well, after last month's meeting, it was about 5:30 in the morning when the board meeting finished for me in Israel. I left the the meeting and that day we drove around Israel and by evening we had traveled across into Jordan. Within hours after crossing over into Jordan, the attack started in Iran. And unfortunately, I want to thank everyone who's prayed for us and helped us get home. And it really was a God thing that got us out of Israel. We planned that trip five years ago. So somehow five years ago I knew the day to leave Israel. >>

041Yeah. Right. But but it was just an amazing experience to see see Israel and Jordan and Petra and just amazing places that that were over there and to see how we came home. Um, sadly, one of the things I came home to was the celebration of life of one of our, uh, former RIM graduates, um, who died at 33 years old, who was killed by a hit-and- run driver working for UPS. He was riding his scooter to work at 2:30 in the morning and was killed by a hit-and- run driver. We did that service just this last Sunday. Um, life goes on and it's always hard and especially when you lose students like that and people that that die around us when they shouldn't be dead. I guess that brings me to just trying to

042say to all of our teachers and staff, everything you do every day with each student or or a fellow staff member matters. Everything you do. I'm impressed that each of our principles know every student in your school by name. When when um when Trusty Relin and I joined Dr. Zeviano yesterday at M PH, we're walking around the campus and the principal Terry is saying hello and stopping people and I've missed you. You you weren't in attendance this week. How are you feeling? showing all kinds of respect and I too was I just got to say I was major impressed by the cafeteria and how clean it was after lunch. In fact, I asked the question and Dan and I are standing there like have the kids really had lunch at there's no mess here. What's

043going on? It was just very obvious that they were taking care of that place and it was exceptional. I asked the custodian, did you already clean up or something? I What happened here? It was just really amazing and impressive the kind of respect and concern that the students have for their campus and for one another. And how did that happen? Because staff lead the way. Teachers, classified staff, everybody is a part of that community. and and so I just uh I'm impressed. I praise them and I celebrate with what they're able to do. Um and by the way, the MPH band, so I heard them at their last concert, but but yesterday as they were getting ready for for today's competition, they were exceptional. They were they were blowing the room out with their with

044their sound, their control, with the dynamics that they had in the band. and they were having fun. And we even heard that nobody's getting in trouble in band. Is that true? >> It they're they're great. And and again, how does that happen? >> By the work of staff, by the participation of people across the board. And and even this the fact that Dr. Seviano was there yesterday just to encourage people to say to staff, "We're here. We really do care." And frankly, I am convinced that no amount amount of money will convince you that you were appreciated. I wish like and Trustee Craft has said this as well for us. We we wish we could give you so much more. And when you don't have it, you can't do it. But what I believe is

045is that you get your appreciation not from the money. Well, I wish we could give you more. You get your appreciation for what you do. You've all been called into what you're doing and you're special and you're great at it and thank you. It's like when I thank God for getting us out of Israel. I can't thank him enough. I can't thank you enough. I don't think there's any way to really express appreciation. But you are valued and we see it and we can see it in the details of even how trash is picked up at a lunchtime at a middle school which by the way is the best middle school on the mountain. >> It is with that. Um we will continue to work to try to see what we can do. Uh I

046I confess that I I sometimes ask the superintendent what else can we do to get funds for our staffs? And I believe that we have additional staff and that's our district staff who really care about you as well and they're going to do everything they can in order to try to support our team. So with that, thank you. >> Thank you, Bel. Okay, so I I got vertigo for like two weeks, so I missed my volunteer slots with the book fair. I missed a lot of stuff. So sorry if I didn't do a good job the last couple weeks, but um we have Education Foundation. It Oh, wait. First, thank you guys for coming. I appreciate it and thank you for your insight and your feedback always. Um it's it's what we need and what's

047what we need to hear whether we like it or not. So, thank you so much for telling us the insight and your feedback. Appreciate all of it. Um, Rim Education Foundation, they're holding a bowling for education event. The superheroes is the theme. That's March 28th at 12:15 at the bowling alley in Crestline. The rim of the World Unified School Board put is bowling. So, our our team name I I put it to my husband and the guys in the shop and and they were super juvenile. They're like 12-year-old boys and everything was really a naughty name. So, I couldn't do that. So, I turned to Jordan. I texted him for some ideas. And so, we're going with our team name is motion to bold. Get it? Because we make motions. So, motion to bold. Yuck.

048Yuck. Yuck. Yeah. It's better than what Tony Gardner suggested. Just saying. Um, so we get to dress as superheroes if we wish. Just saying, Nick. You can go down that path, right? what Tony's mind would come up with. Um, but we can dress as superheroes. I'm going to dress as a villain because we do have that option and that makes me happy. Um, no, I'm not dressing as Chucky. No, no, >> no. I like to dress as villains. I Acrylic is like one of my favorite villains. Not you don't want to have see it happen in real life, but it's really cool in animation. Okay. So, Rim High Schools. Um, I have to say that I'm part of the San Bernardino County School Boards Association Executive Committee and we work with the Sam San Bernardino

049County Superintendent of Schools to host the spring awards and we celebrate organizations and people for their contribution in education and I can say it. Okay. So, I was not in the meeting. I did not have a vote. So, I don't want to hear that I I skewed the voting, but Cheryl Russell from Arrowhead Arts is receiving receiving the distinguished um award in education. So, I'm really excited about that. This is the first for RIM. So, I know like if we've had REM education foundation, too, but I'm really excited about this. The other thing is during this event uh reached out I was asked to reach out to Rem High School's um like to get some singers for the national anthem and do the pledge. So we have two students from REM High Advanced Choir for

050be doing that and that is a first for RIM to have students be part of this student um little entertainment and national anthem and pledge. So, I'm really really excited and proud about that. Um, this is the month for scholarship applications. So, I'm encouraging everybody out there who's really listening, all five of you. No, just kidding. Um, if you're a parent, please encourage your student to go and seek out Lisa Mills. Go to the C counseling office to get hard copies. But the scholarships, all of them are are posted on Rim High School website, Mountain High School and RVA. Please see Lisa Mills. She's got them for you. Um Lisa Mills has been busy meeting with students one- on- one, especially those Mountain High School students to get their FAFSA done as well as um

051get their root scholarships uh done as well. Last year over $154,000 was given out at senior awards night and by the community um organization. So, it there's money sitting there to help students get their, you know, a laptop or textbooks or whatever and send them on their way. Um, there the scholarships, there are several that cover trade as well as college fees. So, please don't think that you're limited because you you're going to a trade or an apprenticeship. Please look at the scholarships. um went to the combination Chris Lang the ground head mincible advisory committee. Um that was interesting, super long. I was appreciative of our board meeting lengths. Um but lots of good information from all the first responders. I went to the Lake Arrowhead Mack meeting the other week, the same thing. Lots

052of really good information, especially from our firefighters. They're very concerned over the winds that we just had. sweeping down and drying out the ve vegetation and there's no rain on the way. So, they're really concerned about our upcoming uh season. Um the other last thing, Jason Styer and the awesome ceramics, they are down at a oh no, our whole BAPA department, Ever High School, they're down at the California State University, San Bernardino art show. It's not a competition, but our our students are presenting all of their artwork, and I just think it's brilliant. Um, I know that when our students have competed the crackpots, our ceramics crackpots on a national level, they've always been recognized. So, that's the kind of caliber artwork that comes out of our VAPA department. So, that's a really fun thing.

053And then lastly, Grim High School's open house is coming up on March 24th. and just encouraging all those um eighth grade parents, bring your students because you're going to be listening to what all rim has to offer. Um all the wonderful courses you can take. There'll be um sports and clubs set up for you to to check out to get more information on and be able to tour the campus. So, please please eighth grade parents come to Rum High School and visit the little nook near the um art department uh in the 100 way because you sit in a cafe in Paris with Van Go Sky and it's is the it is the happiest place that little nook >> to sit down with coffee and please it and and the exhibit of our student artwork.

054It's it's magical. It's truly magical. So parents, please visit the VAPA department. You won't be you you will be impressed and then your kid will want to join with VAPA and and then there's the drama. So on the other end of the school, but that's okay. It'll be great. All right. So that's it. I'm going to this time I'm going to do this correctly. 9.3 Superintendent Dr. Paul Saviano. >> Thank you for that introduction. I want to just uh I'm passing out kind of the schedule. I was honored to participate this week in a CTA district superintendent Sanino delegation in Sacramento and it was paid for by the county. Okay, so understand that the purpose of this visit was to meet with state legislators to advocate on San Bernardino County educational priorities. It's they've had

055like lobby weeks. I learned uh quite a bit about uh the organizations, the numerous organizations that are there lobbying to meet with um the state legislators about their needs as the budget is unfolding. Uh members of the of the delegation included county superintendent Ted Alejandre, a CTA coalition of teacher presidents from Sanino Unified School District, Redlands, uh Unified, Colton Mountain View, and then a couple of other colleagues of mine, um from Mountain View School District as well as Apple Valley. Uh the delegation met with 11 legislators including our own senator Achobo Eloise um Eloise Gomez Reyes and Susan Rubio, an old colleague of mine from another from from Baltimore Park >> from another life and assembly member Michelle Rodriguez. In addition to those folks, we met with Department of Finance Education Program Budget Manager Jessica

056Holmes. That was a fascinating uh discussion and Margarit who's the assembly education committee principal consultant. These uh meetings were set up by our capital advisors group who the county contracts with to really help advocate for the needs of San Bernardino County. And I want to thank Nick for giving us feedback on those priorities. So uh what I shared with the board was just the schedule and then the the priorities uh what we got chance to meet with not not every uh legislative was able to meet with us. We met with some other aids as well but really what the three big priority were one was special education and really the workforce and student support challenges. uh as special education numbers are increasing across the state um they also increase you know the sizes they change

057the makeup of the general education classroom as well and we struggle with you know funding all the additional aids and the supports that teachers need in terms of that additional workload there's additional IEP meetings they have to attend and so that was a big issue for for them to talk about and it was also interesting to hear the the feedback and the clarification in terms of when we provide that information, their understanding of what that really looks like and having the general practitioners, the education coalition in the room who are our boots on the ground uh every day in the classroom was helpful and then hearing that perspective. Um the other area was the cost of living and staff compensation. That's a huge issue as the state proposes to take hold back 5.6 billion dollars

058in state funding which is really comes out of our Prop 98 funds which is the minimum guarantee that's in the constitution for education. Yet the governor wants to hold back $5.6 6 billion dollar of that after last year holding back 1.9 billion and to fund other programs or other needs and and it's almost borrowing from public education. And we shared with them that the strain that puts on school districts, the fiscal strain to meet our responsibilities, including increase uh district compensation for our staff and to square staff with the wages they deserve. in addition to our escalating operational costs which are continue to go up. In fact, we just received word that our health care is going to go up like 12%. And so they don't really understand, well, you know, we want to hold

059that back for emergencies. I said, well, what you're doing is you're going to put some districts, you know, in, you know, fiscal insolveny in some cases. How do we, you know, how do we plan our three-year budgets based on one year, you know, throwing extra money for one time? We encouraged them to put the money back into the base. Um, they listened, but they also had their arguments as to why they want to hold that back. But I I do think having the dialogue was important. Um, the other uh area was California Community Schools. Uh, that as you me we've talked about this before in here. our district applied uh for that and spent a considerable amount of energy and time to pick put together community schools plan. Then we were denied. Um and the

060it's a researchbased program that provides uh it meets the social and emotional needs of our students as well as our academic needs. And what that program does is a fullervice environment for kids including and their families including bringing health care uh partners in to help our families, our most neediest families. And so our request was to expand that program to provide access for districts like ours who don't meet those thresholds of poverty level but because we're isolated on the mountain have those same needs. So the request was to to raise those uh per site grants and and continue that funding through 2036 and not to put that money into one of the proposals was to put that money into the into the base funding and we said not everybody benefits from that. Why would you

061how that's unfair? So there was some really good discussions on that and this was really truly democracy in action when you see when you you're actually able to articulate with state legislators who listened to educational practitioners and getting you know what is really going on in schools and those arguments having the California Teachers Association presidents there to share those concerns about what their teachers are experiencing in classrooms and the needs they have for additional compensation support programs. I was honored to represent the district um and we will not know the impact of uh these meetings until of course the May revise is released u later this year. But I want to just say that um I was um really impressed with the level of of staff that was there, the teachers that were there, um

062the other superintendents who were there and I was opportunity to have RIM represented in that. So that concludes my report. Thank you. >> Thank you Kevin Gordon. a little updated standards on Wednesday and said it was highly successful. So, thank you for attending on our behalf. >> Death and I actually rode in the backseat of cars carrying our superintendent's case back in the day. So, >> oh my gosh, you guys are so funny. >> 2014, I think. >> Okay, now you're dating yourself and I'm kind of scared at the condition of your cake. >> Well, I >> Okay, so 9.4 24 business services presentation by T believe P architecture on options and budget for bond spending and please introduce yourselves because I forgot to donate from months and months and months ago. Sorry about that.

063>> We're gonna have Jim and I >> You know what? Maybe Jim should give this report because he loves giving >> He loves public speaking as much as Ken does. All right. >> Do you mind turning on the >> Okay. Thank you for having us and um we have a presentation for you tonight and then a couple um agenda items down some just official direction that we're going to be talking about and we have the um the uh presentation up on the screen. But if I can go ahead and have the team introduce ourselves. people are in the audience that may not know. I think most of you know Jim and I. So, um, Gary, >> good evening board. Dr. Siano, great to be back back here again in front of you to tell you

064a little bit about what we've been doing since we saw you last time. My name is Gary Moon with TBP Architecture >> and I'm Chuck Forte with TB. >> So, we thought Yeah, if we could >> Yeah, go ahead with the agenda. So, we thought, as I said, we've talked a little bit about what our project process has been since we saw you last uh and we've gotten to the point now where where we want to make some recommendations and those recommendations are on uh concerning LE and then it will show you essentially what those recommendations are going to cost, how long it's going to take and then what the next steps are for not only LA but all the all the schools. Uh so last yes you could. >> Thank you. Excellent. Uh if

065you could last time we were here uh we talked about the fact that we had scored all the different all the different schools and uh made made some observations and and found that uh there were a series of facilities priorities and the facilities priorities are uh this is what what you had listed and what we' come up with during that meeting. What are the most important things were electrical service was generators, roofing, and then HBAC. So those really sexy things, but they're really really important to the district. And and uh in in addition to that, uh we worked with you to come up with kind of the the most important, most needy school of all and then, you know, create a list if you will from there. Doesn't mean that the list might not change,

066but starting with uh with LEOhead. So beginning there uh if you could go to the next slide please. Uh we began to do a facility analysis and with our engineers, mechanical engineers, electrical engineers, uh we went out to each of the campuses and took stock of of what we saw in terms of architectural uh items that will need to be addressed as well as how how to approach the mechanical systems in each of the schools. And we've documented all that and put it in a in a report and we started with LE because we know you know congratulations on on uh selling the bonds. We know that that you want to get started on that work. So we thought the most expeditious way because you know with six schools it takes a little while to

067go through every single report. We'd start with le so we could just hit the ground running. Uh and and so that's what we're going to we'll show you here in a second. If we go to the next slide, the design recommendations. Uh so working with Jim, uh we came up with it the the tact that uh we would do gas electric units across the district. Uh and in all the classrooms, we're going to use condensing furnaces and cooling coils. And in the multi-purpose rooms, because they're so large, we're going to use a little bit different system. It's going to be a custom system, but it's a handling air handling unit with furnaces and coiling plugs. And so we've got within this report, we've got uh the recommendation of what those items are, exactly where they're

068going to be located, what the impact is to each room, and then what's the cost. So the next next slide, please. Uh so in order to accommodate all those uh mechanical units of HBAC and clean the air etc. Um we're going to need to update the electrical of course and make sure that we have generators to support it when we have all those those times up here where where uh students or the electricity shut off by a CE. So, so in addition to that, we need electrical panels to distribute that. And uh when we're doing that, we're going to need to upgrade the the lights and the controls. So, next, please. Um because we're spending money at on this campus, we'll also need to do uh accessibility items. And as I said, you know, from

069an architectural standpoint, you need to make sure that the path of travel is taken care of from the from the uh front door of the campus all the way to every single class. Uh upgrading restrooms and then correcting any things like like at LE where we have the building ramps in the interior because they're not accessible. They're accessible, but they're not for code. Uh we want to correct those. We want to correct door hardware and thresholds and then upgrade the fire alarm as well because it's green sports. >> Oh, the staff's going to be super excited to see that line. >> Yeah. So, next, please. So, what does it all cost as as I think you all know and we talked a little bit about last time that construction construction cost is just part of

070the part of the uh part of the combination of things that will that the bond monies will go towards. So the construction costs of course are going to go towards HBAC, the accessible compliance, temporary housing, and then we'll have some optional scope depending on what it is that we want to want to have other than those highest priority items. And then of course there are soft costs which also are in addition to those construction costs, permit fees, design fees, hazardous removal, furniture, etc. So you add those two together, that's a total private cost. So that's what we'll be showing you here in a second. Did I miss anything yet? >> Um, no you didn't. Actually, we're just going to be showing the construction cost. >> The soft cost will be off. >> So the next

071next slide, please. >> So it's a little difficult to see, but uh essentially it's about $4.3 million to outfit with in all those spaces that don't have air conditioning at this point. uh electrical, we're putting in, you know, the site electrical, emergency generator, as we said, lighting controls, and that's in that's about $5 million. Access compliance is is 2.3. And then temporary housing because in order to to perform this work, we have to move the students out of the spaces they're in, move them into different facilities, do the work, and then move them back in. And we have to do it in a phase manner. And in total, you can see the bottom line is is a $12.8 million. Uh let's see next next slide. The optional improvements that I was talking about, we know

072that the roof has has uh is in some aspects in in in pretty bad shape. End of life. uh some of the windows are leaking and uh and there was a you know desire to have a shade structure in the in the lunch area or does that sound like a lunch area? So those were the the uh extra optional improvements if you will. So that would be an addition to the 12.8 uh and then the next one please. So schedule you want to talk about the schedule? >> Sure. So um this is the from where we were at which we started a little bit last year and uh right now we are finishing up the this is there's not really much in the way of a schematic design because there's not design tools but that

073um at that end of that arrow where it says uh PDSD that's where we're at right now. So, we'll hop into the design development um where we'll bring in our uh uh consultants, our engineers, and uh we'll start the construction documents and um we see that as being a two-month pro process. Um and that's something that we could start within a few weeks if if you choose to go this route. >> Um and then after that, we go into construction documents and that's another five months. Then we submit it to DSA. Um, I assume you're all kind of familiar with what DSA is. That's usually about a six-month process between um submitting approval. Um, we allow for three months to bid and then uh we're looking at a 13-month construction project process and then um

074usually at the end of 13 months you can go ahead and you can occupy um and but then we'll have to do close out with DSA but that's just um getting the right forms done and as that sort of thing. So that puts us um starting uh in July of next year. Um we'll fortunately have some time off and the kids will be out of school and then we want to be able to finish before the next school year starts. So we're basically looking at a school year. >> Okay. So then next slide please. Which is okay from where we are where are we going to go? So, uh, as as Beck just said, we go hopefully we'll be able to move into construction documents. Uh, we're going to have a premeating with TSA to

075make sure that that what we think we need to provide them is what we provide them. Then we're all on the same page. We do finish the documents. Um, it'll come to you to be, you know, to uh be asked to bid the project after after DSA has looked at it. And then then we'll begin that phase construction. And uh right now the the interim housing will be we're we're thinking it's going to be eight eight portable classrooms that shland building a you know because that's the uh the size of the largest wing elements. Uh at the same time while that's all occurring we'll also be finishing the other reports so you'll know you know that that the this that the monies that you're marking for these can be spread out between the different schools

076and uh and then we'll choose the next campus because ideally we'd be ready so that as soon as you uh get the next round of money we're you know boots on the ground ready to go shovel shovel ready pro have a shovel ready project. Uh so again, we'll we'll begin to prepare the signed construction documents and then get ready for that next sale. So with that, uh let open up for questions because I'm sure that you all are Go ahead because you got your red light on. >> Thank you. First one's simple. How much did we actually sell in the first bonds? Um I believe it's about 17 million 18 million. >> Yeah, >> 18 million. We're looking at here at about 14 and a half million >> if we do right. If you do

077an alternative >> u with our um bond financial team, we're um had already planned on every two two and a half years for a bond sale. So they're geared up to kind of having that next bond sale on kind of keeping keeping construction going. So we set the direction now the bond sales will will you know we've already talked about that with Adam Bower and Jason Chang on you know timing that um uh to be able to spend it within the three years but then being able to also not impact other funds um we know so we don't have a stall um at the end of that >> so the next bond sales would be around >> no the next bond on sale would be around um 2028 >> 28. And how did how did

078we select LE >> the most need out of all the other campuses? >> By what criteria? >> They've gotten the the least amount of improvements over the years and they have the worst electrical system in the district. >> Yeah. But I I I think also another factor is eligibility for state modernization. At least I know that most of that money is probably spoken for, >> but there's another criteria to look at. >> So the the the ones that are up for modernization are LE High School and >> BOE. >> Yeah. >> And as Dr. Seano pointed out, you know, we want to get in line. The money's it's crazy, but the money's already been earmarked from the previous statewide bond, but we want to get in line so that that money, you know, we we

079can capture as much as possible on those bonds. >> So, so the modernization is matching fund. Is that correct? >> Correct. >> So that bond sale since it'll be matching >> then we won't be spending as much as that. >> So it's it'll almost work like a reimburseable where we'll spend measure E funds. um be in line for that uh round of funding um and then use that money for a different project, but we'll account for um you know our our match within um all all of measure E. >> So very similar to the last phase of room high school, >> right? And so that's that's my concern is that taking that into account with matching funds that we at least look at percentages and make sure that we're allocating um enough money to each

080school. I realize that the bid process is a lengthy process and and coming up with all these amounts is, but that we are mindful that the percentages are going to work out roughly so that we can distribute the money evenly. >> So, we're not waiting seven years on something our end. Maybe from the states end, we're waiting, but not on >> we know it's going to happen and that we can spread it out evenly and hopefully have enough money to go back and do some of those other things later. >> Yeah. And that'll help a cash flow um you know uh on the cash flow side of if we're in between bond sales or the next school is is more than this having that matching funds if it's in line knowing we'll be able to

081stretch that next bond sale with those dollars. >> Is it possible to get a breakdown of what we're looking at percentage wise for each school? Then >> we have that school works in it for us. I did not bring it but I can get it for you. >> Okay. Thank you. Do we already have monies that we've spent for modernization that is already in the pool that we'd be able to get matching monies for? >> We don't have any DSA approved plans for the matching. No. >> No. And like in terms of like the roof or any other monies that we've we've already spent as a district that we have not received matching funds for. Okay. >> You know, as I look at this stuff because especially the access compliance, that's that's just it has

082to happen. We don't really have a choice with that. And I want to make that clear that everybody understands that. That that just has to happen. And we don't It's not like we can pick and choose and say, "Oh, we're not going to do that." That just flat out has to happen. >> Correct. >> Yes. >> Yeah. The uh DSA won't allow you to do any burning. I mean, they they they want you to spend at least 20% of what you're doing on to bring the schools up to accessibility. And you know, as we know, LA is is one of the more challenging. I mean, they're all challenging sites because the hills, but uh it's it's one of the one of the most challenging biggest. >> Yeah. >> So, the $13 million estimate here, is

083that based on today's dollars or is that taking into consideration inflation and what what will the actual monies that we will need to spend are in a couple of years? It's escalated to midpoint of construction. >> Okay. Thank you. >> So, we have about 10% inflation. >> And I'm just curious, would it benefit us to move Valley of Enchantment up so that we aren't waiting on the rest of those matching funds, >> you know, so that we get the the schools that are eligible for matching funds to happen first >> if possible. I know I know that. My my understanding is VA is not eligible now. They will become eligible >> in the modernization. That's what part of the the whole thing is we're in high school LE are the the ones that are eligible

084right this minute. >> And Scott, that schedule that was put together for us from um on the on the state uh eligibility also has the date they become eligible. So I'll include that in my update tomorrow. >> Okay. >> Yeah. because VOE is coming up but it's not >> there yet >> because of already spent spending prior modernization money. >> Thank you. >> Like on the generator or what? >> No. Uh in under measure W 2000 early late 2000s. I it's still been a long time so all sites need it. So >> the unfortunate thing I have to say this is that the the school that is at the lowest elevation therefore the hottest school is Valley of Enchantment Elementary. School that has the highest temperatures in the classrooms is Valley of Enchantment Elementary. And

085yet we're looking at several years down the road. And so the people that probably even work the hardest to try to get the bond passed are the ones that are going to have to maybe wait the longest. That's unfortunately troubling >> with clarification question. You mentioned for HVAC gas electric units. Can you tell me a little bit more about what those are and what other systems you evaluated? So right now um the state will allow you to run a gas electric and you've already got gas out on the site. So it's more cost effective than to just go pure electricity. Um I think also since you have issues with losing power um you're probably better off. Um, also the upgrade to do just pure electrical is also going to affect that cost to upgrade your

086sites for electrical because right now you don't have enough >> and it would affect the generator as well, right? >> Yes. So everything would be upgraded. Everything would get more expensive. So right now you're allowed to use gas. >> Yeah, they work a lot better up here. >> Appreciate that. Thank you. >> Much better. Go ahead, Julina. >> Curious asking you quickly. Um, does this plan also address any of the parking needs that we have at LE? >> No. Okay. >> We're trying to make sure that, you know, we we spend the money on things that absolutely have to be done. and and and when our a lot of pre- discussion and pre meetings especially with these three two here too also also um is knowing that the the $71 million bond sale didn't address

087all of our needs like what can we do you know what would be the absolute that we can do uh and make our money stretch to be able to address I I know the timing doesn't sound like it you know unfortunately that's school construction um uh but to be able to do some of those um uh really basic needs at every site and and have that be our goal before doing a lot at you know with with some of those extras. One of the things that um we'll um we'll continue to look at and it all depends with um Prop 2 language is still you know um being worked on um and and finalized seeing what type of not just modernization um managing funds but what else can come out for expanding programs that are

088under that umbrella too like a CTE like an early education. Um we do have um you know a small it's with construction dollars it's small okay but we have eight or $900,000 of developer fees. Yes, that comes in at 70,000 at a year. It builds up, but we have some matching funds there that could also help stretch this current bond sale. Um and and um you know that that um could participate in in um maybe you know making sure we can be able to hit the ground running with some of those next you kind of the next item and the next item. Can you touch base a little bit on the bid process like how many people goes out to the whole everything you're working for this? >> Um so it depends on how you

089want to do it. So um I think right now we're expecting um plans bid and then contractor comes on board. Um there are other ways of doing this like lease lease back and that sort of thing. Um, but as far as the bidding is concerned, you're going to advertise it. And that's what that three month schedule. You probably not going to quite need three months, but by the time she gets all her bids in, they have to go to you to to ratify and say, "Yeah, go ahead and spend the money." It's about a three-month process. So, we'll take our construction documents, sort of plans, and specs, and everything DSA approved, but then you'll go ahead and advertise it for biders. How many normally do you get that we'll be looking at? Is it going

090to be 3, five, seven? >> You know, I think we can help you out a little bit because we know a lot of contractors ourselves. So, you can say, "Hey, um, this project's coming up. You may want to bid on it." So, I think we can um I don't know how much you typically get here. Um, but I think >> struggle, >> you struggle. I I think we can help out with the process and talk to contractors that we work with, good contractors that we work with and uh get them to to put in bids. So, um it's I I just can't really tell you what how many you'll end up getting, but you know, I think if you can get three, that's that's pretty good. When you get less, then you it's a little

091sketchy as far as how good of a price you're actually getting. That's that's what I was hoping for. We at least get three to five that we can actually >> three to five we we'd be happy with. Yes. >> Yeah. I mean the other challenge with that is that it just depends on when they go out when it goes out to bid and how busy everybody is. >> Yeah. >> And these estimates you've taken into consideration makes it extra cost for the mountain work. >> Yeah. And and you know I think uh the challenge is with all the things that are going on as you pointed out you know and you saw kind of first hand uh we have 10% escalation you know we used to carry 2% and 2% a year now it's you

092know it's at uh three and a half or whatever it is it's much higher but even that I mean I mean I'm not trying to you know not trying to uh it'd be really nice if I could look into the future and see exactly what the prices are going to and then be we'd be set. But unfortunately, I can't. Yeah. Yeah. >> Yeah. Take me back one more time, Jenny. How confident are we that we're going to actually get Prop 2 or matching funds down the road? >> Well, the matching funds for modernization. When we're in line, we'll be if the DSA approves it, we're in line. You know, they're not based on need. Um they're not based on our UP. they're not, you know, so it's those other types of funded programs within the

093state's system that are um you know, so we have about what it was about $14 million over the next several years of uh matching funds. Um we, you know, if we have DSA approved plans, we'll be in line for that money when the state funds them. But it's some of the hardship. It's the and it's the more comp competitive or qualifying plans with under the same umbrella that you know we as a district we're low um you know uh we we're low up compared to some of them who want 65 75% uh unduplicated student counts. So there are some that we won't be by that nature with the hardship. um uh but they're trying to um make some rule exceptions um to that which so that side of the funding, you know, I I can't

094I I feel a little hesitant. Um not maybe not so much with the uh the the TK or the CTE expansion. Um but as far as just regular state modernization, as long as a state sells a a bond and we're in line, we would get the money. >> Yeah. just that getting in line is the key. And the sooner you get in line, >> I need to get those DSA plans approved. >> You you're eligible for that. >> And we kind of thought we were getting in line already, but we're not. >> Well, until that's done. >> Until we have DSA plans. Yeah. >> Optional. The optional improvements. At what point do those need to be determined whether we want to do them or not? We're done. >> Yeah. >> We see how much money's

095left. >> Yeah. >> After doing the electrical HBAC, >> meaning that But not right after that. Wouldn't we? I would think we would wait till we went down the line with all your school. >> Yes. >> Yeah. School district. >> Yes. >> There could be some roofing partals or or items to address in the next few years. So, >> LE does have leaks. >> What? And LE does have leaks into their hallways where we put trash cans under those leaks. >> Not anymore. >> Okay, that's what you're saying. >> Not even. >> Okay, Jim. >> So, we don't have repair work to do on the roof. >> Okay. >> Put bandaid on it. >> A band-aid. >> Jordan's had a stand up. >> Yeah. I mean, just a question about those optional improvements. I mean,

096shape structures look like a significant investment. I'm just curious, have we looked at the possibility of buying mature trees because we know they'll survive up here and could I can't imagine costing that much. Was that a viable path forward even if it required tearing up some asphalt to be able to get trees in there? I I think that would that's a conversation we can have at that time because I'll tell you son I love the the shade structure but at this point I just want to make sure that every school is serviced and we can go back to have shade structure because the HVAC systems are first with the generators fire alarm system at LE is absolutely necessary and then we can and then the roofs and then then we can stop the shade structure

097especially when we start getting those matching funds in. That's something that would just be able to be easily plugged in at that point. I have a question. Is there any way to I guess maybe overlap because the timeline of starting the second school? Is there any way that there can't can there be a more overlap so that we're >> start the next school and the paperwork as we start construction? that le so then we'll be ready for the next >> we're going to have already starting looking at that like after this meeting stop so so then >> we're going to start getting the cost for the next and then >> so then we're can go um >> okay >> and and there we'll see what how the bids come out though too we might be

098able to project I don't think so but let's say hopeful we can project maybe moving up that timeline a little bit if we say we're not going to use all of this this bond sale. I don't think that's going to happen. But if it if it we're looking at that way, there's no reason why we wouldn't say >> we have everything done. We're going to do construction documents now. >> Perfect. >> We'll get it DSA approved and be ready to go as soon as the next one's ready to go. >> Perfect. and we may have two schools under construction at the same time in in terms of >> as long as we can monitor cash flow. Um, then we can actually start on those plans a couple years ahead of of construction dates even for

099schools down the list. >> But we're not waiting on that. >> Okay. >> Yeah. So just once you get DSA approval, I think you have two to three years before actually >> doing it early is is is fun. >> Yeah. Especially with DSA because you never know. >> I'd rather have plans and we have to wait for some construction time or weather and or bond sale then then have that. Yeah. >> Okay. Does anybody have anything else to ask or discuss? >> So go ahead. Well, I think that um the um the item to actually give us the yes um is a couple down, but I think um uh for clarity now, I mean, I guess if we you have any questions or want to give any um let's guest list here, the actual order.

100>> Okay. Then is there a proposed next school? >> So, we're looking for modernization. >> Okay. And >> yeah, if we're looking at the modernization schedule, >> so that doesn't have to be necessary. >> It doesn't necessarily. So, but looking at how VOE's coming up the pike really quickly. >> So, whether there's a full presentation, we'll bring another agenda item in the next couple meetings on kind of looking at that schedule and so we can start getting our our ducks in a row because things just take a long time on that next school. Okay. >> Right. And I just want to make sure I'm hearing everything the same. >> Yeah. Yeah. Yeah. Yeah. >> Okay. >> Thank you. >> I appreciate your time. Thank you. >> Thank you very much. Thank you. >> Thanks for

101the heart attack. >> All right. So 9 >> 9.5 educational services presentation of the proposed model board policy 0441 artificial intelligence AI. So that's Mr. Bside. I'll be right here at all. Let's put the >> on. >> Yeah. Are you ready, Mark? >> Okay, Mark is getting up there. Yay, Mark. Thank you. >> All right. Good evening for superintendent. We're grateful to have an opportunity to talk about AI. Um and also just want to acknowledge comments with regard to always being a history teacher and knowing the importance of the paper pencil and the interactive learning as well. So even as we talk about you know technology and its importance there's also that productive struggle and merging and that inactivity that is absolutely needed. So point well there um and I think our student board rep

102shared a little bit about that in our recent LCAP meeting. We'll talk about that when we get to the slides. >> Good. >> You're up next. >> Okay. So um on this slide we're going to uh this is a recap of the actual board policy. Um, of course I threw it into AI and said, "Hey, make a summary of the port policy." So, it made a summary of the board policy. So, this is a feature of AI. Remember, AI is only as good as the data that it has. So, we always have to remember that when we're discussing education topics and things like that. So, um, I'm I'm not sure if we want to go over this line by line. Um, no. Okay. >> I think we're good. >> Okay. You know how fantastic asked

103I am in this stuff. >> Scott, I will take any question you have. >> We can ask AI to summarize it. >> And there you go. Thank you. >> Uh so um at the beginning of the school year, we were tasked to set up an AI task force um which we um cleverly called it the trail group technology research artificial intelligence and learning group. This is a group that consists of um administrators, uh teachers, and classified. We have um uh a middle school principal. We have some uh couple of high school teachers. We have some elementary teachers and a elementary sped teacher. So, she brings in a different point of view on some of the topics, which is wonderful. Um we have uh last in January we sent out a uh parent survey just to

104gauge where our parents are in AI and what they think um uh the school should do or the district should do and how they feel they can help with the district as well for AI. Um I wanted to bring up um a a a couple of curious remarks from the survey. um 50% of our parents didn't know how education and AI work together. So that was pretty interesting. Um I I was kind of blown away with that. Um being that AI has been out for some time, but they they don't really understand the link between education and AI. Um, a couple of things they also brought up was privacy concerns, of course, um, students, um, putting in names of other students, um, uh, confidential information such as IEP, um, student SIS numbers, things like that.

105how we would as a district deal with that and the privacy that that um that privacy overall, how that's going to work with AI and in education. Um they talked about responsible use. How are we going to how are the students going to use AI? You know, it's so simple just to have a test on a Chromebook and then open a tab and have uh chat GPT uh Gemini on the other tab and just you know do everything for you. So this is not what we are about. We are not um we don't want to use AI as a cheating tool. We want to use AI as an informative educational tool. So, I think that's one thing that we have to push out to our parents. Um, that this is not used as cheating. This

106is not used to write your papers for you. Things like that. Um, uh, teacher training was also brought up. Um, I I'm not I'm not a teacher, but I know how to use AI. I know teachers and they know how to use AI, but there's that interim. there's a people in between. So that's the people that we need to target to say this can help you in your classroom. Take it or leave it, but it does have lots of advantages um such as tutoring. Um yesterday in our trail meeting, we uh a company came online with us uh called Magic School AI and they talked about their tutoring that they have available. Of course, it's not giving the students answers, it's guiding them to the answers. Um, so we we just want to be cognizant

107of these um of topics that parents are bringing up. Um, the last one is writing and grammar. Parents want to make sure that it's not doing AI is not writing and doing all the grammar for the students. So, we have to be cognizant like I said of that as well. and um uh research obviously they they uh mentioned research that it's not doing all of the research for them. I mean we have libraries we have ways for students to use anything but a computer to do the research. So we want to make sure that AI is not taking over the classroom and doing everything for them. >> I think some of this was already cut with what Mr. Malone was sharing, but just kind of go in a little bit more depth. Um, on the

108parent end, I think we heard they're cautious yet supportive. They want to see that we have that boundary in place of like when to use it, when not. And that's also a theme that you see with the students. Um, security was another piece. Um, but kind of looking at it from a different perspective as a parent trying to protect their students information. Um, that came up as well. And then we were talking also about a potential parent engagement night on AI. like um in years past we've done some community nights on um you know safety for teens, safety online, safety with social media. Um there's a safety component to AI and making sure that they're using it responsibly. So as we continue to build um providing a parent night and making sure that our parents

109are informed so that they can support their students at home. um staff. I think we talked about that in terms of yes, it can make things um a little bit faster or, you know, a little bit more efficient if you're throwing things into like a magic school AI or using some of those resources. Um but really working with our our teacher teams and our our classified staff to find out what PB works best, right? and to find out how that would be um most supportive. And as we get information like I'll say I forwarded one on to staff within the last two days of certification opportunities um that exist with like a UCI um where you can get certified in AI um and you can have some of those teacher leaders that that really want

110to dive deeper. We also have some teacher leaders going to the cube conference um later in months. So bringing that information back to their study sites. Um, our ELFAP students, like we kind of alluded to, Molly made some really great points. Um, and one of those things about productive struggle was the paper pencil, right? Like when they're putting everything in the computer, the some of the learning is lost. Some of the research, some of the cognition that comes with doing your own reading and writing. Um, so we just we thought that was really profound for Molly and some of her colleagues in the LCAP student focus group to really focus in on yeah, I can copy and paste it, but I didn't really read it or I didn't really learn it and the importance of

111that process and learning. So, I thought that was that that was really strong of them to admit and that is they're looking into college and career, they don't want to be put in a situation where they're in trouble at work, where they're in trouble at school, where um, you know, they know that AI fact checkers are out there, right? and you can use like a twain GPT that's going to tell you that that's 40% AI or 90% AI. Um, but giving them the tools to kind of ascertain what works, what doesn't. And we're also looking at some resources along that line. So, you've probably heard of things like turnitin.com in the past that would check for plagiarism, but how they incorporate now like an AI functionality as well. So, you're seeing how much AI it

112is. the rhythm even of how they type will give you insight as to whether it was their own thoughts or it was taken from something else or they AI over here looked over here and started typing. It's it's really interesting how some of the AI checkers are even looking at the rhythm of the way they type. Um there's a lot out there uh and I think more to dive into. >> It's funny I just read an article about college admissions and the quote unquote overpolished resume. um talking about the gaps of the have and have not students ones that are able to afford that really expensive college admiss admissions counselor that they they have since middle school and those that and what they're noticing is they're they can see chat GPT uh essays there it's

113starting to happen and you can tell and it's a cadence it's it's a look and So they're already seeing it and unfortunately those overpolished resume college resumes and applications are getting put aside. They are recogn being recognized and the value of the kids that do the hard work the the struggle as you said they're the ones that that are being rewarded. >> Well and to that point the discrepancy between the real you and the AIU. And I think again one of the students shared with me, it's kind of like social media. You can put a filter on your picture, you can put a filter on the essay that you write and it's what is the real you, right? And recognizing that the human is what brings the creativity and the authenticity. Um and then again

114AI is a tool and how to use it. >> It's not just students though either. um you know in the job market it's the same thing before you know maybe a few years ago you could skim through and maybe find 10% of people meeting the job requirements for a job posting and now 80% of you know applications look like allstar perfect candidates that can do everything um so it's getting harder to sit through not just for college application but just jobs too >> go ahead >> Mark you've seen a lot of this We've been after high school for a long time. I I was just thinking the emails when everybody pushed back. I'm not doing email. >> Yeah. >> It's it's you know this is it's gotten so popular so fast. Um, we didn't see

115rumblings one to two years, maybe two to three years ago, but now it's in everything. >> And that's what I struggle with. Um, having taken math in high school where there was no scientific calculators and you know and having to look up trick charts and the like and do calculus just whole and teaching and seeing the advent of graphing calculators and more and more tools which are fantastic. But along the way seeing students using them more as a crutch or humans using more a crutch and and the thinking and the and the critical thinking stopping. And I know one of the things that math curriculum has introduced more so is um is estimating. So before you start punching the numbers, what kind of what what kind of answer are we looking for? And I would

116have students at high school level who did not have those estimating skills and would punch the wrong numbers on their calculator and the like. And I wonder what are safeguards or ways to be able to with AI take that pause and be able to make sure that we're getting some authentic thinking and understanding because that's what my concern is is like I saw with calculators with some students. They lost the understanding because they were letting the technology do the work for them and were less equipped to be able to meet by and with AI having greater concerns of them losing those skills by having this crutch >> philosophical issue. >> Absolutely. Absolutely. >> Well, to that point that's um instructional strategies, right? And as you're looking at um having students have a prompt in front

117of them and writing that with a pencil, right? and then looking at AI to get tips on improvement and then again they're doing their refinement again in that student section um when we had the LCAP student meeting um we talked about again we did a scenario where we put scenarios around the wall and it was when is AI a a go a grow or a no right when do you when can you totally use it and it's safe when can you grow from it and when is it no to do it on your own it was really interesting to see the student feedback on that as we analyze things like a recipe and AI told to put cinnamon in guacamole, which I think we talked about that example before. Um, but it really reminds you

118that it's a tool. >> What I wonder about is possibly incorporating more talk in the classroom. So, have, you know, conversation and being able to have more of that kind of a thinking. That's a I don't know, just I'm not saying there's any shoulds. It's just probably we're going to have to reook at how we operate as educators. This is me. Oh, okay. Um, so so every year um in order for um our students to use a computer um part of the um uh data confirmation that every parent has to do um uh is they have to acknowledge that we have an acceptable use agreement for their student. is acceptable use agreement talks about um um uh technology and how they should use technology. It talks about physical technology like when they check out a

119Chromebook, you know, to take care of the Chromebook as it's their own. Um if they break it, they have to pay for it, things like that. We want to um integrate uh the AI component into that agreement so that we have one piece of paper that the parents and the students understand is hey this is where we're at in technology the uh use of technology the use of devices and the use of AI um so that we don't have a um number one we don't have two forms and um number two is we want them to understand how integrated and how um how we want to make sure as a district that they understand how AI should be used in the classroom for their homework for doing things like writing a resume and things like

120that. So we want to make sure that it's completely integrated in the technology useful just uh kind of wrapping up here. Um and I think on on your slide you can kind of see there's some overlap but we're looking at secured use uses free a versus free access. So when you think about the tools that um our teachers or staff can use um I I gave some picture examples of like for example diffid is one that you can be used to differentiate based on a student's reading level grade level standard. you can put it all in there, but when you put that prompt in there, it's not specific to the student or your class, right? Because when you're using the free access of an AI platform, um you're getting a general answer from the algorithm.

121But when you have secured use, which for example, we just um adopted that Panorama with Solara, you can actually upload the student uh actual information safely within the secured wall of Panorama because it's protecting our student information. In that scenario, now you can put the same complaint and look at lesson design, this standard, how to differentiate, but specifically to the kids in your class because you can pull their secured data. So, making sure we know the difference between the free versions, right, that that are not safe and secure versus when we're using the secure uh platforms that we have those safety nets around for data sharing and so forth. Um, so in terms of that on the stu the staff side, but also on the student side, looking at our expectations assemblies when we're teaching

122students about positive behavior on campus, whether that's in the classroom or in assemblies. Um, also looking at some of the social media, AI, the different, you know, technology uses um, and how we can be safe and responsible with those. So, couple of clicks there where you can see some examples of the secure version versus the free version. And I I just wanted to add we uh currently we don't allow any AI tools on our uh student devices. So if the student goes home on their Chromebook and goes tries to use chat GPT or Gemini or anything like that, they don't have access to that. Our um employees do, but our students don't at this time. >> Does AI have abilities to work around those data protections in programs? Um I don't I don't know about

123that but the the programs that we use um um they are vetted and we sign like a contract with Panorama that says they will not use our data for anything else. There's guard rails set up. Um that is a concern. If a student, you know, on their phone or whatever uses JGBT, who knows where where that's going and what they're doing with the data on the back end. That's the concern for privacy. So that's why we have to have a policy in place where what whatever free AI we have or a paid AI we use that these guardrails are in place that our students testing data for example in Panorama that's not going to go anywhere but sit in an enclave at Panorama and not be shared with anybody. Doesn't Google or Chrome utilize AI

124resources already for searches? >> So, which is not just >> which is not Gemini, is it? >> Well, Google is Gemini. So, if you if you type in a search in Google, it can give you the Gemini version of the the response or it can give you just a normal response that we're all seeing. So, yes, it can. So that is where we have to be very concerned about what we're putting in these platforms as a district. We can't stop students from doing it on their own devices, but we can put in um roadblocks on our devices for them to not utilize that. Absolutely. and totally different side is AI is out there and it's going to be used in business and everything. So the other side of it is don't we need to equip

125people to to utilize AI. >> Absolutely 100%. But we need to tell them the ethical and responsible way to do it while they're in school so that they're prepared at the university level. I have two daughters in school right now. Um, I kind of asked them, "Hey, what what do your teachers and professors say?" Nothing. So, they're kind of, "Okay, we I guess we can use it, Dad." Okay, just be careful. So, >> we also have to be careful. >> Yes, be very careful. And we also had some feedback from one of our parents who works with CalState Sanino and how they kind of were opening up the um the AI use before they were ready. Um and really emphasized is also apparent uh at our LCAP meetings the importance of making sure you go

126through this process of saying what is safe, what is not and giving the tools to our students, to our families and to our staff of you know when it's safe, when it's not but give them the tools to work through it. um because they you know they did share some experiences at Cal State where it went ary. >> So at at a meeting I went to one of the presenters said AI can be confidently wrong. So >> we have to remember that >> glass of wine. Yeah. >> Yeah. >> Any any further discussion questions on that? one comment you know uh we have attended a legal uh workshop around AI and what districts should do and exactly to describe exactly what we should do look at a broad policy and then put everything in terms

127of guard rails in your technology use but trying to develop a board policy that captures everything is going to be changing every few months as AI becomes you know much more you know robust So I think we're following the legal guidance we received and the CSBA policy is what they recommend. >> What seems to make sense then is also continually having followup any other questions discussion right thank you guys appreciate all the time and effort in doing this. So moving on to educational services presentation of the Mount High School NHS site data highlights and watch report for the 2025 2026 school year. Does is this going to include RBA because in our is this including RBA because I got RBA in my >> including RBA too. Yeah. >> All right. Thank you. So this will

128also include burn virtual orthop. instead of board docs. >> Yes, but those are Sorry. I guess everybody counts. Good uh good evening everybody. So um just for reference AI acknowledgement here my presentation here just reference everything is based on the work that I've done and it's really awesome and how we can do it you can just click a beautify tab and it will create a presentation that really looks pristine and all those things there so just acknowledge on on that piece there too and um kind of will just share that a little bit on that piece as well. So as alternative education specialist for RBA Mountain um alternative education means alternative ways of students learning and ways and how they're going about that. So in the presentation too I do talk a little bit about

129AI usage and the proper association on that too. So um but with that said Jeremy Montail education specialist for RVA and Mountain for second year here and um really excited to have first round of now both baseline and interventional data speak upon from last school year. Um alternative ed in general holds a special place in our district and an important purpose as well. There are students that have many inhibitors to their you know academic successes whether it's academically, socially, hey really emotionally um in a special place for me as well just coming from a school counseling background um just seeing you know the signs and symptoms of students are finding success yet to find success um and having a growth mindset and areas opportunity to focus on there and um a quote that I always

130go back to with students at Mount RVA is a it's a beautiful quote by MA Angelie she says uh people forget you know what you say what you did but never forget how you make them feel. And at times it's such a a core focus that we focus on with our students, especially when we confront them on maybe areas of, you know, falling behind on credits, reconstructing their reputations and things of those natures there. All right. So for our mission vision statement, starting here first with RVA. So Grim Virtual Academy um serves K through 12 um for a full academic school year. So RVA in itself in a nutshell is is a school that has students with 100% that utilize long-term independent study. So um our students are all ensuring that they are college, career

131and community ready by equipping students virtually and in person for success by delivering highly effective digital learning through coursebased online uh platform and inspiring to produce critical thinkers will contribute successfully to the global society. And vision statement here is saying rim virtual academy a mountain community dedicated to ensuring each student achieves academic and individual excellence. um engaging them with a rich meaningful coursebased program for becoming lifelong learners, critical thinkers and responsible citizens. And in a nutshell as well here, it's uh blending virtual instruction with the credential world school district teachers that we have with the softwares that we use. So, Edge, Unity, and other platforms there too. All right. So for RVA's demographics, um, so as of today's states here, we have currently 141 students enrolled. It's an increase of 58% since the start of

132this school year. And one of the key areas with RVA is that we do see a huge fluctuations with the numbers. So we did start with lower numbers, significantly lower. And so when we see the growth of 58%, you know, it's definitely a win. Absolutely. But I think that is just a general trend now seeing the second year here. um out of district transfers seem to be consistent from um presentation from last this time last year to this year as well. We've seen an additional 10% increase in out of district transfers. So we are seeing from charter schools we're seeing from down the mountain as well from this area and Yuka as well and main areas there. And then since the um last school year this time we have seen an increase of 8%. With

133RVA we've had a fifth teacher now um that's been able to support us with our numbers. So there has not been a waiting list which has been really great. Um we're getting very close to being at capacity there but the numbers just changed significantly. Um March's numbers alone we've seen quite an increase from just the past 12 days we've been in this month here. And just seeing those trends 80% come from rim high school. Um about uh a good portion from NPH but also elementary too. Um usually it's about mid semester that we see these trends here as well. In terms of the numbers, we do have two designated um elementary school teachers. So, we have a TK through third um currently with 16 students with a 7% increase from March of last year. Um

134fourth and fifth um we have 18 students and 9% increase. Um for 6th through 8th uh we have 36 students currently uh 9th through 10th 37 students and that is our cap right now for that grade player and 11 through 12 35 students with the 6% increase in March. So really seeing a huge influx of students coming in from the high school levels um and secondary in general there. All righty. So for RV our cypical goal one is to increase student learning and support professional development. What's really exciting about these numbers is that we've done a lot of catching up um here for our English or ELA and math. We see quite a huge point increase in those areas there but we do still have a ways to go be catching up to be at

135the state standard there. Um also for uh EL learners um one challenge that all of both mountain and RVA face is that having enough students to have determinable data. So some of our student groups are going to be undefined on California dashboard if there's 11 or less students that will be supporting those various there. So we'll see more for Mountain High School where those numbers are indeterminable but for we do have a bit of data there but our main focus is student success teacher development and positive assessment culture. So from strategic takeaways we have educating has been has been um very supportive uh live tutoring does utilize and blend AI with also having a certified teacher that helps to support students during that time. So our RVA teachers they do have office hours where students

136can pop in and have that individualized instruction and support in tutoring ways but also the live tutoring helps to bridge the gap. So if it's a 7 o'clock at night, student wishing to continue work, they're stuck on a slide on the back theorem, they can't quite figure it out, they'll be able to get through there. And then also a traditional model has been really effective for us. Um, so traditional versus course space means that our students in elementary are following a 230 minutes per school day model and our secondary have the full 4 hours and 240 minutes. Our best practice is between 7 a.m. and 7:00 p.m. that they're doing those times there. And we've seen success as Egeneuity has the live tutoring supports during those terms as well. And our year- round model as

137well has been helping us for um enrollment focus. It helps the students have more time in RBA. It focuses more on our ready test scores that we have cast data, the performances that we're seeing with our students versus being more interest where they're going back and forth maybe after a few weeks to um be in a independent study program. also too for collaboration continuous improvement. Uh PLC has been uh a big area of opportunity for REA. I think the biggest areas that we do see here is looking at the data. Uh without data, we're just a person with an opinion and looking at what authentic data we have to look in those pieces there. So really just pushing the areas of saying, hey, these are our California dashboard numbers. M we have a ways to

138go. ELA, we have a ways to go as well. And it's really just focusing on those areas. But we did see a win which is you know 76% jump in ELA about 54% increase in math. So things have been great and so celebrating those but also as well ensuring what areas of opportunity exists for us to keep going with that. Um we did attend the DAC conference in February. Uh it's kind of the perfect storm literally was we had the whole week off here from the snow snow week here. Um so myself and Mrs. Brainy um flipped to Sacramento and we had a really great time there. um connected and collaborated with a lot of um Inland Empire virtual schools and also some of our competitors too, which is great. Um got a chance to

139meet one of the school principles that will actually be leading our WAS accreditation that will be happening um next May 2027, which will be exciting for that. Um also too wanted to share a little bit more about the authentic time that students spend on edge. Um Jordan, I know you mentioned about how do we track students and what work are they authentically creating through AI and a piece there is that if on this slide here for example a student's just speeding through and they just get all the answers correctly does track the authentic time. So if it is 4 hours worth of work and a student is online for 7 hours but they went through everything very quickly or they're just idling on the screen so they just you know hit a key every 30

140seconds to keep their screen on for example it will track that and that's what's really great is it helps to have those courageous conversations with the parents and also backing it up with data to say this is what we do see as a trend for your student and how can we overcome those barriers as well. All right. Also too for increasing our student support and professional development for graduation rates. I'm really excited to share that we went from an 86.2 to a 96.7 graduation rate increase there. So we had about a nearly 90% increase. Very very excited for those pieces there. Um some of the key wins I would share on that is our transfer windows that we saw last school year has been very effective. So transfer windows include having students once it's past

141spring break um meet with administration to figure out what is the reasons behind the transfer and why to protect the what we call the academic integrity of the G. So when students transfer over to us that transfer grade follows it's a solid set score. They don't have the ability to make up any missing assignments or any agreements with the teacher to help to support that. So they have enough time to make sure that they can bring up those grades. So, if John Doe comes over with a 55% and it's two weeks left of the school year, um you know, John Doe is probably not going to make it um to get that grade passing in there. But if they come over with enough time, they'll have those supports. And also too, um as the incredible

142Mark Malone mentioned for our district's tech responsible use and artificial intelligence policy, it is uh is opting in for all of our VA students to make sure that that is signed up. So they are opting in for tech materials and responsible use of AI. So when it comes to the classwork and homework, the main key focus is that we're using it to enhance and to soundboard the creativity that our students are doing, not to replace the work that they're doing. And also to it's um key to also identifying the science of AI, calling it out, but also to showing students how to use it ethically as a tool. So for example, um do not have the time to make my PowerPoint presentation look awesome and credible as this. there is a button that says beautify

143my slide and I did that there. So one key areas that teachers will show our secondary students how to do that there. Um so it had the base material and the um data here and then from that added the incredible images there for it. So showing students how to use that effectively to help enhance and sound word off of their creativity for it but not to say you know produce to me uh graduation rates for RVA in time for tonight's presentation. So it's making sure that we have the ethical pieces on those too. In terms of A throughG completion rates for our SPS one, um this is one of the biggest challenges that we do see because uh the authentic snapshot student data has to have at least 11 or more students for able to

144track in those areas there. So we do follow the same model as all comprehensive schools like Brim High School as well. Um the challenge too comes into identifying the students in those areas there. But IG requirements follow similarly as they do with rim high school or any other comprehensive school site. We make sure that is 220 credits for graduation all in the core essential areas making sure that they're eligible to um you know graduate go to two year four or two to four year state college universities trade school military. But if any indicator of data is there, the 9% grad rate increase, it I imagine would suggest a positive trend to the increase if students are falling through H2G completion there. As for Mountain High School, um very similar to RBA, but in in the

145sense of a credit recovery program school. So on a mission statement, students discover, develop their unique talents and interests. Um becoming empowered learners, engaged citizens, positively impact local and global communities. And for the vision statement there, that in a nutshell is just sharing that students regardless of where they come at creditwise, they aim to promote positive academic, social, emotional behaviors and to support them to be able to get into those level entry jobs or as a warm handoff into remedial ed that we now have in our district starting the school year. In terms of demographics, our school at Mountain High School adjacent right there with Rim High School holds up to 50 students max and we do have a fluctuation of numbers there too. We did start off with 24 students at the beginning of

146the school year in August. We did increase up to 42. Um we have currently uh one 10th grader going to be two um very soon. Uh we have 16 11th graders and about 27 12th graders currently with us. And in the second and third charts here, we can see the average credits earned every credit check, which would be every six months or um every six weeks, which there are six credit checks in a given school year. Um seeing the metrics here, what's really interesting is that it follows very closely what we saw last year where you'll see a huge influx or increase starting credit check 4. Um the students uh realize, oh, I don't want I have to graduate. How on earth am I going to do that? um hopefully not by using AI to

147achieve but making sure that you know sometimes a student will go from two to 22 credits. Not joking and that literally happened in credit check four here. Not to give out particular um more details on that but the main area there is to to celebrate the effort that's going into it but also being able to identify and say hey if that's all earned on ingenuity and not during the live instructional piece let's explore this a little bit more. Can we reproduce this work in a project or presentation? Can we reiterate what we're saying or in fact even you know read what we have written in the certain assignment there simple one um increase student learning and support professional development we can see here in California dashboard again it's indeterminable data just because we have 11

148or less students in many of those key domain points there but some key takeaways that we can speak to is that we do follow a different ed code so instead of 220 we follow 200 credits which um helps us to have a pass or no pass versus a GPA. So, our students here, they do earn 70% or more, which shows that they showed mastery in passing those classes. And as soon as they earn that um passing that credit, they go right into the next course. It's not waiting for the typical um the semester to end to go those pieces there. So, what a student can earn roughly 60 credits every school year, 30 per semester. they can earn pretty much an indefinite amount up to 20 in person in classes and indefinite amount through egeneuity.

149But we do try to baseline and kind of say it's a it's a marathon, not a sprint. So if the students going from two to 22 credits and they're going to increase that exponentially, we want to explore, you know, how do we have that fire so to speak throughout the time that they're here. Um also to the alternative student population. The biggest thing I have seen um now my second year at Mountain High School is that we are really trying to reconstruct the reputation. We are not a behavior school. We are not a school that we are uh stipulating expulsions. Yes, we may have those at times. We're not the school that, you know, is the students are just going to go right to it because they'll not graduate. We're not the school that we,

150you know, get a student in, you know, the 11th hour and say, "Oh, here go to Mountain because that's your best chance of making it." Um, what's really exciting is that when we help to support and lift our students, it really does help in those areas. I'm happy to share that since November, we have not had any suspensions. Knock on wood. I hope I just didn't chase here right now. We have one starting next week. But um it's a it's a kumbaya so to speak with every year we uh first three months it's a it's a come to Jesus meet for sure with the students and then eventually uh we work it out. We we talk it out. But um behind kindness is accountability for sure. And uh from there they learn that we're here

151to help support them and we lead from the middle which is one of the things that we really try to push forward on. >> All righty. So for our essential standards um we've had the honor um working with a solution tree now for our second year um through our CSI funds. Um we have been utilizing um our agent Sarah Schaw that's been incredible to help our school really help to get those essential standards in place for all of our students. So behind the standard is the skill that they're learning and reinforcing that skill and ensuring that an I can statement, a positive affirmation can be given on something there. So I can speak to the general facts of the industrial revolution versus saying I have no clue what the industrial revolution is. Um it also

152helps us too no matter which adult is working with that student whether school counselor or another fellow teacher they can see where those students are at and helping to support them and say okay well we know the general facts but what more can we get to to earn those credit pieces there and our proficiency mapping too. Um we have worked specifically with solution tree to ensure that our path looks different as an alternative school versus a comprehensive school. So, our six weeks per credit check means that how are our classes designed to ensure that our students are getting the materials that they need? How do we ensure that they're passing their classes? And why are we doing this course first versus another one here? So, we are using that data to baseline our students there.

153And apologies, this slide here is very very hard to see. Um just trying to think of ways of how to zoom in on here, but just know the first first of the two images here. This is a screenshot of one of our math um teachers here at Mountain High School. And this is the essential standards that she has here. Um she has hyperlinks to a one-stop shop for all of the standards, including the I can statements that are needed for the students. We do utilize a liyker scale, so it lets the students know and have reflection of their own school or of their own standards and say, "Okay, I kind of sort of get this. I have no clue or I have a general grasp of it. I'm ready to take a test to get

154ready for it. So, our teachers here will utilize the essential standards and on the proficiency mapping here. And at the bottom, just imagine if you had super really good vision or magnifying glass, you could see here the proficiency mapping of what standards are being tackled and why for those there. And we can individualize this depending on the graduating class. So the class of 2027 might look different than the class of 2026 or the future class of 2028 too. So utilizing this data to really ensure that we can really proactively approach our standards and classes that would meet the needs of our students in a more comprehensive way. >> Can I add something to our last slide? Sorry, just briefly. Um I know you kind of need your readers. I think you know pulled us out

155last time to be able to see this slide. But if you actually look at this Google sheet every there are so many clickable links where they've built learning progression student student tracking of the mastery of standards there is a lot of work that has gone into this the work with solutions. I just wanted to again commend that work and and emphasize it since it's kind of hard to see on there but it is literally mapped out all of their standards and they've been working really hard. >> Thank you very much Mrs. Bitesside. It's a a huge testament to the teachers as well. Um it was a first a bit of a buy in to say why is this effective and really ensuring that let's just give this a try. Um based in data it's showing

156that this is effective and it's been really great to see this work. So this has been the work of all last year and also concluding in fall semester. Now we're really implementing this in spring semester here. All righty. A little bit more on solution tree as well. It it's also been effective for us is that we've had a credit check um student reflection. So our students in these pieces here, we can speak to them on their I can statements with the liyker scale and it's part of their builtin classes. We have a CVI which is computer-based instruction course during fifth period for them where they have that reflection to say hey where am I at with my credits? How far away am I am close to finishing my marathon so to speak at 200 credits?

157And and then from there they're able to use that information in our real talk sessions. So again, students are focused on being having ownership of where they stand and be able to use that information to, you know, say all righty, I am working over the weekend to catch up to graduate on time or I can pace myself more because I have earned credits at a steady sustainable pace. And also too with the real talk sessions, it's really um been great with it. I'll go to the next slide. You can kind of see here at the bottom right um we work on a smart goal. So, a goal that's specific, measurable, attainable, all those areas there. And it's very student focused. Um, on the chart here, students are actively engaged and called out to be honest

158um to ensure that they're giving feedback there. So, they'll say things like, "The weather's cold. I'm tired. I don't want to be here first period. It's really early to get here at 7:00 in the morning." Or, "I miss the bus or um dealing with the heartbreak and I don't want to come to school and I don't want to go on LTIS." And it's really great to see that information because some of the information on the charts there I wish I had a chance to really capture on those pieces there. It really gives like an inside look to the underlining concerns where students have and really focus on the SEO components. But it it really helps to celebrate the students. We for students who've earned 12 or more credits, they do get that ability there to

159have a certificate um and chance of winning prizes as well too. So again, just wanted just to share that our mountain graduation ranks, it reflects our alternative instruction model and adheres to um our our um board policies to ensure that it's 100 or sorry 200 credits versus a 220. Um at times when we see for our students and how they are doing um they feel very defeated and at times it's how we're selling it. We have a one chance to make adverse impression on our students when they do come over to Mountain. From there, make a break. And by break, it means chronic absenteeism. Sorry, I'm sorry for words. If you've seen chronically, Mountain, you know, currently struggles and will continue to struggle with chronic absentism, but has overcome that is the approach and the

160way that we're helping them to see, okay, I can attain these goals. So, seeing on metrics here, we have seen an increase. I'm happy to share from last school year we've seen a a huge increase there for our EL learners low income some of the highest that we've seen past few years here >> and this is the graduation rate not A throughG correct >> graduation rates yes >> okay that's a huge um >> yes >> I'm super excited >> yeah very very excited for that there and for the next slide here I think this is one of my favorites is yes we can see graduation rate increased about 14% but that metric there is right in that picture at the bottom left. Um you can't help but feel for the mountain students where at times

161they feel forgotten, the ghost students perhaps um the potentially rejects so to speak, the students that would not be able to graduate without that right touch that without that ability to say, "Hey, I'm here to share space with you, listen non-judgmentally, being present and focusing on the grit and resilience that's needed for them." Um we are not here to sugarcoat it for them. we are here to really ensure that they know where they stand in going through that there. So that picture there is just um from last school year right before we did our graduation ceremony and just seeing the number of students there at the 13.1% there it makes me smile but that picture there is smile the most. >> What I want to add is for anybody who hasn't attended Mountain High's graduation

162it is one of the best events in the school district every year. It's it I think all of us are balling by the end of it. It's so emotional the the excitement, the pride students sitting up on stage at the PAC and just they know that they've really accomplished something and the families are so proud. It's if you haven't been there, got to go. Absolutely got to go. Anybody listening in, you got make it a priority. >> Absolutely. And it's it's very hard to uh to not get emotional because you'll see the students as you shake their hands, they are crying or they will literally be like, I cannot believe I made it here. And it's really it's really touching. Yeah. And special. All righty. For our goal two here, aligned with RVA and Mountain,

163we have our facilitating a safe and positive school climate for our campus here. Um, one of the first things I'll share is that, um, SEAL is not another item added to the school's plate. It is the plate. Um, it's everything we base ourselves off of. um a student who does not want to attend school is underlining concerns from attendance just good oldfashioned giving them a call letting the families know hey I'm calling for nothing more to say I'm proud your student showed up to school um sometimes it's the reputation that the students might have or the perception of oh the school's calling I'm not going to answer what did my kid do now to the positive affirmations that we're sharing and it's a quick phone call I try to schedule that on Fridays from 3:00

164to 3:30 just a quick phone call whether it's a voicemail being able to touch base with parents. It is a quick one to 10 minute and a lot of them will tell us thanks for making my day. Um or just the ability then to see when we having our I Ready testing or task test scores. We assume that is been positive to help to support students from um taking the test, taking it seriously. We see a reduction in students from not having a red flag from doing the you know rushing through or just not showing up all together those pieces there. And also too we've had our wellness center which has been really great for y'all. Um it's been supportive um through our um equity multiplier um one of our funding sources from high school.

165It's been great. We've had someone on campus Monday through Friday to give supports for our students and also with other funds in CSI as well. We're also utilizing youth mental health first aid and they call it a YMCA. It's like what on earth is that? Um it it helps for the science and symptoms of youth facing mental health challenges. So um Mrs. Mills, our incredible school counselor for Mountain High School, um is going to be trained um into supporting and to be able to um help students with fellow peers, how to reach out for signs and symptoms of students in distress. If they share, you know, big feelings for self harming themselves or others, how to approach that, how to deescalate those situations without, you know, telling them to calm down, which I know, you

166know, this the last thing you want to tell somebody when they're angry is to calm down. They will just say, "Well, I'm calm. you're doing um in those areas there, but also too a decline in suspension and incre or a decrease in chronic absenteeism. You see it does correlate there and helps to support with the training. So this is coming in April and in May for our mountain high school community and also for families too for those areas. All right. And then for our uh goal three engaged family communities um you can just see here just seeing the warmth of our students here in class. uh hard to see from the pictures here, but just know that it our student population is just is a very warm one. If you have a chance to come

167on Mount High School campus, it is very different from maybe the preconceived reputation of what Mount students would be like. Um, everyone is engaged. We have pictures of students in our wellness center in classrooms learning esports for students eligible on track for graduation to uh other areas and pictures there with our staff and team there too. And for RVA as well, been really great to see a lot of areas of students who may be dealing with rumors, bullying, and gossiping, how to manage those areas and may find a safe haven in RVA, whether they're here for years to come or for just a little bit of time, whether for just the remainder of the school year. It's great to see the engagement pieces from our social and mixer events that we do monthly on those

168to the live instruction. Want to call out Mrs. Lewis at the top left here as a prime example of live instruction which is a standardized practice K through2 ensuring our students are having their cameras on engaged and in the learning pieces there and also for as well want to share for RVA our visit is going to be May 10th through 12th in 2027. it will be our self-study benefit. And for Mountain High School, we are currently getting a date for this, but this will be October of 2026 coming up later on this year, but next school year. And this will be a midcycle in order that date um to be announced. And how we're preparing for this year is we're continuously reviewing and updated curriculum, utilizing supports from solutions, um ensuring that our data can

169really match the engagement pieces that we're seeing on campus. Um, making sure all our teeth are crossed, eyes are dotted, and making sure we're ready for the visit there. >> That is it for me. Um, thank you guys very, very much. Any questions for around? >> Thank you so much. And I love your beautifying. I'm going to have to start doing that. >> Really? And I love the mixers. I love the fact that the Mountain High School students get the seniors get credit for community service working with the RBA students. I think that's adorable. So, >> absolutely. >> It's great. >> And Jeremy, thank you again. But you really are seeing the correlation between the wellness center and how students are being successful, not being suspended, all that. >> Thank you. Yeah, it's really great

170to see is the playback that works. >> Anything else? Thank you, Jeremy. Appreciate it. >> Right. Next. Sorry. We have 9.7 educational services presentation of the annual title one intervention and supportfosters youth low socioeconomics status SCS report for the 2525 2526 school year. Yes, Mrs. Whiteside. Yay. You see your lovely face again. >> Well, good evening again. Thank you again for the opportunity. And I don't know if you liked how I I did throw our room logo into AI and gave it a St. Patrick's Day theme. So that's a quite a cool bond to watch. >> Yes. It also goes with our theme of tomorrow. We have our certificated professional development day tomorrow and our theme is lucky to learn and lead together and there will be popsicle throughout the uh run high school. So

171>> all right title one report and presentation. Um, essentially each year we give you this presentation and update um to kind of share with you where we are with transparency and accountability. Um, and you can see that I've beautified this slide with AI, right? You click the the little piece at the bottom. Um, and it again just tells you those those components. Um, I like how Jeremy said in one of his quotes earlier, behind kindness is accountability. Well stated. Um, I think that represents title one, right? All of the things that we are doing to try to support our students. Um, but there's also an accountability component behind that to make sure that we're we're measuring, we're monitoring, and we're improving our uh our plans as we go. Um, in terms of purpose goal, what

172is our purpose? Our purpose is our students and opening doors for every learn. We have uh I pulled the students served um I think earlier this week. So, we're at about 2956 is the total enrollment. >> Um so, title one schools, we've got seven um and there are seven total. You can see our percentages um at the bottom there and you can actually go by school um and see what our percentages are um for title one. So kind of ranging on average in the low 60s but you can see again as Jeremy did share Mountain High School is an equity multiplier school and they are over 70 70% and then 25% in the transency rate. Um they're kind of looking at our percentages there. How are students served? So um throughout the slides you're going

173to see an update kind of similar to the student board rep where each school has a slide to share with you how do they spend their title one dollars to support students and what are the major areas you're going to see academic supports and interventions um through instructional resources training professional development um you'll also see MTSS our um multiple tiered systems of support there uh family engagement is another one um and of course at the bottom we always remind that as we look at each of these we with compliance and accountability to make sure that we are remaining abandoned our tendon requirements. In previous presentations, you have seen me share the dashboard, CASP, LPAC, all of the things. Just thought I'd share that quick uh clip at the bottom there. Um that indicates um we

174are back on an upward trajectory in English, math, science, and the LB. So, our trends are on the upward trajectory. Um, and really the pictures I chose for that slide, um, it's the staff behind the work that happens for our students and that really encapsulates title one, right? What our people are doing to invest in in our students to see that growth. Um, in educational services, our title one is really broken up into you hear I Ready frequently, that's a diagnostic of identifying English and math proficiency. um uh our most recent diagnostic had about 71% uh in reading and 50% um in math and that is uh we were we saw a significant growth from the beginning of the year to the midyear um uh point and then we'll have a third point um which

175actually is coming up in late March where we'll take another diagnostic right forecast as an indicator and a predictor for where they will be. So that's the academic intervention intervention component. Um going in that second row um also tailored into our academic our instructional coaches working very hard to support the development of our guaranteed and viable curriculum. We just launched the CDAS within the last two weeks. So our common district assessments quarterly and trimesterally and that great work would not have happened without the many GDC days that ours have spent um with grade level and department teams to identify their standards, base those standards and develop the assessments that we're currently implementing. Um, we're also in a revision process. So, as we're implementing those assessments, we're working with our teams to identify where standards or

176assessments might need to be revised. Also, in that column, you'll see or I'm sorry, in that row, you'll see the mental health support. Um, and that is our elementary counselor. Um, going to all three of our elementary sites. Um, and as we uh identify student needs, we want to make sure that we can meet those areas of need even with our elementary students. Um that bottom one there avant um that is a platform that's another piece that is paid for with title one from uh ed services that is um to support the seal of biiteracy assessment um and so our students uh working towards that seal of biiteracy have to demonstrate you know high school graduation English proficiency and then a uh language proficiency and Avant gives us the ability to do that looking at

177our uh last year's LCAP data we don't have the seal data yet for this year, but 15 students are in that state sele um continuing with ed services um parent engagement is another key component and so you'll see out of ed services we take care of um uh Aries parent square um and then Kelvin and Kira Scholas we got a little help for a couple years with learning recovery block grant but they'll they'll kind of filter in and out with title one so I do like to keep those indicated there and I know you've seen the the data points recently in previous presentation Uh then added something we continue to support at the district level. We have a section each one at NPH and one at Rim High that is supported with district title one

178funds. Last year 93% of AVID students were accepted into four-year universities. So we continue to see that success in AVID. All right. As you look at the um each of the slides for the schools, you can really see how they highlight academics and intervention. All three of our elementary schools have been working hard as you heard in our last board meeting on universal access identifying students um and meeting them at the area of their need. And so when you see things like the title one aid, the title one coordinator um even your your interventions or your MTSS team, they're really looking at the tiered interventions in support. So uh looking at CH first, you see that reference there. Um that next one, Swiss has actually been replaced with Panorama. So if you're familiar with PBIS

179and Swiss data in the past, you no longer need it because that's wrapped up in our panorama data. And then of course you'll see parent engagement. So that one wraps up small and cheap. Uh for LE you know they've been working hard with leader and me with that professional consulting working with their their teams identifying their goals um and working with students. Um again that's the support that they provide by setting those wildly important goals. Am I saying that right? >> There we I got I've got the wigs on. Um and from there they do have they have these comprehensive folders where they're going through and they're seeing you know the data points in terms of growth. They have their e support reference their MTSS support teams and intervention again similarly looking on their UA

180um looking at their positive behavior intervention support also wrapped in the le and then what you'll see is a common theme is the parent going to our last elementary there. Um again interventions and enrichment there Lexia and RAS are both um software components that are going to help with both literacy and math intervention. They're utilized also through their universal access program. So you're hearing a theme here with title one intervention academic support making sure you have certificated and classified support in terms of those resources um and differentiating um that support as they go. Uh so lots of early literacy um listed there, lots of intervention, and then of course their community nights, the ways that our schools bring in our families and communities and make them feel valued members. Um things like our EL parent

181engagement night either at the the high school where we did all schools together or um individually. I believe CH just did an EL parent night. I think that was Tuesday, right? And Wednesday, pretty highly attended. I haven't wagged yet. Um and so really a lot of really great feedback from that night and as we see a growing population of support for our eel e students um they see that area of need and they they're creating those parent engagement nights there. M continues to focus on AVID seeing that success and that pathway of AVID going from MH all the way to the high school. heard a little bit about that college trip that happens at the high school um and how they support um the avid tutorials, note-taking strategies, what we used to call Cornell notes,

182double column notes, how we reference that um but also those strategies, the binder checks, shaking it, making sure nothing falls out. Um but all those resources ass associated with added the implementation fee annually. They also continue to work on their PBIS, MTSS or MDMTSS. uh MPH has an extra layer where they indicate the multi-dimensional multi-tered systems of support. There there are layers on a top layers. Um and then their parent engagement nights and I believe they have a parent engagement night coming up. It's I think new to MTH a science night on March 25th. >> All right. That's middle school on the mountain. >> There it is. 28. 25th. >> This is 25th. All right. All right. Good job. All right. RHS. Um, again, we've got that CASP support. Again, you're seeing intervention support. Delta

183Math is one of the platforms that they use there. Um, it has been highly regarded. That second uh row there indicates all of their AVID support. Um, and there's a lot that goes into AVID, not just the resources and the the college trip, right? but the added tutors, the the personnel associated with it and the sections that they build. Um, so again, you see that there and then of course the parenting engagement and how they reach out to their families and community. Each one of our schools does a really great job of reaching out to their families and really meeting their specific communities at the point of their need really to be commended there. RVA and Mountain. We just heard about all the amazing things they're doing there, but again, your theme there is looking

184at how they provide intervention on a virtual level or for continuous improvement through proficiency. Um, how they incorporate youth mental health first aid, different professional development, social emotional to meet the students um with those areas of need and then of course their parent engagement. So, I'm going to kind of go through those quickly and the slides really do encompass what they're working on. Um but as an overall report you see that theme of academics intervention um MTSS social emotional as well as parent engagement family and community. >> Awesome. Thank you Mrs. Wesside. Any questions discussion? Yes. >> I do have one question going back to ed services and the emotional related to solace looking at the numbers seeing that I understand from 90 to two inquiries received. So means that the inquiries have really really

185really dropped >> along with from 217 to 48 communication saved. >> Absolutely. I'm glad you've got that. Um that's actually something we're talking about with the counselors at RI. Um we are number one. The first layer of that is the the greatest point of support is our people, right? We always start with our counselors. They know our students best. But then from that they go to our community layers like not counseling and training, road family services. And we're finding that connection with the community on the mountain is more successful than some of the outside. So when you look at the layers of support, curlers tends to be one of the last ones. Um and uh so as the years are going on, we're seeing we're seeing less and less and it's actually something that we're

186in review on. We're on a multi-year contract with that. Um that's that was actually an agenda item at our most recent counselor network. Um we have I believe it's one more year on that contract. So, we'll be reviewing um you know overall our comprehensive supports and services and and how that may or may not continue to support our needs. >> Thank you. Welcome. >> Anybody else? No. Okay, then we're going to go ahead. Thank you very much and thank the principles for providing that information. I know it's worth your Thank you. So, moving on to 9.8 which was added to the agenda. 9.8 8 business services update of budget and enrollment and second interim report by Jenny Havlin business official. >> Hello. Thank you very much. And um I didn't beautify my presentation but I

187think I'll have to start using Google instead of Microsoft um which is a weakness for me and um you know to get on that. So although I did u the transportation report that's just on the consent item I did beautify that one. So I I for the first time I used it. So um anyway it was fun and um mine's not mine's not as pretty. So >> but thank you. Um while this is getting started I just wanted to share that um this is our second interim financial report presentation. There is a agenda item to approve the um the second interim on the consent calendar and it's standard state reporting um due by um March 15th um of of every year, excuse me. Okay. All righty. All right. Um the purpose of the report um

188I think everybody really knows um why we're here, why we have to do interim reporting, what they include. Um but just to touch base, it it does include another opportunity to look at our enrollment, our attendance. Um we have uh the governor's January budget. We've changed any assumptions that were material. Um there we know our staffing's been h you know, hired. um we have uh our a good handle on our attendance rate. So it's um it's really also when you're working on this report, you're thinking budget development for the next year at the same time because it's pretty status quo for the current year that we're in unless there was something that caused the surprise. Okay. Um the district is filing a positive um certification um which we that that means that we can um

189fund our um current and two subsequent year obligations. Okay. And we want to revisit um enrollment and attendance real quickly because um uh it's really it's our major driver in not only calculating our revenue but calculating our staff. So, um, we talked about, you know, staffing ratios with students, um, and, uh, how that changes by grade level. Um, and so really you need a, um, your solid, um, good projections on your enrollment. um that creates an ADA rate um which we have a trend for for the revenue side but also this time of year we're working um hand inand Shannon and I and cabinet on you know what does that projected enrollment mean for next year's staffing so just you have that in front of you for um for our enrollment and attendance we are

190um running at a 92% attendance rate right now. So, just under 93 district-wide. Um, and that's a cumulative number. We could having pockets that are higher than that, schools that are higher than that. Um, but as a when you um compile the entire district, we're at uh just over uh 92%. Okay. Our current um if if you uh run current enrollment, I ran enrollment uh two days ago. um you have to um make sure that you uh de uh not include concurrently enrolled students in two schools. An example of that is at the high school with students that are in both Mountain Vis database and rim height database for the CTI program. But we've had this screen before. you can see our our um our total enrollment by campus and by grade and what we

191talked about and this also plays into future staffing um discussions is looking at that um enrollment and do we have a large class leading and a small class coming up or is it pretty steady? And you can see where we're we have, you know, the current 11th grade class that is 226. And as that moves through the system, but after that, we're really around 200 in each um in each grade span um until we get back to K and TK, although those aren't um you know, compulsory uh uh pro programs. So, do do they bounce back in grades one or one or two? So, um, these numbers are also supported by, um, an enrollment and capacity study that school works worked with us on, and we still have some, um, items there that we're working

192through and completing with them. Um, and then looking at it for not only revenue, we look at it for staffing, but we also want to look at it on a facility basis. We want to look at how our enrollment our enrollment for um each um school by grade and what's that impact of our on our facilities and what facilities needs um does that play into. I think I'm something my allergies. Um moving forward you can see the trend. This is a enrollment out of seabed state. That's an official census date and you can see where we've had a pretty steady decline, pretty flat um and then you know relatively flat there is showing um very small declines in the future when supported by our own projections and then the outside um group who also did

193their projections. we were pretty much right on with each other, but showing um a very uh modest decline, barring any type of event that um that we've seen in the past that drives people off our mountain or out of California. That's not just natural birth rate in class sizes. Um you we saw that in the mid 2000s with gas prices when you know a as the the um cost for families to commute um you know became we've seen it when um road um issues when 330 was closed down for what a year a year um and then uh Norton Air Force Base when that was in San Bernardino there so there's been events that impact our enrollment that we would see a spike. Um but we you know we don't like we said in the

194U architect um presentation we don't have a crystal ball and kind of know when all of those are going to happen but there is showing you like every almost county in California lower birth rates across every um demographic. Okay, just a peek at cola because cola also um is used um as a driver on um uh uh our projected funding and I want to just kind of be a broken record. We have to when we talk about um advocacy and when we talk about um the base dollars a cola only environment is really a cut to schools. You know, it really is when you look at it because the other costs that um the a district has that that's supposed to cover step and column, health and welfare increases, gas, electricity, um wear and tear,

195maintenance on a building, all of those are paid for out of the same dollars. And so when you um are having a a cola only on a constitutionally minimum that we're funded at and even less um I had to explain u the old deficit factor to someone today. It's like well could at least we're getting a cola and I said well there's been years where we had negative colas and they call it a deficit factor you know. So um that you know that has happened in our past. They're they're making maneuvers now in place of a deficit factor or a negative cola. So, um you know that is this is not considered um uh that positive. It's not a cut. I'm going to give you that in a sense of a negative cola, but it

196doesn't fully fund a year-over-year um expenditures us and and other districts as well. And you can see that based on um LCFF and enrollment and now that there's a three um test method of how we're funded, whether it's current year ADA or a a three-year look back of prior year ADA. Um so I guess two I think I said three. Um so uh and whichever is greater that can also fluctuate on years that maybe we're artificially giving them a little more money as a safety net or hold harmless. So that year overyear when you think about things that go into added costs um we have years that the year-over-year amount is actually negative. So, not only did we have to um come up with the money to fund regular things like stem column and um

197utilities, health and well welfare, you know, with actually less money. So, but I mean you can see there is some a positive trend and we're not um in in that situation moving forward right now. Perfect. It's got a picture marks a thousand words really on you know the makeup of LCFF that the you know they they say that 2013 award level what that arrow means is when LCFF came into existence um they combined a lot of the categoricals and so the equivalent of what those dollars were in 201213 which was also based loosely on um like a 20078 buying power at the time. But um so you think about okay that was our award level um with LCF the additional funds that might have come from that is um you know not that many more

198dollars for a district like ours. So they're still looking back at that 1213 inception date and kind of comparing us to that of how we would have been under LCF versus funded plus all the categoricals. It looks like the governor and legislators in kind of has an appetite for more categorical type um uh spending instead of just putting it on the base which might get us temporarily extra things or um treat it as one time money or offsets. But unless it's a ongoing grant that we know about that's 3, five, 6 years um you know that that means that's that we can't really commit an ongoing um program or uh hire for that. Um part of the most of the focus I think of I just want to stay on the screen a little bit.

199So, uh, when I talked about what that cola has to pay for, if you look at just what we've included in, um, year-over-year cost to the district, and this one is going into 2627, step and column for all units is just under half a million dollars. Um, we do have savings when our folks retire, okay? So, we budget for that. Um, we have, you know, uh, kind of shoring up some, uh, staffing based on enrollment. We have some one-time expenditures and revenue though um that that we've had that we so we have to actually reduce our um other revenue but we also have some expenditures that were one time um in nature in this budget. And then um we had some obligations and um positions that were previously funded with restricted dollars that um you

200know those funds expired. So we incorporate those into the general fund again. um side of the budget. Um and then the increases to health and welfare and um the increase that we received um for our renewal rates this year and it's not just for RIM, it would be for everyone in our pool and it's pretty standard across the state. Blue Shield increased by uh 12.99%. Kaiser increased 9.12 with some modest vision and dental increases of around 3%. So, that o year-over-year um increase in cost to our budget is estimated to be about $616,000. That's a $49,000 change from the increase that we just talked about in December at first interim. So, first interim that um increase into 2627, we've now added uh $49,000 to that increase going into 2627. So that compounds because now we

201have not only is that 409,000 ongoing, future increases that need to be budgeted for the following years um renewals are then calculated on a higher number. We have some minor um uh uh savings in there. Um that'd be from our um uh our first interum our first interim um budget solveny our fiscal solveny resolution. So I wanted to just kind of pause before I go to the next screen a little bit just to see if you have any questions on this um or I I know we've talked about it we put it in updates before. So, >> does anybody have any questions about this amazing 12% increase in insurance? >> Except that we need a paper bag and him hyperventilating. So, >> they c from under my desk. I think I was going to pass

202out. So, >> you go. Okay. So, we're all on the same page. >> We're all on the same page. >> We can move on. >> Been some sleepless nights over it. >> Okay. Just other administrative changes that last 166,000. Is that additional cost to us or >> that's a savings and that was the action you previously took? >> Good. >> Okay. Wanted to put the year over because I was been fixated a little bit on um the uh health and welfare. This is I I um dumped this into um Excel. We'll have to maybe beautify it too on the um uh actual health and welfare costs um since let's see what year did I pick um 2021 and you can see how um it's been you know uh going higher every year and by bargaining

203unit or or actually by uh class of employee not by bargaining unit and that would be certificated would include management and teachers classified would include classified management and support staff. Um and then um our retiree insurance and um a cash inlue which we do offer our um active employees um that would have the um uh and certificated retirees um a cash payment in lie of taking our insurance. So um you can you know that's a pretty steady number because it's capped. Um it doesn't get a um uh an increase. we're we're actually at our JPA maximum that we're allowed to um to offer. So um uh and the um purpose behind that is the pool, it's a blind pool. They don't really want a lot of optouts comparative to to their members because they want

204some of those healthy um young people to be insured and keep utilizing them down. So I um have the site slide in every time. You can see we're starting to get a little relief on PERS um increases year-over-year. This is a change from first interim. Okay. And we start into our 2526 working budget. Very minor changes as we've moved forward from uh our revenue um expenditures um down to balance. So um highlighted the percent of our budget. Now this is total budget um and total expenditures. So the one-time use of funds for non-personnel on the restricted side um it does sometimes skew this this calculation. You can see that we spend 73% of our budget on um staff and and payroll costs, but how that's really on a fiscal solveny viewpoint. um they take total

205salaries, total costs and uh divide that by actually just your unrestricted revenue which puts the districts into the high 80s, low 90s percent. So when you see a county letter that has that 86 to 92% at any different year, um it's because they view it not, you know, without the the restricted components. Um this is our um our our fund balance and this is just um same uh dollar amount on the unrestricted side but in more detail you can see that um you know what's in what makes up our our reserves graph of the same information but moving forward and graph of of our deficit spending you can see our unrestricted revenue versus our unrestricted um costs. So, um, and that disparity between the two, our global budgets finally go really fast, but we we've

206talked a lot about this before. So, um, ongoing and major concerns. Um, we still have a a a concern with the high special ed costs in the state of California, our district similar to every district in California with um you know the escalating costs, the um the escalating number of students that are being identified and the impact to a district's um you know that funds the contribution out of their their base uh dollars. um increasing health and welfare costs, relatively flat enrollment. Um you know, we still are struggling with an ADA p um attendance rate. Uh there is an expectation we can have some reduced colas. Um we they this isn't a big impact for REM in the current or subsequent year, but our third year if the state keeps having deferrals, we need to

207watch our cash flow a little bit uh closely. We've we've always been in both the position with cash um and then just the p the uh pension obligations that is really I'm a broken record and it's um you know we have to um really look at and address the current impact of the change in health and welfare that that's a significant change from one interim reporting to another um and and how to work through that with the budget. Um and basically um status quo on just monitoring the budget, working with personnel on staffing for next year um and as we start um also working with ED services on developing the 2627 budget and all that. This wasn't my slide. It's full services, but you can kind of see the timeline for people that don't know

208kind of where we're at. Um you the we talked about the May revise um and uh you know that will um around May 15th May 10th May 15th we'll start getting um working on that and then the legislation the governor bills really start negotiating um and then uh approve the the state budget and then due to the fact they usually approve it without the trailer bills because they want they don't want their paychecks to get um impacted um then uh working all summer and into the fall on that trailer bill language. >> Does anybody have any questions? We all have concerns about the insurance height. >> Anything that order? >> No. Thanks. Thank you, Jenny, as always. And I like that song, that broken record going over. So you you put that on the record

209player. >> It's a Sleep. Sweet sauce. Okay, so moving on. 10.0 discussion information items. 10.1 the legislative and advocacy report. It is I'm going to be super mindful of time since it's 8:35. So real quick in SANDA's a big part of the discussion with advisors which are lobbyists for the county is the budget. the big it that right now is the biggest point of contention that 5.6 billion dollars as Dr. Savviano has already discussed um AXA, CTA and CSBA are lock stop lock step in pushing back on this. The revenue numbers for the state of California are coming in uh higher than expected. Last month was a little bit of a dip, but the whole entire fiscal year is above projections. So, the LAO has scored the um $4 billion of overall money going to

210that as being something that could be put onto ongoing money. So, out of the edge education budget that we've received, four the LAO is saying, you know what, $4 billion more can be put onto ongoing expenses, meaning the base. Okay, the governor is like playing super conservative because maybe he's he's saying, "Okay, yes, we do have projections that are above what we were saying, but there's there's warnings. There's red flags, the AI bubble, the tariffs, all these different things that we think we should be a little bit concerned and that is my justification for holding back that 56.6 billion." But the LAO is saying even Yeah, but you can put $4 billion more at least $1 billion more and still be conservative. And if if you translate $1 billion, that's 1% more on the cola.

211That's what it translates. So having that information and going forward, the LAO is behind us getting more money that that $5.6 billion is a little too conservative and he should So it'll be interesting between now and the May reise how the governor stays in this stance of $5.6 billion. it the numbers just don't um support his position. Then the other part is the cola like Jenny has said and everybody has said it doesn't re it's set by some other factors that we're not in control of. It doesn't really reflect education expenditures and it does not really refle reflect the realities of declining enrollment in the state of California. And so part of this issue in this discussion of COLA is we have to address declining enrollment as a state, not just as a district but

212as a state because COLA really after you if after you adjust for everything is less than 1%. So we can sit here and say we have a 2.3% 2.4% 4% cola, but when you actually adjust it, it is less than 1%. And so it was really interesting to set um in the conversation instead of having that Prop 98 still grows no matter what per constitutional for per the formula, but going downwards is decline enrollment for the state. So the biggest question is where is this money going? Where's the discrepancy? Where's that gap? Where is it going? And so what the the bit the discussion is, he's created categorical funds and new programs instead of mitigating declining enrollment and building up the per pupil expenditure that would mitigate those those costs associated with declining enrollment. Because

213we still have kids to pick up at certain bus stops. And yes, at maybe years ago there were 60 kids on that bus, but now we only have 30 kids on the bus. Well, we still have to run that bus on that bus route. And so that those are the problems with this whole concept. And if you actually focus on the declining enrollment and mitigating that, then there would be have to be less conversation, Jordan, on the ADA versus enrollment because you are mitigating it right there at as the per pupil expenditure. Does that make sense? That's been my argument for years as we've seen declining enrollment and as the budget the amount of revenue goes up in the state. simple math problem. You have a larger amount of money where because you have a

214this that straight percentage from Prop 98 that needs to go to education. >> You're having an increasing amount of money with a smaller divisor, right? So that dividend that that that the division problem ends up meaning we should be having >> more money >> more and more per capita per capita student spending yet at the same time there's more and more programs and it does appear that there is more spending in niches and that's where I think there's become growing disparity >> between like we are one of the losers in the LCFF funding formula we're still getting one 2% more each year but there are other school districts other areas where they're receiving year-over-year greater increases and there's a greater disparity between the halves and the have nots based on how how that's that state

215spending is and they're also not fully meeting their obligation with Prop 98. And the other point is is that last year he he pulled back $1.9 billion instead, you know, in case of revenue risk. And so it is paid back in this budget, but it's but it's not going to the base. It's not going into into base funding. It is going to pay back the deferrals from last year. So we're we're being screwed in terms of growing that base. And if 5.6 6 is being pulled back. That money as as the LAA has stated can go for ongoing money to grow the base. So we will lose again if we lose this fight um if we don't get if he's allowed to do this. And by the way, we that $5.9 billion is doesn't have

216to be paid back next year. It can be paid back at at whatever rate the department of finance feels like and and it can go towards mitigating like if there's deferrals again or whatever which again doesn't go to the students and growing the base and increasing the per student cost. So we're with that money we are getting did I say screwed? Sorry. Well, too bad. and we are we are being screwed six ways into a Sunday so to speak over and over and over and over and over again with his maneuver that is unconstitutional. So moving on to the federal report. So sorry we're just moving on because I know it's late. >> Yeah, I didn't even go there. Okay. So, we should see the president's uh budget in the next week or two. He

217is going to propose those massive cuts to um education. We need to keep advocating because we locked out this year both the House and the Senate agreed upon a proposal where there was small increases but at least it wasn't cuts. And the interesting thing though is that the department this particular administration is doing something a little bit differently that is good uh in the title one area and Mrs. Wside isn't here but the the administration is saying we would like to loosen it up a little bit with title one. We want we're giving you this money in like these blocks of money and we want you to rethink the way you spend it, the way you want to spend it. So when you get So the whole idea is we want you to be more

218creative with this. Um we want you to go for it. What are the creative ways you can use it? We're going to relax these rules a little bit so that you can have some more flexibility and more quote unquote local control. So, I asked um Kevin Gordon, I'm like, "Can you give us examples because myself and Jamie Steen, we have lots of creative ideas, but would those fly under what they think is is creative title one." So, at the next Sandabs meeting, we're going to get examples of what the Department of Education has actually approved that are considered creative ways of spending Title One at actual examples that were approved by the Department of Education so that we can say, "Oh, okay. Kevin Gordon gave an example of something that may um be an idea

219is in order to offset special education." So if you have lowincome students in special education, that program, that sped program that they're in, using title one monies, which normally you can't use to support that sped program, that may be one way. Um, so they're going to get examples. The superintendent in the room that were some of the superintendents you were with, um, the biggest thing that they would like to see some flexibility on is the supplement versus the plant. They want a lot of flexibility on that and Kevin's going to get some more uh from the Department of Education on that. In regards to legislative bills, I sent you guys the entire awesome awesome packet. This one, it's almost as big as Jenny's budget of the bills. You can take that and you can read

220it and pick out some of the ones that you would like to discuss further. And I also gave you the Sand Dabs position report. I'm not going to read all of them for sake of time, please. Um I'm not the only the ones that I want to highlight um that that bill that came back has come back Shannon in terms of the confidential communication that conversations between an employee and their labor rep would be considered confidential which would hurt investigations into employee discipline. That bill has come back. Sandabs opposes it strongly. We think that it would hinder hinder your ability to do due diligence in the investigations. The other thing is is that the um the one where >> SB 1017 which is foster youth access to pupil records. homeless students already have the ability

221to access their records wherever they are, whenever they wish um at a younger age. So, this would mimic and allow foster youth the same ability that 14 age of 14 years of age or younger, they have the ability to access their records just like the um homeless students do. Um yeah, the confidential employee thing I didn't think you would like very much. And so those are are really the ones to watch. The one the other one that I brought up before is the mandatory kindergarten bill. I think that's something that we should really have a discussion because I think that every single district would love to see some stability in the ADA. So that's my report. You guys have a lot that you can go through yourselves and pick out as capital advisors kind of

222groups these bills in in groupings. So, I didn't have time. >> It's sake of time, Jordan. I tried really hard. I got two I did three minutes. I'll quick add on that. Yeah. Um, it's a that's a 78page document from capital advisors that contains summaries of each bills. It's over 330 bills, education bills that were introduced. Um, I've seen about 20 or so that might be of interest to us so far. So, I'll be sure to bring those back for us. Uh I mentioned a lot of them last two weeks ago. Cla uh another one that might be interesting is just SP 959. That one's expands who can declare a major safety hazard or emergency to trigger ADA protections. Right now that's a law enforcement agency that can do that. This bill would expand it

223to local fire agencies too. Uh which might be pretty impactful for us. So, I'm gonna give you a homework assignment, Jordan, because I didn't take I sometimes I don't take extensive notes. Um, could you type up something like that with the There you go. And just send put it in the board docs so that we have that and we can reference that. >> Good. >> And then what we'll do is maybe we'll we'll discuss some future agenda items where to to pick bills that we want to put an actual position. I would say let's not let's not have a massive spread. Let's consolidate where our efforts are. Okay. >> Thank you. >> All right. So, moving on. 11.0 discussion action items. Uh 11.1 superintendent first reading proposed model board policy 0441 artificial intelligence fiscal impact.

224I need a motion. So move second. Jordan. Discussion. Any discussion? Awesome. Calling for the vote. All in favor? >> I. >> Any opposed? Motion carries unanimously. 11.2. Personnel services. Adoption of resolution number 25/26-12 reduction of particular kinds of certificated services. Impact. Fiscal impact. Yes. estimated savings of $150,000 from the budget re uh source unrestricted general fund personnel/various accounts. I need a motion. >> So moved. Jordana second. >> Scott. >> Sorry. >> Discussion. If none calling for the vote all in favor I. >> Any opposed? Motion carries. 11.3 business services direction on TBP architecture options and budget fiscal impact none any motion >> so move >> bill >> second >> Scott's the second discussion we saw that le was the first first for school based on need the thing that I guess I was concerned about

225in the discussion just really quickly was the electrical the what was pointed out as such high electrical need that I mean all schools have to be upgraded but I guess maybe I'm a little bit ultra sensitive since my shop burned down due to bad electrical work by the building or journal but I mean and so you know it's just it's it's highly concerning that that we we just want to be able to address that not to say the le will burn down I'm just saying I'm projecting my own insecurities that's Exactly. That's my whole thing is that I'm concerned with >> new wire. >> Shut up. >> We're up to date on our fire truth. >> Oh my god, you guys are killing me now. Okay, so any any discussion? >> We're in discussion. Do

226you have anything else? Loveies. We're at LA is our first school. All right. >> Are we looking to set direction here? >> Yes. Is this the direction we want to go? That's the motion on the table. >> Official vote on that agenda item. We could have combined them in hindsight. >> Okay. >> So, we just want to go with the recommendation. >> Yes. >> Accept the recommendation. >> Very good. LE was the recommendation. >> Yes, Bill, you were the first. Yeah. >> Oh, he doesn't. All right, let's have discussions. Keep keep having discussions. >> No, I'm just I'm still doing some extra thinking. And >> I I understand their their focus. I'm also wondering why we didn't consider doing electrical across the boards then doing HVAC versus doing one school at a time. >> I

227think it was to do with which schools are eligible for modernization projects, right? >> But some of that's changed. >> Can I just say the other part is is that when you start opening a walls and you start uncovering even to upgrade, you trigger ADA issues and DSA. So, you might as well if you're opening up those walls and the ceilings and everything anyways, you should just go ahead and put in the system because it will be less muddy because you're going to tear down drywall and all this other stuff, put upgrade the electrical, have to put it all back up, and then go back to do HVAC and tear down the drywall again. To me, that's more expensive. There's also the classrooms that you're displacing and why would you in my opinion you would

228never start a project and not finish it all the way through because because then you would also delay them having um air conditioning. So now the schools are going to have to wait. So if you even start in a few schools then you're going to delay air conditioning for those schools until you can get get that put in place and it's just going to be extra cost all the way across the board. >> Okay Dr. Sebiano, he's winning. >> Yeah. Just uh to to reinforce the concept that was delivered tonight about eligibility for modernization and ensuring that those schools are eligible and ensuring there's going to be, you know, a reimbursement that will help keep the projects going in the future. But understand that there's three schools currently eligible or will be eligible soon. We've

229talked about those three schools. So those would be the natural progression of the next of the next projects and that's we're just trying to decide which ones to put in order. That's another discussion >> and that's Jenny had said that she was going to put those three schools into our the update that we get and BOE is not currently one of those schools. I did find that although I was going to just put it uh you know in in my Friday update uh tomorrow but um BOE's eligibility is in 2030. I mean just so it doesn't mean you know that's why we want to get the the ball rolling on um on all of those you know but because it doesn't mean I mean so we can just hit the we would be using measure

230I want to make sure people understand we don't have to wait to do a project until 2030 okay but that's when we would be able to get the funding if the state had the money right and so we're we're going to be using measure E reimburse first by the uh by the um state when those when the state has the funds and we and we've um applied for it, but we also want to be aware of that cash flow. So, because we're going to want to maximize those eligibility paybacks as soon as possible so we can be doing other projects. >> So, make sure I understand is let's say that we do one of the so the LE is currently um qualified for modernization. So if we spend somewhere in the vicinity of 13 to$15

231million that will automatically be eligible if matching opportunities come up at the state level. >> If we were to do another school that didn't have that like CH then we would have to wait u at least another decade >> or not decade we'd have to wait until after 2030 hit in order to be able to get >> reimbured to be able to get the to be able to then work on it. Okay that that's thank you for explaining that. So in 2025 le became and mountain high became eligible 2025. Um in 2027 rim high will be added but I will give you this tomorrow. Um and then in 2030 Kaufman BOE and RIM high again okay rim high has a lot of eligibility because of the grade levels and the different phases of of modernization

232um and MH in 2032. So, you know, we're going to be kind of a continuous wanting to get those plans in for when the state sells a bond, we can be first on the funded list. And it's real similar for those of you who have been here on how uh the mod 3 at rim high worked where we were really using um uh you know that we put that the money that was generated for mod 3 was from a mod 2 matching that we received. weird just waiting for the money and and then we were able to to do that and finish the project. >> So the question that actually I was the question I was actually asking was service panels are not all throughout every classroom. service panels are at central locations just like

233um the generators are at a central location and would there be value in purchasing the generator if we had to do as an example generators for each school would there be value in purchasing all those generators at the same time getting a better price for all of them versus doing it one school at a time >> I'd probably need to defer to Jim for a little bit of that >> same thing with service panels. Service panels are going to have a location. They're not you're not going to tear up the whole school in order to do a service panel. >> Yeah, I think that, you know, we really need some uh feedback on that. But really also that codes change over time and so you have to make sure that you're in line with the

234current codes for that project. So something to consider, but yeah, we get feedback on. >> Agreed. And another reason to get the service panels changed. >> Correct. >> Right. while you're under code and then then they're acceptable. So it's just wondering if we considered those that kind of an option. >> I think we need I think we need to get more feedback from our experts. >> So what's on the table is is to go with the recommendation that was presented >> and it's still the motion. >> It's so your motion stand. We're going we're following the recommendation presented to the school. Scott, you're that is your understanding too. So that's what we're voting on. >> Clarification on that. Does it include the optional things? >> No, we are only doing the work. No options. We

235will revisit the options later after every school gets what they need. >> And that's the way I understood it. >> Absolutely. And this is just starting the ball rolling. It's not like construction's going to be starting next week or anything like that. >> Do we need to amend our motion to specify that? Because this just says direction. >> No. Can you just specify for me for the record, please? >> Which would you specify? >> I want you to say that we are going to follow to approve the recommendation of LE. >> I move that we approve the recommendation of LE without the additions. >> You are such a stellar board member. >> Scott. Second. >> Thank you. >> All right. Any further discussion? If none calling for the vote. All in favor? >> I. >>

236Any opposed? Motion carries as amended. 12.0 consent calendar. Items to be pulled. Anything? Anything that needs to be pulled? I'm giving four seconds. >> Okay, we're moving on. So, here we go. With that we have 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 10 12.11 12.12 12.13 12.14 I need a motion >> salute >> bills the first >> second >> Scott the second discussion if not calling for the vote >> I favor I >> I opposed carries unanimously mean we do not have to go to 13.0 nothing being pulled 14.0 Governance team future agendas planning 14.1 a time allotted for the board of trustees to request agenda items for future meetings. Um what I suggest was maybe for the workshop is that we put in their uh bill choosing choosing pieces of legislation

237that we actively wish to support including putting together an advocacy letter towards. So, so look at your board docs, look at Jordan's and and let's put that on the workshop agenda so that we have time to be able to do that. Okay. Anything else? Okay. Moving on to 15.0. Future meeting dates. Board meeting workshop March 26, 2026 4 p.m. 24740 San Maritz 2325. Regular board meeting April 16th, 2026 4M is close by 30 p.m. is open session 4740 San Jose California 92325 16.0 recess to close session if necessary. be two.