ROWUSD School Board 5:30 PM 2/26/2026 Meeting

001All right. So, what's that? >> 6.0 0 reconvene open session procedural business 5:30 p.m. 5 6.1 call to order the board of trustees are hereby reconvening the open session at 5:37 p.m. by 6.2 to roll call trustees to identify themselves by first and last name to formally establish a forum. Cindy Barner, trustee area 3. >> Scott Craft, trusty area four. >> Danny area 2. >> Jordan Zerati, trustee area 5. Bren Springs, Arab Lake, Green Valley Lake. >> Dr. William Millinger, trustee area one. >> For the record, Dr. William Melinger is in Israel at a crazy crazy hour. So, he's a crazy person, but thank you, Dr. for Melinger for zooming in >> 6.3 pledge of allegiance led by >> you ready begin the United States of America to the stands one nation indivisible and justice

002for 7.0 Close sessions public employee dis discipline dismissal release pursuant to government code section 54957. We do have closed session report out. The statement is as follow. In close session, the board took action to nonreelect employee number 3474, a probationary certificated employee pursuant to education code section 44929.21 effective at the end of the 2025 2026 school year. The board directed the superintendent or designate to send out appropriate legal notices. The roll call vote was as follows. It was unanimous. In close session, the board to took action to nonreelect employee number 3287, a probationary certificated employee pursuant to education code section 44929.21 effective at the end of the 2025 2026 school year. The board directed the superintendent or designate to send out appropriate legal notices. The roll call vote was as follows. It was unanimous. Moving

003on to 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 comment period is administered by state law and is the point in the meeting set aside for members of the public to share their opinions with the board. Open meeting laws do not limit the board to engage in dialogue or answer questions. Though it may not take action on non-aggenda items, issues raised at the public comment period. The board, for example, may refer any matter to the superintendent for review or take action to direct staff to place a matter of business on a future agenda. No person is granted any privilege by the governing board to make statements which may be considered defamatory or otherwise actionable by other

004persons 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 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 for 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 rather than orally addressing them at a meeting. The board will not respond to such complaints until the applicable complaint procedure BPAR1312.1 has been followed and has reached the

005board level where a complaint concerns a district employee identifiable by name, position, or other facts. The board cannot respond until proper written notice has been given to the employee pursuant to government code section 549 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 mis meeting. Open meeting laws do not confer any privilege or protection for expression beyond that otherwise provided by law. The public's understanding and cooperation are interested. N So now we

006have nine n.2 two public comments. The first one, Cindy Cindy, oh Lord, love it. Sydney McCook representing herself. The topic is BP 4161.2 and 4161.1. We know how to do this. Just push the little red button. >> Haven't done this before. Okay. Okay, before the timer starts, I just want to say that um everything I do and every decision I make is um for the betterment of my family and that means that everything that's good for the district is also good for my in turn for my family, right? Better the district are the better my kids will learn and okay and also this is a a personal speech so um I brought my tissues. Okay. Hello board members. I'm already crying and everyone watching from home. My name is Sydney Mcook and I teach at

007VOE. I'm here today to ask you to uh revisit for policies 4161.2 regarding leave and 4161.1 regarding miscarriages and formally provide 5 days of bereavement leave for pregnancy loss. This may not be standard law but we are not a standard district. We pride ourselves pride ourselves on being student centered, people first, and willing to do better than the bare minimum. This is one of these moments. I want to start by saying that our current administrators are compassionate and supportive. I was shown kindness during one of the hardest moments of my life. But policies cannot rely on goodwill alone. Administrators change. Leadership turns over. At some point we all have to retire, right? A compassionate response should not depend on the whim of who happens to be in charge of the time. It should be guaranteed.

008Um miscarriage is an imag unimaginable heartbreak. It is the loss of a child, a future and a version of yourself you are already. Um I want to ask you to reflect for a moment. Um, who here has they experienced a miscarriage or have a partner who did or know someone who has? Um, education is a mostly femaleled profession and medically one in four women will experience miscarriage. This is not rare. It's not fringe. It's happening in our buildings to our colleagues right now. Uh, the law has recently begun to acknowledge that pregnancy loss but is not uh does not go far enough. And again, we have never been a district that settles for good enough. Um, at the end of December, my husband and I went to the doctor expecting to hear a heartbeat and

009see our baby, these tiny form. Instead, we were told there was no heartbeat, that our baby had stopped growing. They were absolutely devastated. My body did not recognize the loss, and I had to go undergo a medical procedure to remove the pregnancy. The doctor uh performing the procedure told me it would be ill- advised to return to work so soon, not for physical reasons, but because of grief. Uh she said five days was the minimum she would recommend to begin processing that loss and I can tell you it was not enough. Um some of our staff members have endured the same experience. I can think of many in this room and return to work immediately standing in front of students while actively grieving as they felt they had no choice. I was granted bereavement days.

010But no one should have to hope for special permission during the worst moment of their life or have to figure out um the policies. I'm asking you to take action to codify or codify compassion to ensure that everyone who experiences pregnancy loss is getting five days of burdenment leave without guilt guilt without paperwork gymnastics and without fear. Um let us be the district that leads with humanity. Let us protect our staff the same day we ask them to protect our students. Um thank you for listening to do good. Look at that. Right on the dot. Three. Sounds good. >> Commission maybe can bring this forward for workshop and discussion. Can we do that? I'm using reference to the superintendent. Okay, Sydney. >> Okay, next we have Joseph Harts. Uh the topic is questions and clarity

011of board member raise. >> I I have not done this before. So button. >> Thank you. And I do understand I do understand that even though there may be some questions in here that you can't actually answer the questions here and so please bear with me and I appreciate the time. Um my name is Joseph Harts. I'm an instructional a VOE, a CSEA member and a proud parent of multiple children here in our district. Um, I came seeking some information um about a possible board member raise of over 400%. There's a lot of information and misinformation and it's hard to know what's the truth and what's not the truth. Um, but it's dishart it's a little disheartening to hear as such an exorbitant raise when teachers and faculty struggle at the site level to provide

012for the students. We often hear we wish you could pay you more or pay you what you are worth. We are working every day to provide for the children at the site level. It is why we are here. We're constantly asked to do more with less, why we can't fill other or hire other positions. I even received an email, how could we cut funding? How could we save money in our district? I think I'd re-evaluate my answer now knowing that there are other things out there. Thank you for the time. >> I'm going to direct the superintendent to reach out to you to clarify your questions cuz we'll give you the down and dirty. Okay. All right. Thank you. Next. RTA Nick Nicholas. >> Yay. >> RTA president. >> You just stole my introduction. >>

013Oh, sorry. I was saying, "Hi, I'm Nick RT president. >> Hang on." >> But now everyone knows it. So, I hope everyone is well tonight. We are headed into the notoriously long month of education. Teachers will be preparing students for testing in April. putting supports in place for transitions happening next year and hoping snow doesn't keep us out of our classrooms for too long. Add to that the daily struggles of classroom management, the additional tasks that teachers are asked to do outside of the classroom and the personal struggles of providing for our own families. And it's easy to see why some summer countdowns have already begun. Three months and 13 days. If lack of teacher retention and teacher burnout are not sufficient motivation for change, perhaps test scores are. We know that the biggest positive

014impact on learning and subsequently test scores is onetoone teacher-to- student interaction and attention. Our teachers along with our amazing support staff are doing all the things we've been told to do. Build and review and intervention, differentiate instruction, maintain parent communication, create relationships. But with increased care needed for students in the classroom and roughly one minute individual contact per student per day at a secondary level and five minutes individual contact per student per day at the elementary level. It is becoming increasingly more difficult to ensure that our students are sufficiently prepared for the next test, prepared for the next grade level, and prepared for life. The following statements are from teachers across the district regarding the two areas that are affecting them the most, salary and class size. Regarding salary, last year as a first year

015teacher, I was falling behind on bills due to not getting paid until October and couldn't pay my vehicle registration. While on my way to work, I was stopped by the CHP and they impounded my car due to the late registration. I was left on the site of the 18. Luckily, my coworker had enough to cover their registration, and I was able to receive a ride to school. Regarding salary, I pride myself on being very good with money, but with the rising cost of literally everything, it is getting tough. I'm starting to dread going to the store with my seven-year-old. How can I explain that? No, we can't get the strawberries today. It's not on the list, so it's not in the budget. I'm scared that we are going to be priced out of working for

016Ren. Regarding class size, we need lower class sizes now. How can the district expect me to differentiate for the 12 different levels for the 32 different learners? Prep and plan all the materials for art, math, ELA, science, social studies, and socioeotional lessons. Manage students behaviors that are extreme while redirecting minor behaviors. Make sure all students have feel seen and heard all while being on the front lines to rising test scores. This is an impossible task. Regarding class size, I have found a direct correlation between my stress levels and my class size. This year, I have a larger class with many behavioral needs. I have kiddos who need one-on-one time multiple times per day. I have students threatening others, hitting, cursing, destroying property, and a loing. While a smaller class would not directly stop these behaviors,

017a smaller class size would give me the opportunity to address these behaviors in a meaningful way while also meeting the needs of the lower level kiddos who slip through the cracks. Regarding class size, increased class size limits my ability to provide the individualized support students require. The impact is not only academic but also social and emotional. My students have openly commented about another new student, demonstrating that they too were feeling the effects of large class sizes. Many educators are working well beyond contracted hours to complete planning, grading, data analysis, parent communication, and intervention preparation. If the district's goal is to improve academic performance and increase test stores test scores, class size reduction must be part of that conversation. Regarding class size, with a staffing ratio the way it is to get another teacher in primary,

018all classes have to sit at 28 students. With 28 students in primary, the classroom management piece is very difficult. Teachers are unable to run small group instruction because of the amount of time it would take. Because of this, we have seen a decrease in student achievement. Students taking the CASP are not prepared, affecting our test scores year after year. If we want student achievement to increase and behavior problems to decrease in our schools, it is imperative for primary classes to get as close to a ratio of 20 to1 as possible. Regarding class size, this year I finally have a smaller class size with help, but only because a law was passed in Sacramento. I love being able to meet the needs of my students. I have had the time to coach students through problems instead

019of offering platitudes. I know the details of their lives. I can keep up with parent communication. I find myself smiling more and enjoying my job like never before. Let's make that happen for all teachers. Regarding class size and salary at the high school, I currently teach three preps, including an inclusion classroom and an AP literature class of 39 students. Every day, I manage constant disruptions, profanity, and the legal requirements of over a dozen IEPs, 504s, and behavior plans in a single classroom. This work requires sustained emotional labor that follows not just me but educators across this district home where we face exhaustion, anxiety, and burnout with no time or space to recover. At the same time, our classroom supply budget has been reduced to $50. That amount purchases approximately 500 pencils, which did not last

020through the first semester. I have cried alone in my car after school more times than I can count. Not because I cannot do this work, but because the conditions make it unsustainable. When compensation fails to keep pace with the realities and costs of this job, it sends a clear message that this level of professional, emotional, and financial sacrifice is acceptable. Is it acceptable to you for educators breaking points to be treated as an operating cost? These are only a few of the statements that were gathered. Your teachers are walking into classrooms every morning exhausted, already at their limit, and desperately trying to give all that they have left to their students. I don't want to watch my colleagues lose the joy and passion that brought them here to teaching and to this district. I don't

021want to lose that in myself. I want my children to work here as part of the Room family. I want my grandchildren to attend Room schools. Please help make Room of the World a place where students, families, and staff want to be. >> Thank you. Next, we have CSA. Suzanne, I saw you walk in. Are you She's coming up. Thank you, Suzan. >> Good evening. I don't have a prepared speech and I I hate talking off the top of my head, but I was just at our chapter meeting where part of the discussion was the legislation for um increasing the compensation for school boards. And I'm just going to be very brief and just tell you classified feel like they're not important. I I won't repeat some of the things I've heard, but um I'll

022just leave it at that. They just feel like they're not important and and classified are the ones long but certificated that are meeting the needs of students and cleaning the buildings, trying to keep things germfree, you know, getting the kids to school. So that's just what they I feel like that's what you need to hear that this is what classified is failing. >> Thank you. >> 9.1 9.0 reports and presentations 9.1 business services educational foundation presentation of checks. Joe Bonita, come on tiny person. >> Um, oh, additional members. >> There's all these members. Thank you for coming. >> Oh, we're >> With the big checks and the big money for the great educational growth our staff are providing. Wait, push the button. >> Push the button. >> Speak into the microphones. There you go. Okay,

023there we go. All right, thank you very much. We are very pleased to be here again and we want to give you just a little history so that everyone has a better idea of who we are. In 1983, there were educators as well as uh and that was RIM Unified School District educators and community people said it would be important to have a foundation and this foundation was started as I said in 1983. These were people who were concerned that our schools needed the resources to make sure our students had an enriched educational program. In 1987, they did the work that was necessary to become a nonprofit, a 501c3, which means that we get to submit grant applications and no one suspects that we're going to pocket him and head off to a a wonderful

024island. The group of people who came together were genuinely concerned and interested in ha enhancing the learning experiences of our students. We have a small rural school district that has the same responsibilities as Beverly Hills LA Unified Sacramento. All these school districts are required to do the job that is needed to enhance the learning of students. The volunteers which all of us are, we give a great deal of time to the point where sometimes we see each other and we think h what is she good at or he going to come up with? Now I want you to meet many of you already know. What's your name? Le >> Priscilla Williams. And you're responsible for >> partnership with schools. >> And so she's the chair for that. And sir >> Alan Eggy >> and Allan

025is new to our board jumped right in and took on >> Oh, the first thing we did was giving Tuesday. So, I was chairperson for Giving Tuesday. We organized down at the lake, the tap house. Basically, >> and how much did you raise? >> Uh, well, I didn't raise it, but we raised I raised $7,000. >> So, that I'm I'm about here completely. I didn't move on to the mountain until 2020 when I saw the light. But, um, um, yeah, it's a it's a cause I think that's dear to all of our hearts. Education is really the foundation of citizenship. So for sure. So I bumped into him I think in the post office and >> Pilates and you wouldn't stop >> and Pilates for two years >> and I wouldn't I wouldn't let him

026go because I heard his thinking and I met Priscilla in the grocery store in the produce section and the person to your right is Harold Kinsel. I'm still waiting for the payoff that you promised me. It's on its way. It's on its way. It's in the mail. It's in the No, not that. So, >> you know, where did you work? >> Where did you Where did you >> Where did I teach my uh Burbank Unified School District for about one or eight years and then up here for years was Suzanne. Yeah. >> And doing all sorts of things and um retired from third grade at VOE. >> Thank you. And so her desire is to bring resources. And the lady to your right, >> I'm Dana Chapen. I've been a member of the mountain for

027over 40 years now. We've finally gone past that. Raised my children here. They went to VOE, went to uh MH, went to the high school, and went to Mountain High School. So raised raised my children here. Uh my family owned a business uh many many years ago in Crestline. I am a retired teacher. My daughter is an active teacher in the San Bernardino district right now and I'm the treasurer. >> Yeah, she can count beyond 10. This is my level. >> Very interesting. >> And we have someone that some of you might know, the young lady with the curly hair. Who are you? I'm Majesty Landon and I'm vice president and don't plan to rise any higher in >> as well as >> the editor of the Alpine. >> Exactly. So you can Oh, and

028I'm Joe Bonita Reigns and I was an educator started in LA Unified School District and I retired I went from LA Unified to LA County Office of Ed to the uh California Teachers Association where I provided training for educators throughout the state. The reason I wanted you to know who each person is, we are just representative of the people who really are dedicated to ensure we can motivate the the variety of people to donate to enhance the learning experience of our students. We have success stories that are phenomenal that people are shocked to see. From our high school, we have graduates who have found confidence and they are doing successfully well. Some have chosen to go into careers right out of high school. Some have chosen to go to college. Some are still making some

029definite decisions of what they want to do. We became involved with the career and um career CT career training and education because of Cindy Gardner. Cindy was on our board as well and she came to a board meeting and said, "Hey, have you girls have you guys heard about the CTE RO program?" None of us had heard about it and the successfulness of that program motivated us to choose that as one of the areas that we donate to. We are here to present again. We have donated over $675,000 and this >> not counting today. So, we've got change in our pockets still and I would like to ask each of you who are holding the >> Why don't you start um certificate the principles from >> Yeah. >> could we get the MPH and the

030C uh MPH and the RHS principles >> RHS principles. >> Thank you very much. >> Yeah. accept. >> That's right. >> So, this is for $29,000 to the school district. Um, and it's $25,000 to rim and 5,000 to Mountain for the AVID program. >> Okay. I'll just >> I'll stand up for the photo once we're >> stand over here. Okay. Yeah. >> And then here I'll show you >> the way the program was initiated by the rim education foundation. We had a board member who taught at uh San Bernardino and taught in the AVIC program and she said we must visit that program and incorporate that in our uh funding. We went to San Bernardino. We observed what was going on. We got the data that proved the fact that students who go into AVID

031find a sense of selfrespect and self-determination as well as they have succeeded in school and therefore our board voted to incorporate the AVIT program as one of our f funding programs and the outcome has been outstanding. Uh we provide a scholarship for an AVIC student. Our former superintendent Reed Montgomery and the superintendent from the county office >> Mr. Fischer >> M Dr. Fiser >> Dr. and his wife have organized a southern state a southern county avid program which we participate in and the student receives a scholarship with matching funds. The CTE RO program we are eager to provide our students with the understanding learning is continual and you are successful when you try and you really come out with something that you're proud of. The $15,000 is to be utilized in the middle school as

032well as the high school. The concept of this is that Stephanie Phillips has worked with the CTE program and has motivated the staff to want to take it into the middle school and therefore we learned about that effort and we found funds that we were able to negotiate and assist. So, Carol, how much are we giving out? >> We're giving out $1.99. We we are giving out 5,000 to M. PH and 10,000 to RIM high school. A total of 15,000 going towards the CTE RO program. Now, >> we're not being partial to RIM high is based on the program and the number of stu students that are involved. This is what we care about a great deal and fortunately enough we've motivated many people on our mountain to be supportive as well. Along with that,

033Alan would you share who we also have to >> partner with us? >> Yes. So I just wanted to read into the record some of the key donors. So for 2024, 2025, 2026 annual donors, we had the Javaten of San Manuel Nation, we had Bertech waste industries, we had Amazon, Hake Production, Supervisor, Dawn Row, Los Angeles Community Fund, Schools First Credit Union, Masagi LLC, Mountain West Financial, Lakehouse Tap Room, Mountain Jewish Community, Women's Club, of Lake Arrowhead and then special facility or service donors who donate to our efforts. Lake Arrowhead Resort and Spa, DJ Clay, the Alpine Mountaineer and the Mountain News. Want to thank our educators for being phenomenal and being the support base for our students and for the administrators who just are also phenomenal and your interest in our students and oh

034>> we're being asked to move over so that we can be in the screen for okay people who might be over here right Um, camera. >> There you go. Now, Bill can actually see all of >> this is for anybody that's >> um, additionally. >> Additionally, Priscilla has some opportunity of a lifetime for you. >> Priscilla. >> Oh, I want I have the wire. for the um bowling for education that is going to be held in March. And I have two flyers that are back there and I understand that the schools are going to get flyers as well so that they can pass it out to their staff. But it's teams of six people and the 60. So it's $60 per bowler for a total of three $360 for the team. So but it's an

035excellent, you know, opport fundraising opportunity for us. >> It's also a fun enjoyment opportunity. >> It's it's two games. Two games. You get to two games and food >> and beverages. and she >> food it and pizza. >> All right. We want to thank you very much. Thank you. Nice. I do want to thank also for providing a lot of fun. >> Okay, we're going to settle down so that we can move forward. So also provides a scholarship of $750 to Mountain High School student. A 7 They voted at their last meeting for a $750 scholarship to an RBA student and then of course the $750 scholarships to CP as in addition to the AVID scholarship they were talking about. So they do a lot in different areas. So, we want we do want to

036thank them. And I'm looking usually I go to the bowling event, but I really don't want to embarrass myself, so I I just eat pizza and >> Yes, I know. I'm also getting attacked, but apparently I'm bullying this year. >> Bowling. >> Okay, so next 9.2 student representative report. Molly, remember the world high school. Hello everyone. Good evening. >> I got invited to bowling, so very excited. We'll see if I can make it through all my excitement. Um, at the elementary schools. Oh, it's really small. Give me one minute to pull it up on my phone. My iPad wasn't working and my eyes are bad. Okay, perfect. Okay. Um, Friday, January 9th, um, Dr. Jennifer B. Alfred, director of the CSUSB Institute for Watershed Resiliency. That's not the right thing. It's January. >> I already

037talked to you about that. >> Learn about water. >> I can read here. Um, LE their reading class America is wrapping up tomorrow and the students have been working really hard to earn medals and trophies. I got a trophy like you know that was the best. Um, guest readers have come to and students have written amazing books and our kids get to wear PJs tomorrow to celebrate. Maybe I will also at high school. Um, we are going for ELPAC and our kids have been voting hard to get prepared. Third grade is enjoying the Snow Valley ski trips. Thank you to Snow Valley Nutrition Services and Transportation for making this happen for our students. Such a cool program that they're able to go and learn how to ski and snowboard. Um, at VOE, the third graders

038enjoyed a beautiful day at Snow Valley. Thanks to last week's snowstorm, they had the perfect base of fresh snow to make the experience even more memorable. We are also excited to kick off Read Across America on March 2nd, just starting up at VOE. Our students will be reading their way all the way to Hershey, Pennsylvania, as they work toward meeting their schoolwide reading goal. They'll be tracking their progress mile by mile. And when they reach Hershey, I mean, Mrs. Nagger Smith will be getting doused in chocolate syrup. >> We can't wait to celebrate reading in a fun and slightly messy way while keeping our focus on growing strong, confident readers. That's so fun. See you. We are looking forward to our upcoming Snow Valley ski trip next week. We've also kicked off Read Across America

039and will continue to enjoy reading themed spirit days, breakfast with books, popcorn, and PTA, and our create this year's yearbook cover contest. Isn't that so much fun? Our book fair is open until March 4th with several newly released titles. We are training and getting ready for our March Madness attendance challenge. Our tournament bracket is ready and our playoffs begin March 2nd with the winning class receiving a special March Madness pizza party. Yay! Papa sauce and pizza party. Fun stuff happening at the elementary schools. At NPH snowball success on Wednesday, February 25th, NPH hosted a stranger theme Stranger Things themed snowball. And yes, it was totally upside down in the best way possible. Students had an amazing time enjoying music, decorations, and a well served evening of fun and community. So fun. For first semester awards

040celebration, we proudly recognized students for their hard work and dedication during our first semester awards ceremonies. Honors included were honor roll 4.0 and a 3.5 to 3.9 exceptional attendance and mountain line award. We are incredibly proud of our students academic achievement, responsibility and character. I already grow collective win. We are proud to share strong collective growth from diagnostic one to diagnostic 2 schoolwide. Teachers are giving data charts with students to celebrate growth and set next steps. This is a true team effort and the games reflect the focused instructional work happening daily in their classrooms. New we got a new thing themed student of the month recognition. We are proud to proud to launch our new themed student of the month initiative. Each month, staff select one or two students based on predetermined criteria aligned to

041our core values. Our January theme was future focused and our February theme is model friendship and child nutrition shout out. Our child nutrition services team continues to serve nutritious and studentfriendly meals. What was on the menu? >> I don't I don't know. You cut off on my phone. It says French toast with strawberries and bananas. >> Wait, what are we getting on that plate? That's >> I like we do have French toast. We have the little like sticks. So good. Um at Mountain MHS students and teachers made a special poster to surprise Mrs. Hills. Mrs. Mills, sorry about that. through school counselor appreciation week. MHS thanks Brand Family Services and Mountain Counseling for helping students learn about staying away from drugs and alcohol, making healthy boundaries with behavior, and writing scholarship essays. The MHS and

042RVA Valentine's mixture was a lot of fun. MHS students earned service hours by helping younger students decorate cookies, run the photo booth, and make steam hearts. Esports is getting bigger at our school and more students are doing well with their grades, attendance, and behavior. MHS will soon try to play in the state tournament with other schools through PlayB. We're moving all the way everywhere playing against everyone. >> Um, RIM Virtual Academy RBA students and staff honored Mrs. Mills during school. Oh, we're all honoring Mrs. Mills. Shout out to Mrs. Mills. I thought I was reading the wrong thing again, but Mrs. Mills is just everywhere. I would like to meet her. So, I'm going to connect you to Mrs. Mills. She's doing good things. >> RPA students and staff honored Mrs. Mills during school counselor

043appreciation week by making her a surprise poster at the Valentine's Mixster. Mrs. Bini and Mr. Montiel attended the digital learning annual conference in Sacramento, getting French ideas to improve our virtual school. The Valentine's mixer was a huge success and students decorating sugar cookies, running photo booth, and creating STEM inspired hearts. Essports is rapidly expanding and students are preparing to compete against other schools in the spring tournament. Special thanks to the Holyfield family for generously donating highquality gaming controllers to give our esports teams a competitive edge. I think they're going to win. They're going to beat everyone. >> Rim. Yay. Fun things happening at Room. With the help of leadership, our club bulletin board has been created to help advertise all the clubs on campus. Something I have been trying to start, but cannot take much

044credit for besides the idea. Um, but I'm glad it's there. So, now we have some more access to what clubs are and when they are. U, our boys and girls soccer teams both made it to their CIF playoff games. A big achievement, especially for our boys soccer. I don't know how long it's been, but it's been it's like 25 years or something crazy like that since they've made it to CIF. So, shout out to them. Um, a studentled ICE walk out was organized so students could peacefully protest a current political topic. The moment was positive and allowed students to display their right to free speech. It was cool. It was interesting to see whether you agree with the issue they were protesting or not. um people my age going out and standing for something they

045believe in. And it was nice that um they were sort of um allowed to do so in a way that that was very peaceful and positive. >> Um celebrate Valentine's Day and make sure everyone felt included. Leadership tape taped hearts around the school that featured the names of every single student at RIM, which I think is crazy. They did it last year as well. It's a great thing they've been doing. It's fun to see everybody's names and try to find them. Um, they also made sure everyone was given a flower. Um, donuts were distributed to all seniors and students who worked hard to raise their grades. That was great. Um, we hosted the LCAP meeting along with Mountain High School to discuss the effects of AI in schools. I think we got some good work

046done there with Miss Wide. And then we had our first snow day. So much fun. Hi, Mom. >> Thank you. That's all from me. Thank you, Molly. Moving on to 9.3 governing board member comments. We'll start with Scott. Sorry. >> Want to first uh turn on my mic. Um, I want to first give a shout out to wrestling of course because wrestling had two wrestlers qualify for uh the Masters meet which is for you that people that don't know the Masters meet is the top tournament. It's considered the meat grinder and it is tougher than most states and it's the finals for uh Southern California. It's over I think it's 300 schools and you end up being one of 32 kids. So we qualified two for that but they did not get drawn in the

047tournament but one is a freshman and has a lot of teacher in front of them. The girls we had one one girl almost make it. She was super close. They have a young team. So I don't know if anybody has anybody here ever seen girls wrestling. >> Okay. It is phenomenal to watch because girls are much more flexible than boys. And you think that it's over, but then the girl kind of twists sideways and turns the other girl over. And I'm just like, what happened right now? I have no idea. But they're amazing. And and I love to watch it. We had a girl of course that Russia went on to the Olympics and but she had compete against boys and she played she was the first girl to place in CIF against boys. So,

048um, we're proud of our girls program just as much as we are boys. Um, so big shout out to that. I want to also mention I did make it to a site visit. Uh, CH was amazing and I'm going to go there occasionally when I need to decompress in the principal's office. So, if you've ever been to the principal's office there, there's a nice little choir, there's music, you know, there's like everything you need just to kind of calm down a little bit. So, um it was amazing. The staff, everybody, the teachers, the students were incredible. So, I know that we have scheduled meetings. I was supposed to go to MH, but it was just scheduled too early for me. So, I'm hoping we can change the scheduling a little bit. I look forward to

049going to the other elementary schools as well and seeing everybody. Um, most importantly though, I'm we've had meetings regarding salaries and we are definitely encouraging our leadership team to look in every way possible to try and find what we can because our teachers and our staff are so underpaid up there. It is terrible. And I I think we do an amazing job. I think our teachers and staff do an amazing job and they deserve more than that. The problem is, as said earlier, Sacramento and Sacramento needs to get it right because we're not the ones that set the policy for the funding. And I think if we can get more people raising their voice, then we can get paid to say in the schools just right there in Sanino, if we got the funding that

050Sanernardino got, I I would love to imagine what we could do with it. And that's what we need to happen. And so I wanted to just kind of keep that short because um we do we wish we had a lot more funds. We wish we had that because it's deserved. We deserve lower class size. We deserve for teachers not to struggle. I was one of those teachers when I moved up here. I went to school up here. When I moved up here and started teaching, I think I was making like 35,000 a year. And for me, it was a little bit cuz I'm a little crazy. So, I was always working construction. So, I was able to supplement my income a little bit. But, I know a lot of people don't have that opportunity. and

051it's it's on everybody's heart and and we are always thinking about that and trying to find ways to make that happen. So, I just we're working hard. Thank you for what you do. >> Greetings. It's great to see so many people out here um making taking time from your lives to come in and hear what's going on with the school district. going to piggy back off of what Scott just said. I was horrified to hear that San Bernardino Unified School District is right down the hill, they get $3,000 per student more every year than what we receive. That's per capita. When we've got 2900 um students in the district, we're talking in excess of $8 million. Basically, they and that's not including a lot of additional funding that we don't have available to us. So,

052at the Sacramento level, we're really getting the short end of the stick and we've been quite vocal about it. We will continue to be quite vocal about it. It's not right what we're receiving. It's not right, but we have to work with within with within our district and everybody is doing the best that we can um best they can we can. Our staff is amazing and we are certainly not paying them what they're worth um top to bottom all the way through and it's it's incredibly frustrating and um of course we're competing with other school districts on so many different levels whether it's for employees or in terms of being able to have resources so that we are sufficiently outfitted with everything that we need to be able to do an excellent job of teaching

053and supporting our students. And it's amazing what we are able to do with so little. It's amazing how many hats each individual staff member has to wear in order to be able to accomplish what what what other school districts are able to have quite a bit of staffing in order in order to do. Um, it's also discouraging to see sometimes what's happening in terms of infrastructure and other school districts and knowing that we just don't have that and also frustrating to know that our costs are higher because of transportation and because of weather complications. So money that otherwise would be spent in other school districts for um for other things. We have to make sure we are spending that money to be able to get our students safely to and from campus and also that

054our campuses are safe, especially after our snow days and the like. And we also have to pay employees feel off snow and those are expenses that other districts don't have. So if Sacramento was doing things right, they would take a look at each district and understand what their needs are and be able to make sure these line of financing was going to each district, especially rural school districts have a much higher higher need. We are much more for our families than schools down the hill where they might have do clinics right down the road and you know for medical they might have a lot of other services available close by. we don't have that and school district needs to supply all of these different services along with providing education. So there is a disparity right

055now. Um Cindy's been doing an amazing job over you know over a decade and communicating out to Sacramento. um rest of us are getting more vocal and there isn't anything looming to change and whatever kind of um help any of you listening on on YouTube as well as those here as vocal as we can be to educate everybody in terms of the disparity and the unfair nature of how financing is happening for education. the more we can educate people, hopefully we might be able to see a more equitable solution in the future in terms of school education financing. So, um I just wanted to add that to your eloquent words. Um couple of other things. Um there is going to be on April 2nd, Mountain Tra Mountain Counseling Training is hosting a lip sync that

056will be at the tutor house on April 2nd. uh they're still looking for acts and I imagine we have quite a bit of talent that will be able to do an excellent job in entertaining our community and there will be more information for them coming in terms of attending and be able to see this amazing show. So that's on April 2nd, the day after April Fool's Day at the tutor house. On May 6th there will be the Mountain Health and Resource Fair that will be at the high school. During the day, it'll be wellness Wednesday for students to be able to um attend in the in the new gym. There will be all sorts of different local services along with um down the hill services to be able to help um our students and then

057our community for the afternoon session with being able to understand resources available to have bring more wellness, a more healthier living into their lives. So everybody here is and anybody listening in is invited to attend. Um I believe the after school portion of it starts at 2:30 and I believe it goes until 5:30. And um there will be various government officials who will be represented along with department of behavioral health. There will be um opportunity for students to be able to get free eyelasses for the eye exam. There will be all sorts of different wonderful things. So that will be happening on May 6. Also um as far as um activity um I was very very fortunate to be able to go and see our rhythm drama department um drama club u perform bad auditions

058by sad actors they had a opens practice right before they went off to a competition down the hill the California state fest playfest saw Dr. I don't know about the performance and it was hilarious and we have such talented students and it's hard to do good comedy and there was just so much wonderful wonderful things happened. It was it was a crack up. It was very well attended and um at day went down the hill and were recognized for doing a phenomenal job at this competition. Two of our students specifically were um were recognized for their excellent performances as Emily. I'm probably going to butcher her name here, but Chidz and then also um Gage Garcia Sano or Chanos and um I both Emily was the um trying to was the casting director and um

059played it beautifully and then Gage was a rather uh dominant kind of aggressive uh uh auditioner who was very highly enthusiastic and both of them actually everybody did a wonderful job. So, um, encourage you to be able to go and see. I'm sure there's another theater performance that'll be coming out in the coming months. Um, make it a priority to go into go and do that. Um, and with that, I will turn it over to Jordan. Jordan, thank you. I'll uh I know it's a soap box I get on frequently, but since we're talking about the inequity in district financing, I'll just uh plus one like Scott and Dana has shared. Um and I know we've talked about this before, but we do receive less funding per student than every surrounding school district. Uh even

060Redlands. So that ranges from Redlands, if if we're all funded off the local control funding formula, if you plugged in Redland's numbers, for example, that would mean $780,000 more for RIM. And that goes for Fair Valley if you plugged in their numbers. you know, we would give over $2 million more annually, uh, which still wouldn't cover our current deficit, but it would certainly be a significant head, right? And it goes on for Apple Valley, Hasparia, Lucern, all the way to Sanino City Unifi that Dana mentions receives, if you plugged in their numbers, we would have $8 million more in funding. that would not only wipe out our current deficit, but give us a surplus to actually invest more into these programs. I'll talk about it a little bit during our legislative update, but um there

061was a legislative hearing in the uh assembly of the state assembly and the education assembly chair did talk about how um questioned the legislative analyst's office uh about the about Governor Newsome's proposal for education for funding uh specifically education funding for the upcoming school year and was curious about how we arrived at some of these numbers and kind of impli or stated that's it feels like we're just backing into a number as opposed to looking for what would it take to move the needle on student achievement. Uh and instead we're just kind of backing into numbers and saying here you go, good luck. Um so there is a lot of inequity there. I I won't take too much more time. I'll just say that I'm very thankful that we've had public comments tonight. So, I

062just I appreciate you coming and speaking to us. I know you know this, Sydney, but Joseph, I just want to say to you, too, that you can always email us. I I know that it's great. I love that people take time to come to our board meetings. Um, but there are opportunities also outside outside of our monthly meetings. So, please feel free to reach out to us. Um, but I Yeah, thank you for coming both of you speaking tonight. It means a lot. >> Thanks, Jordan. >> Bill Melinger, Dr. William Melinger, crazy person from Israel because he's in Israel, not because he's >> I'm actually in Israel. Yes. And >> in the middle of the night, it's only it's only 4:30 in the morning here. Um, so trying to stay awake, but um I appreciate

063the uh the compassion of um of Sydney uh and and even our president of CSEA um and the concern that uh you all have for your staff that we share that concern and and I just appreciate that and it's it's unfortunate. I don't think there's anything that can be done to truly show you show you that we care. we don't have enough dollars to to communicate that and so we we attempt to do what we can but I do appreciate you and appreciate the compassion again but I thought it'd be important for us to stop and note that there are other things that are happening in our district that are really significant. One of those um is the the work of of volunteers that are teachers that are assisting a program and and it's called

064Hadfra and um Haftra is a a team of people that includes community workers and volunteers and just this year alone 894 students were screened with dental screening. Um from that uh 51 students received emergency referrals, 149 non-emergency referrals and 344 or ortho referrals. In addition, 434 students received sealants. That's 28 at VOE, 141 at LE, and 85 at CHE. And and that the value of that was um over $30,000. And that that again is being done by volunteers who are giving giving something their time, their resources, dentists, uh, uh, hygienists, dental hygienists, different different staff people, uh, and and other volunteers. Uh, I've had the privilege of participating in that again this year and just so thankful and and Jordana mentioned the health fair which again is being promoted by by Ha. Heftra and Jessica

065Mazakus and others that are a part of that whole team and it's just really wonderful to see that we care about all aspects of our students and meeting their needs. And um with that I thank you all for your service and and all the work that every everybody does. Thank you so much. >> Thank you. Hope you go to bed soon everybody. Um last um I'm going to kind of make it short because I I have vertigo a really bad so all of you are kind of spinny right now. So I did get to a lot of the sporting events. So I got to see the last couple games of girls boys soccer boys basketball girls and then wrestling. I've said it before, but I kind of stink as a spectator in wrestling because it's

066just I just stream of consciousness. And so, whoever's next to me, I feel really sorry for because I'm a little bit of a basket case as Scott Craft and Brian Hall can attest because it's really bad. It's It's amazing. And I'm so stressed out and my teeth are clenching. And Scott's right. Like in two sec, you think a kid is losing and in two seconds there's a flip thing going on. and they win. And then Brian is like, "So, do you understand this better?" And I'm like, "No, I have no idea. I have no idea what's a pin. Have to me it all looks like a pin." If somebody's like, "Oh, >> it's a pin. >> A pin's a win." I don't I don't know. I don't understand. Points. I don't understand. It just stresses

067me out because I am I'm like, "Wow, this isn't like football where it's like, you know, run five yards, tackle, and you know, then regroup." So anyways, it was it was really a fascinating month of going to uh a wrestling and I'm really grateful that my kids didn't do it. So just I was it was bad. >> I was bad I was just the case. I'm excited about drama and the play that's coming out. It's the play that >> goes wrong. Play that goes wrong. >> The play that goes wrong. It's really funny. It it has played at like the taper or the almonds then, right? >> Yeah. >> And um I missed it and that's a play that I actually really wanted to see. So I'm excited it's coming to run high because I

068really wanted to go to LA to see it. So as it comes up, please please go to it because it's super funny. Got great reviews in LA. So it it's going to be a treat for us. Um uh oh, here are the kids. Scott's giving me an announcement here. Hunter Nuist and >> Elijah Boche and let me tell you the Voce and Har. Anyways, also want to say that um Rim High School I want to give a shout out to Mr. bikini in terms of trying to um capture and motivate the students that are kind of like in the middle um sort of plugging along and not really a lot of motivation. So his it really is kind of a stupid logo, but I'm just going to it's do not stop climbing and donuts were

069given to the students that gave that. Yeah, I know. N gets >> I don't think and and then every kid that got a bump in their GPA got two donuts. And then the funny thing is that those kids that were seniors and got two donuts got another doughnut at lunch. So you had some jacked up kids. >> So we're excited that um that focus is happening and um PTA High PTA with conversation with Mr. He also discussed ways that we can um do a couple evening programs uh through Scots University, our program um that focuses on are you on track, the underassman and also trade and career aspect for the kids that really are not going to go to college. And so we're we're developing that and having a conversation. And so we're really excited

070to put those two t those two pieces in the evening together. with Scots University. Lisa and Stephanie, by the way, I'm sorry to announce that on YouTube, but I will be emailing you tomorrow. Um, and I think that's it. I just want to thank everybody for showing up and and I'm feeling really jittery, so I'm done. Thank you. Oh, I'm about you again. 9:44 Superintendent the person Dr. >> How was that for an introduction? Okay. Good evening everybody. I'm going to uh focus on you know something very positive that's going on in our district. Uh and related to academics for a moment. Uh we are excited to share that the district will participate in the 7th annual UC Davis STEM symposium on March 12th, 2026 at Cal State University of San Bino. Our district has

071made tremendous progress in implementing a new CE program in grades four through eight and it's called the Robo Blocky Math. Uh it is the first in the nation and only comprehensive TK12 program uh that integrates math with coding and robotics. Very very um uh well researched program and we're really thrilled to have UC Davis partner um ask us to partner with it in that. The CSEM curriculum math program is aligned to the California State math standards and it's approved it was approved by the California State Board of Education. Uh and it's currently aligned under the new California math framework. Um so it was ahead of its time. Um the C STEM curriculum includes core math instruction as well as acceleration for students who really want to accelerate intervention and has for students to catch up

072and it also has enrichment programs for students uh who want to go beyond that as well as as well as steam and expanded learning offerings. Uh the curriculum provides a a hands-on student learning experience in the classroom and really what that does is focus on engagement. How are we engaging our students in the classroom? And students seem to be really uh drawn to this and uh our success really is is really due to our leadership and dedication of our teachers who are implementing in the classroom as well as our classified staff who are supporting that in the classroom. I also want to thank the rim education foundation who really funded this program. It's a pilot program and we we're, you know, going to look at the data associated with success of those classrooms that didn't

073get a chance to implement it. They gave us about $48,000 in which to run this program. That was to purchase the materials to train the teachers on it. It is ended up being very positive for the students. I know that my own grandson is in the program and he says that when he misses the World of Walking Day, he has a really he's really upset about that. Um the other piece with that is that you know our hope in 2627 is to expand that program to to TK through through 8th grade. And so um we like to look at the high school but it is really more of a computer science education program and you need a special credential in which to teach that. So that creates some some barriers that we're going to have

074to consider to look work through. And lastly, both uh Miss Whiteside and our director of ed services and I have agreed to participate in two sessions and we're going to help uh share our success in terms of this at the symposium and highlight you know our district's effort to truly implement you know a researchbased program to help our math student help our students really gain you know success in math. Um and with that concludes my report. Thank you. Thanks the person Dr. Siano. Sorry about that. 9.5 educational services presentation of the local control and accountability plan the LCAP midyear update. I'm assuming it's Mrs. Whiteside since she's LCAP queen. Yay. Yay you. >> All right. Well, good evening. Thank you very much cabinet for the opportunity um to share with you the LCAT midyear update.

075You do have in front of you a packet. Um you've got the slides in front of you, but then you also have a breakdown um of the LCAP 5 metrics. You got that right in front of you so you can reference the dollars and cents associated with each action. Um the LCAP midyear update is actually a pretty pretty quick one. Um, so it's a quick a pretty quick presentation in that. Um, essentially we've already seen the CASP scores and the dashboard and so essentially we're just looking at um our actions and services associated with costs within the um the ELA. This is a statutory requirement. So we're grateful that we were able to move the board meeting to today um and so we still meet the statutory requirement of before February 28th um every school

076year. And the purpose of sharing this information is to give uh progress on where we are with the LCAP. And essentially we should be about halfway through action spent. Uh so what you'll see in the slides is goal by goal which actions uh potentially have a partial implementation. Um a full implementation with limited expenditure kind of any deviation from full expenditure at the midyear court. Um so looking at goal one if you took uh take a look at the left column that's going to be all of your fully extended actions. So in goal one which is student learning you're going to see our PLC days instructional technology assessment system credit recovery arts music electives site uh uh language assistance our counseling support. Again you can see that full list there. That's going to be 1.1

077to 1.15 and 1.17 to 1.20. So, what you're seeing that's not fully expended right now, which is what you'll see on the right, um, is 1.16. Um, and it's a little, um, confusing. So, 1.16, you're thinking, okay, did high impact tutoring not happen? No, it's still happening. We just, uh, didn't need to utilize the learning recovery block grant that was planned in the LCAP. Uh, the learning recovery um, I'm sorry, in the LCAP, the learning recovery emergency block grant had to be specifically identified as to priorities. And the first priority we put on that funding was the elementary TOSA. Um and so our elementary TOSAs did retire at the uh first semester and we were able to offset some title one needs um and and supporting our doses. So when it comes to the high

078impact tutoring, how are we paying for that? Um essentially you can take a look at the bottom there. Elementary and MH um they're working their high impact tutoring through the ELOP program. Um, our high school is utilizing their A throughG learning loss grant which concludes this year and our mountain high school is using CSI. Any questions around goal 1's 1.16? >> Thank you. Just I know this is more LE cap towards the end but in terms of of the A3G correct when we look at what we are currently funding with that is do we because it ends >> are we rolling over are we rolling over that's just some questions and I know that would be in the OKAP for next year development plan budget but >> um concerns with about it. >> Yeah. So,

079um, uh, there's two parts to the A throughG grant. There's the learning loss and then there's the access and success. The access and success has really supported our dual enrollment with the age subcourses at the high school as well as training associated with that. Um, you can see the high impact tutoring is covered in the um, learning loss component of A3G. Um, and it's also covered a lot of conferences associated with our college and career readiness that our counselors attend. Um so that's some of the conversations we're doing in the counseling network as to um how we're going to go ahead and fund those in the future. Um so those collaborations are happening again with those sites which is good again at the RHS RBA and the HS. >> Perfect. Important things in that little

080grant there. >> Yes. Yes. Absolutely. It's interesting a lot of our grants are ending this year. So Prop 28 being on its third year of the cycle uh educator effectiveness on the end of its fifth year cycle. and of course the age of two. Um going to goal two with your school climate again on the left is what you're going to see is fully expended. Not as many actions in goal two. Goal one is your largest um one. So in terms of school climate things that have been fully expended are um 2.2 35 6 and 8. And that's essentially your MTSS transportation health aids foster youth and the wellness center. Um now when you look down kind of to the left under there and you see fully implemented no current year expenditures um when you

081look at 2.4 facilities um we look at anything um that is outside of the mandated minimum. So Jenny does a really great job of explaining that process. And so because we didn't have any expenditures beyond the mandated minimum requirements you you're not going to see an expenditure there. Uh 2.7 child nutrition support. We're appreciative of the National School Lunch Program and so it remains in the LCAP but again not a current cost for us. So fully implemented but no cost. Um and then 2.9 um you've got mental health support through Car Solace. Uh fully implemented but it was on a multi-year project. Um and so we paid for it with learning recovery block grant previously. And so we are actually on year two um of the cure solace. We've got one more year left and

082that was with learning recovery block the previous one. for partially implemented actions. Um what you see here again is very similar to Car Solace um with Kelvin. Kelvin was a multi-year contract and again we paid for that learning recovery in a previous year. Um the remainder that you see in 2.1 is the gate enrichment that you have allotted to each of the school sites. Um great job to all of our elementary schools who are working with their sites and multiple method through our gate identification. And with that identification, um, they are, uh, making sure that they're utilizing they've got about $2,000 per site for enrichment. Um, so they're working through that by the end of the year. >> And sorry, >> and RVA for their littles. >> Yes. >> They get an aotment as well.

083>> Okay. Yeah. >> Um 2.10 Saturday school. Um, and based on where Saturday school is, we've got about 26% implementation at this point of year. Uh but keep in mind uh first semester is always just a little bit shorter um than second semester. Um and they're really ramping up. I know that uh our special services director shared a lot about our Saturday school implementation and it's been growing every single year um or I'm sorry, every single month. So again, kudos to our sites for really making the Saturday schoolmies really engaging. Uh questions on goal two. Uh goal three uh small they get smaller as you go. Um code three has three actions in it. Uh point uh 3.1 and 3.3 are fully implemented based on midyear status and that's our parent engagement and communication with

084families. Um go uh 3.1 really focuses in on the engagement with surveys and access to parents square and communication. So we co-und areities through two actions. Um communication with families is the other component um of uh 3.3. So the only one that is not fully extended but we're working on with our special services director is 3.2 and that's resources for parents of students with disability. Um there is an aotment there for building that parent handbook we've been talking about for many years and he's working diligently on getting that all pulled together. Um but there's no expenditures at this time which is why um it it has a not fully implemented at this point because we haven't fully spent the $2,000 there. >> It's had considered under 3.2 to the that specific parent advisory board. >>

085Not technically. Um this is specific to the parent handbook that they are creating resources and support for the students with disability. So, and what you'll see with action is about $2,000. Um however, we could support um engagement or potential extra duty with our um special u our case carriers to help with the development of that. Um and then our final goal is a focus goal. So, not districtwide, mountain only. Um, and that's the equity multiplier. Um, and a part of that equity multiplier is improving the suspension rate and graduation rate. Remember, you're a you're an equity multiplier school. If you read reach the um uh transcent transency rate as well as the unduplicated account. So, you've got um um it's typical for continuation schools to have that especially that transiency rate in and out. Um

086so, fully expended at this point is 4.1 and that's the wellness center. a contract with MCT and we fully um executed that contract. Um a lot of uh great things happening there and a real safe space at Mountain High School to provide for our students. Our first year with that. So very appreciative of that equity multiplier and that opportunity for our students. And again, I I want to echo that shout out to Mrs. Mills um across the board. She does a lot of really great work across many campuses uh working really hard in that wellness center as well, making sure that we're correlating services for counseling. um uh and working well with MCT. Um the plan action that's not quite completed yet is the uh professional development component uh that Mr. Montiel working there on

087um some uh youth mental health first aid uh sessions that are coming in the spring here. Um and that's a certification training that's also planned for the site counselor to become a youth mental health first aid trainer. So we could have that trainer in internal um as opposed to uh getting outside support for them. And we're gonna be able to get those done by the end of the year. >> That is the goal right now. And and we're working on that, right, Mr. Montiel? We got that covered. >> Yeah. >> And Lisa Mills, the person that's been mentioned multiple times, is that the counselor that's going to receive that training? >> Okay. Okay. Lisa, Lisa, add that on. Okay. >> Great job. I I do have a question as far as um what whether we're

088um at at this point as far as our spending. >> Um what where are we looking at this and we are about halfway through this the halfway point and we have spent less than half money and there's half the money allotted and a lot of our different um goals are fully funded or portions of them. um any sense in terms of where we are in terms of our our spending based on um what's been allocated? >> Oh, absolutely. If you look at the top of each slide, you've got it allocation. So about 43.5% is about average being um the facilitator of the calendar committee. Um the first semester is usually around 84 days whereas the remainder of your 180 are in second semester. So we do have more days built into the second semester. Um,

089so in terms of that time frame, you're 43 to about 47% is is pretty solid for goals one and two. Goal three at 77% it's because that contract is fully executed at the start. And is is that the question that you're >> question for in terms of I appreciate having those numbers there. It's more um are we looking at being able to get through the school year with not with you know being being you know under budget in terms of um um having being being able to help as far as our deficit. Is is is it looking like we will be able to have accomplish our goals and be able to um have some wiggle room there? >> Right. And I do of course see that we're going to accomplish our goals within the budget

090that we see here. Um I don't Are you asking if we if you're thinking we're going over or Sorry. Yeah, that's what I'm asking is more so um your comfort level with being having um having the fun funding that we have being able to see us to where we are hoping to get to by the end of the school year >> being sufficient or excess not excessive but in terms of I'm surprised at seeing that those larger budget items that were at 43 sp 43% rather than being at 50%. >> And I don't want to be making any assumptions. If I may just uh interject for a moment, you know, having uh seen the expenditures over time in several LC caps. Uh this is pretty much what spot on where most districts lie in ter

091because a lot of that spending is in the rears, you know. >> That's so so when all that comes out in the end pay periods, that number will be much closer. That's what Okay, that that said more so not thinking that, oh, we have this additional money to be able to do things with. It's probably not going to play out that way. >> Okay. >> All right. Any other questions? >> Thank you. Thank you. >> 9.6 special services presentation of the annual update on the special education program. Yay. first time. Look at that. Let's see the wave right now. So excited by now. >> How y'all doing tonight? Good. I appreciate this opportunity. I'm excited for what I can get to share tonight. Um the first page that you can't read the top header on

092that is the number of students currently receiving special education services in our district. 488. Based on steering committee meetings I've had at the SLPA, based on the school population, we're about 17% and that's an average statewide nationwide. We're right in the average of everyone else. And so it's a battle that everyone's facing. Um, currently we have roughly 30 students with pending IEPs and just about 200 students receiving speech services. 45 students have come into our district with IEPs already in place. It's not on there. We have maybe 10 students that have exited this school year. Um, recent progress. A lot of positive things with inclusion have been going on districtwide. Really proud of what the elementary school levels are doing with universal access. I had a chance to go see it at VOE in action

093and see what that was looking like. Neat. How all the kids are going with their little name tags. They know the classes are going to the staff's in the hallway ready to receive them and get that implementation in place. Um, one of the positive things as a result of their work and the effectiveness the SLA has seen, they're going to be featuring VOE staff in a in an upcoming SULA newsletter. And so they're coming out to get pictures and interviews for that, which is a real testament to that staff, working with our solution finders committee meeting and getting feedback from them. And as we plan with this, we had two PLC's around inclusion with the SLPA. And I think we all know there's experts in the room. So instead of bringing people from down up

094the hill or whatever, let's use the people in the room. So we sent Sydney Mcook to LE and Taylor Jivvanchi to CH and they shared what they're doing with um UA at those two sites. And so LE and CH were able to see what they're already have in place and where they need to go. And as a result of that, LE is has UA going with first and second graders. CHE is right on the edge of it. they they have kind of a form of it in place right now that they're taking to the next level. So that was really encouraging. There was a huge feedback from the staff. They loved getting collaboration from people, you know, their colleagues on in the district. Um along with that inclusion at MH and RIM their uh inclusion

095for MH, ELA and math at all grade levels is covered right now. At RIM they have inclusion with 9th through 11th grade and they're moving into the 12th grade next year. And so they're looking at identifying the co-eing models and next steps with that process. Last night we had one of three Zoom parent workshops working with one of our district consultants, Mark uh Rosenberg. We had seven parents but seven parents came last night and it was about um identifying dynamic behaviors and so it was advertised to the whole district and so everyone had a chance to be a part of that. There was good um conversation and feedback from that experience. Um and our current challenge is just the over identification of students qualifying for special education and how we can um meet the needs

096of students with the MTSS process and what interventions are in place. Universal access is a great way they're doing that and inclusion is meeting that need as well. Here are just some numbers and percentages based on the school sites of um students receiving special education services. And so there's a look at what it looks like across the district. Um, our annual determination letter came in. We are at targeted level three with monitoring. So that's we're not intensive, which is positive and we have room to grow. But at the SULPA, they kind of gave Rim a small shout out. They were pleased based on that where the numbers are at. And some of the areas of concern, they pulled the data on census day, October 2nd. And so some of the meetings that needed to take

097place have taken place. And so in one of our indicator 13s, there was a concern of 27 or 21 meetings that needed to take place. 17 of those have been done. And so >> Steph just as far as the level three monitoring, I think you're going through what that is, but what this whole different levels of monitoring >> for compliance meeting deadlines for um when a student is referred to special education, do we do the assessment within 60 days? Are we holding the annuals on time? Are the trianals being met? >> Thank you. >> Yeah. So here is get out your readers the indicators and the areas and I will try on the next slide to highlight some other areas. I just wanted to put that. So some highlights in the least restrictive environment as

098far as students in general education 80% or more the numbers jumped from 64% to 70. So across the district, I think that's a great effort and a testament to what they did last year. And my dyslexia plays in here because 2.4 is higher than 2.6. The graphic I need to talk to my graphic assistant about that, but the number percentage of students in the separate setting has reduced which is another positive for the district. As far as compliance achievement, um parent involvement, you're asking the parent advisory board. That has been a tall task that is in progress. I won't hide behind that. Um, I'm I'm optimistic with the parents we had last night. I'd like to do some followup with them last night to see if some of them would like to be a part

099of that board. >> So, we have not had one CAT meeting. >> Honestly, no, we have not. >> Okay. Are we going to get one? >> Yes. >> Cuz two are required. >> Understood. >> Okay. >> Yeah. I >> just because that is like >> super important >> to make sure that we stay in compliance. >> Okay. We'll have one in March and have a followup after that. >> Perfect. Thank you. >> And performance achievements. Uh yellow, yellow, green, and blue is where we want to be and we're making growth. And so that's something we're continuing to work on. Areas for growth is continuing this um the tier one and tier 2 interventions with the UA and the inclusion models. And uh our SST process the the schools have done a great job of using

100the beyond SST format for tracking the SST process and looking at the six you know meeting 6 weeks, 12 weeks and 18 weeks to make a determination if they need to follow through with an assessment or if needs can be met through um other interventions. I covered most of what's on there. I'm meeting with the school sites about doing transition we use from elementary to MH and then MH to high school and making sure that's put together properly. I know our our site leaders are looking at the inclusion model and master scheduling to try and to get those scheduled with the teachers so they can support the students. Um we had professional development for for instructional assistance on on Halloween. They met here at the district office. We had 23 instructional assistants here and we

101had Mark come and present for part of that time with the feedback we received with instructional assistance on March 13th. Thank you, M. We're doing our second uh workshop for instructional assistance. It's it's a paid opportunity for them to come in and we send surveys out to get feedback from them to hear what they'd like to get um more professional development. Next steps. Our inclusion steering committee met in December. We'll be meeting again next month. We were scheduled to meet last week. Snow date got in the way. We met at M PH. Was great to get into classrooms and for teachers across the district to see what MPH is doing and how they could adapt that to their school site. And so our next meeting is going to be at Rim High School so we

102can check out what's going on there. Get excited for our next inclusion summit um May 13th. our co-eing is we're trending in the right direction there and I've spoken a little bit about the SST process what is happening around our district on the left or your right or my left and your right Saturday school the pictures of the four students there that was um last month at CH I know VOE this weekend they have a focus on the Olympics and STEM for their Saturday school um MPH and RIM have done a great job of coming alongside the elementary schools and building numbers. Our attendance committee is looking at the possibility of trying to shift one of our Saturday schools to the afternoon. So maybe parents could have a chance maybe from 2 to 6 to

103go out and do something in the evening and and see if that would even bring the attendance up more. And then on the on the other side, their VOE, their special education class has a coffee cart where they sell coffee to teachers. And so all students involved in special education, they get together and take the orders and get the drinks and deliver them to teachers. So it's a chance for them to be involved on campus. Are there any questions you have coming at this time? >> So the challenge of over identific identification of students. So are we looking at IEPs where you see that a student has potentially been over identify. Are you going through every IEP in that way to look and making sure that kid is finished the services that they need but

104appropriately and then >> like SLP like an SLP head. >> So one of the one of the roadblocks we're up against is IRC which is a wonderful organization. They're sending referring almost every kid for speech services. And so all our littles are coming in with IEPs for speech. >> And so the kids are so little, they need time to grow and develop. >> And so that's something that we're up against. So we have a grant from the SULPA that we just received. And part of that money, I have a meeting with the director of the SLPA in two weeks and a program specialist with speech at the SULPA. We're looking at how we can um just customize how we're doing speech referrals and look at how we're getting students in and how we can exit

105students. My the last 14 years I've been at a high school. So I'm going to kindergarten IEP saying what are your high school goals for your kids? We want to work ourselves out of these services. So what can we do so our kids can be independent? We don't want them to, you know, through high school ident to be more independent. >> Sharon. >> Yeah. So, what we do every year too is as Mr. Robinson um and I do and he'll be doing more of it is every year we do an IEP audit and we go through the IEPs and see where we're at. Um see, you know, does this particular high school student have 30 minutes of SLP services? Why are they doing it? You know, they're, you know, they're in, you know, our model

106classes RSP. Why are they in 30 minutes of SOP? So, we go through our SOP and we also go through our OT OTI um OA, excuse me, OI of the health impaired to see if they are identified under the ADHD model and if they're identified as ADHD, it's like could we transition them to a 504. So, we are in the process of continuing to look at the IEPs and we do um IEP audits every single year. And just to kind of piggy back what universal access is and that's why I say I jumped in if I do not answer this completely. We take the uh each uh site takes the ietic data and they base they data breaks it down into different groups with the students score and what the student score in the lower

107aspect of the I read I read data they put those kids with universal access to get the additional support. So to expand on that a little bit more that universal access uh so they're starting their directive instruction. I want to kind of back up just a little bit to say that all of our elementaryaries have developed a direct instruction for literacy and an intervention plan through their UA or their universal access. And so they're using the board adopted curriculum. They're using I Ready. They're using their supplemental resources to identify where students are to meet them at their area of need and provide that support. And so when you're looking at the earlier grade levels, um for example, universal access for kindergarten is looking at ESGI letter recognition, sound uh recognition, early reading, you know, those

108samples. Um uh again, as you go up the grade levels, you're seeing the Orton Gillingham, you heard about the training that they had on comprehensive plus and morphology and how they're looking at um that support for literacy. And so as you go through the grade levels, they're really looking at the data to turn data into action, provide access, and meet students sort of at their area of need. You want to add? >> No, that's perfect. I want to stop that what she said. >> Awesome. So, wow. So, doing that, we really can >> drill down on what each student needs, making sure that they're getting the proper service. Yeah. and having such as SLP at such a young age, especially if they do not have tremendous speech difficulties of planning it out where where we

109anticipate the child to be able to exit that service. >> Absolutely. >> Perfect. >> I do want to piggy back on something. M. Robin has not given him enough credit for the professional development for the instructional assistance that was produced in October and the next one's going to be in March. The first round was we had about 25 to 30. This second round we had to move it to MPH for a larger venue because we're expecting almost every single instructional assistant to be there with ELOC uh um or um PE coming or PE instructional assistants coming just to help out with the behavior behavior challenges that we're seeing with our students. And so it it becomes a a united uh caring front to help help our students across the board with our both certificate in

110the classified. So I think he gave himself enough credit for putting that together and doing a great job with that. >> Yeah, for me >> I have a couple questions. I appreciate the um um explanation for universal access. So if I'm understanding correctly, we're continuing to develop our ability with I am I ready with universal personal access at the elementaryaries and um looking to incorporate more co-eing or teaching at the high school and MPH they have had a little bit of time of doing co-eing at this point. What are the goals at MPH and what are the goals for our um RVA and not in terms of set so MH they're looking at that there's six different models they're looking at and looking at this the needs of the student what model fits best if

111it's a teacher with an instructional system there needs to be two teachers in the room or how they're structuring the room to provide instruction in that classroom and so that's where MH is at um RVA and and Mountain I'll have to get back to you on that to being on a certain there's a lot of good stuff that are going on but there aren't many special education students at at RDA and Mountain correct Jeremy >> correct yeah okay the initial transfers to see if um the operative could be given virtual instruction they opt out of course so a lot of it um not an it for RBA EA. >> Okay. And then this may be I'm not entirely sure whether it's Jen or um you is um in Molly's report she mentioned that MTH has

112gone from I already diagnostic one to diagnostic two and no clue what that was. >> Take it away Jennifer. >> Well together right? >> Um so I read your diagnostic one is the beginning of the year data. So, we're going to see where students are um across those um uh the domains for both English and math. When they take it on their second time, this is like a midyear check to see what growth they've indicated. Um MPH had over 100% growth um in terms of all of their students really seeing grow. I think it's there was 117 if I remember correctly uh percent growth. And again, seeing that across the board and I I both of my kids go to MPH and Golden Sopro. So huge kudos to all the work that's happening across all

113of our campuses. Um because really looking at that, you'll also see with CASP, you know, this year, this is the first time we have the growth indicators, not just the red, orange, yellow, green, blue with the um the dashboard and the speedometer, however it looks. Now we're looking at growth students from that individual student and seeing how they're progressing. Many of our schools demonstrated really high percentages of that growth. And we're really seeing because I Ready is noted as a CASP predictor um that our layer of building a positive assessment culture as a district but also by our school sites. So again, I want to commend our principles and our teachers and support staff for building positive assessment cultures. They're looking at what it is to take CASP, what it is to take I Ready

114and Diagnostics to see their their English and math competencies to access grade level standards. And let's throw a shout out to our common district assessments. They're starting next week. Um it's going to be our first time implementing with performance matters and um we're we've been meeting with teams at elementary middle and high school this week to make sure those CDAs are ready. Mr. Robinson's been working really hard with our case carriers to ensure all the accommodations are in the test platforms and we're looking at how we pull those tests through so that if we turn that data into action. Also, as you heard with MPH, they're doing data checks. They're bringing home forms about what areas of growth they had, what their personal goals for growth are. uh very similar to how we started data

115chats. Again, shout out to Mrs. Ro for bringing that to our reclassification process. We're really looking at data and how you turn it into action across the entire district. >> So, for high school, they don't use I Ready. Correct. >> They do use I Ready. Um they take it in English and math, but they do two diagnostics beginning of the year and end of the year. um as opposed to all three your um K I'm sorry your first grade through um eighth grade they have the intervention path associated with it and so that's sometimes a confusion you the intervention path does end at 8th grade but there are other programs and supports that happen at the high school level so they only take two diagnostics beginning of the year middle of the year um and

116they have other programs or activities are happen spring so they don't take the third one >> so the student taking the I ready is it in such a format that it gets them ready to take the CASP in 11th grade because that's one of the well you've heard it that students don't feel prepared by CASP because they haven't seen it since 8th grade >> right and by setting those goals through the beginning of the year in the midyear diagnostic and seeing questions that are cast predictors and similar academic language we're again able to see their English and math competencies as and then of of course that's going to translate into um you know similar percentages many of our schools from last year and and that launch of I Ready across the grade level saw that

117their percentages on iRig were very similar to their past. So the I guess when the the questions and the way that the platform is set up, it's similar enough where the kids feel comfortable when they get to cast, they're like, "Oh, I got this." Um, well, it it's rigorous, so comfortable is a strong word. >> Well, there you go. >> But it's it's one that's challenge in that challenge. I just want to make sure that the 11th graders feel ready and competent and because they haven't seen that test for several years. That's all. Oh, absolutely. >> Okay. >> Thank you. Thank you. >> Thanks, Paul. >> 10.0 discussion information items. 10.1 legislative and advocacy report. I'm going to go first because I'm going to go really fast. Um and you can tag in. So at

118Sands we talked about the budget um in December and January that uh there was additional revenue of $6.2 billion and February was looking like uh it was also going to be increasing and there's probably going to be increased revenue in the next few months. So, in the May reise, we're going to see what our 40% looks like of the additional revenue. Um, the biggest, again, the biggest thing is what's going to happen with Governor Nuisance's 5.6 billion dollars that he's held back. Um Sandabs did uh capital advisor who works with Sandabs, the education advocacy committee at the county level, they drafted a letter uh from SANDABS um advocating to uh remove that hold back from the budget. So um that was sent to our legislators in the governor's office. Um the the good thing about

119last year when CSBA was like, "Oh, um advocating against the $1.9 billion hold back." CTA and and other organizations really didn't jump in and and I I hate to say complain, but complain about the hold back. This year the legislative partners, CTA, CSBA are all pushing back really hard against that whole that um pull back of the $5.6 billion. So that may may be um enough to change the governor's decision making when we get to the main revise. So um what happens with that 5.6? Well, we would love to see it in the base because then base grows and it's equitable allocation of funding across every single student, every single school. Um, it might come in onetime money, which we appreciate the one-time money, but we really need the money to go into the base.

120Um, one-time money could be very discretionary, but the unfortunate part, it ties our hands because you really can't use one-time money for salary. You can't because salary is ongoing. That's why we want it in the base. Um, sorry, I'm feeling shaky. So, in the federal level, there's tiny increases to the budget that uh that was passed for education. There aren't any cuts as the House and the president have been proposing. Um it's only a 217 million I'm saying million dollar increase from last year. So, it's really tiny pots of increases in IDA, idea, and title one, but at least it's not a cut. However, in the next budget cycle, the president's cuts and those proposals are going to come in into play. We should see that proposal sometime in March, and we'll see what kind

121of uh cuts he has because they're they're very steep. However, in the language and the appropriation discourages the transferring of the monies between the de, you know, from being moved around in the department of education to make sure it's it stays where it's supposed to be allocated and not moved around without permission. And that, you know, who knows how that's going to play out. Um then then the other in terms of legislation, the deadline to introduce pieces of legislation was February 20th. Sandabs will get a full report next month, but two pieces of legislation. AB1631 is making kindergarten mandatory. This comes out pretty much every year. One big uh pro for having uh kindergarten right now because it's not mandatory, you have great fluctuation in attendance because it's looked at as a drop off program

122as almost like daycare. And so you have ADA that really just is a roller coaster ride. So if you make it mandatory, um what doing is creating consistency in your ADA and your funding because remember even though you might have uh 20 kids, maybe only 10 or 12 are showing up, you still are paying that teacher to teach 20 kids and that classroom is is uh put together for the 20 kids. So, uh, that is the bill that was that we discussed. We put a watch on that to see how this progresses because it tends to, um, not get to the governor's desk. However, we'll see what happens. One of the cons, there are school districts that don't have the facilities, enough facilities to be able to get to a mandatory kindergarten. So, that's really

123what's going on. Legislative Action Week or CSA coming up uh second March. Um that's when we get to uh meet with our legislators uh with talking points. Usually they mimic what our concerns are here at the World Unified School District. So it'll be great to be able to meet with our legislators. And then Coast to Coast, which is the Washington DC trip, is coming up uh April 11th through the 15th. So there's a lot of advocacy. Sandabs is putting together one-on-one meetings with Sandabs and our legislator to really have deeper conversations because legislative day never sure how much time you're going to get. And when we meet one-on-one, we're guaranteed at least 30 minutes. Sometimes we get Chitty Senator Cho Bog is cute. She she likes to ask us a lot of questions and really

124kind of get into nitty-gritty on topics that she wants. So sometimes we'll have her for as much as 45 minutes. So it's kind of nice to have that relationship. So that is the from me. Jordan, you have anything to add or anybody else? >> Thanks Cindy. Uh yes, as Cindy mentioned, the deadline to introduce new bills was last Friday and uh there are over 78 pages of education related bills. I have not made it through all of them, but I found a number of bills that may be of interest to us to either look into or to watch, support, non-sup support, request for changes. Um, so I'll just highlight a few of them. AB 2213 uh creates California Healthy Food Financing Initiative uh and is specific to uh funding underserved communities including rural ones. So

125that might look into related to that was AB 1674 uh the food affordability act. Um that one seeks to eliminate food deserts and again underserved communities. So we can look I don't know if either of those would apply to us or if there's any funding available in there. I'm certain that we would probably qualify under, you know, if you just visit our community, you might be one of those situations where, you know, you can tell we're clearly underserved, but we fall between all the definitions. Uh, so if we fall happen to fall between these definitions, maybe we could look at that and advocate for some changes there. Um, AB 1822 uh is relating to extreme heat. Uh so this allows to authorize local agencies to be eligible. Oh, so sorry. Um the state today allows

126for the legislature to ensure that uh reconstruction, remodeling or replacing of existing school buildings that are educationally inadequate or do not meet present- day structural safety requirements. This bill would introduce into that uh an efficient response to extreme heat. Uh so this again maybe there's some for us um for that uh uh there are a number of there's actually a number of bills relating to this but 1644 is specifically about banning smartphone use during the school day. There are a good number of technology and AI related bills. So that that's just one of them. Uh I'll look into the rest of them. I encourage you all to as well. >> So what I could do is Sandab's uh a bill pack put together at the time of our Sandabs meeting. So I'm sure that there's

127more, but I'll send that one. It's it's about a week and a half old from the February 20th. So it's not going to have all of them, but I'll send that to you and you guys can start perusing because it's quite late. Yeah, that's uh there's also Scott some bills around uh mental health training for sports coaches and including that as part of their requirements. Thought that might be of interest. Um and then just noting that Senator Obo and Assembly Member Lackey are representatives both introduced five education bills each. So we should take a look into all those too. >> Thanks Jordan. Cindy, can I ask a question on 1631? >> Um, >> the kindergarten one, if uh you have PM, would they just take the average of both and create it like that or

128because I don't think they'll give us or you know what I mean? Like if you have 20 in the morning and 20 in the afternoon, were it be 20 or would they count it as 40? they to to to do a whole day, you would do a have to do two a couple classes to get to the uh staff ratio, staff to student ratio. >> Yeah. >> So, yeah, because I was just wondering it's like, well, if you do A and PM and if you're getting funding with 40 kids, that's more funding actually and and would they change the time requirements for that as well? >> Um, I haven't read the entire bill language. I can ask about that. I'll go and say the time requirements. >> Yes. >> Because um the superintendents in the

129room um all very much support mandatory kindergarten because of stabilizing attendance and funding. And they also feel that kids that have the all day kinder have a the way that the day is structured, they do longer minutes of math and longer minutes of reading literacy. And then they they have good chunks of time for that that creativity, those creative exercises, those whether it's music or art or choir or whatever it is. there's there's that nice chunk of time for that that play through, you know, learning, manipulating and stuff. So, the superintendent and the learn really felt like there were more pros than cons and that um and there and to be honest, so many districts already had full day kinder. They just needed to stabilize the attendance. >> Perfect. Thank you. Also, full day inter

130provides opportunities to intervene for students to support and so there's definitely some some um pros there. >> Hey Shannon, it doesn't look like the bill addresses full day at all. So, >> no, it doesn't address full day. It's just mandatory. But like when we were talking about it, the talk included um who in the room does full day, who does, and I was the only one that raised the hand for half day and the benefits of both. And you know, it's not to say that we want to tell people we want to keep local control, local control, but what are the benefits of the full day mandatory kindergarten and and how can that mitigate some of the special education needs of their children? So, being able to service them and really do without imposing upon

131their regular instruction of, oh, it's now circle time for literacy. let's do our literacy and they were doing you know pull outs or whatever. So anyways but that's kind of the feeling in the room from the superintendent that they're all in for the mandatory >> and again most school districts do full time not advocating for it right now not telling us what to do. >> Nope that question. Thank you. Okay. So, moving on. We'll have more more next month now that we have the deadline passed. 10.2. Superintendent proceeding of proposed model board policy and administrative regulation response to immigration enforcement fiscal impact. None. I need a motion. So, Jordian is the first second. >> Wait. I >> hold on. >> This is discussion only, right? >> Sorry. Sorry. I was already jumping to >> Yeah.

132Sorry. The person may ask >> Dr. Siano, please leave this conversation and get me out of the hole I dug myself into. >> So, u the state is requiring all districts to uh approve an immigration enforcement uh policy by March 1st. And so we are um going to have uh first second uh reading of that tonight. And really what this does, it really creates some safeguards at schools for immigration if you're visited by immigration enforcement. It creates opportunities not to share information but not to impede immigrations uh from doing their job but really puts safeguards to ensure that they don't access non-public areas um and also um to ensure that we have a a procedures are followed throughout the state on immigration enforcement. This is a uh something that we are looking at to have

133a model policy and that adheres to the state requirements. >> Opening up for discussion. Bill, I'm going to look at you because you're there at a ridiculous sign of of morning. Do you have any comments? >> No. Sorry. >> No, that's okay. I don't want mean to put you on the spot, but I want to recognize that you're still on the television. Crazy person. Anything from rest of the board? Okay, then we're going to move on then to 11.0. Hold on. Let me get there. Discussion action items 11.1 Superintendent second reading of proposed model board policy and administrative regulation 1445 response to immigration enforcement fiscal impact none now I need a motion >> so moved >> thank you Jordana second >> Scott okay Jordan any discussion if none calling for the vote roll caller I

134>> Scott I >> Dana Ren I >> Jordan I >> William Millinger I >> Any opposed? Motion carries unanimously. 11.2 Superintendent approval to vote for up to six candidates for the 2026 California School Boards Association CSBA delegate assembly for sub region 16B fiscal impact. None. I need a motion to open. So move. >> Scott's the first. Second >> second. >> Okay. Discussion. >> Where's the I don't have the I have to go to the Sorry. Let me pull it up. >> Oh, there you go. Okay. So, we have Christine Christina Behringer from Snowline. Amanda Buchanan from Apple Valley, Tom Courtourtney from Lassern, Evelyn Dominguez Rialto, Cindy Gardner from Rim of the World Unified School District, and Stephanie Lewis from Rialto, Scott Wyatt from San Bernardino. We can pick up to six. Does anybody have initial

135thoughts? >> Did you have any recommendations, Madam President? >> Yes. Um, I have at least five. Christine Behringer from Snowline. I love having another mountain person to to be on the delegate assembly in that in the caucus discussions for region 16 and the NW canon apple valley just a a really she's a graduate of rim high school which is so interesting and she went to home county with her really cute little Letterman's jacket but she's a really fierce advocate Tom Courtney Lucern he has been a delegate for decades and he is one of the strongest voices for small schools because Larurn is truly designated small schools. He holds CSBA's feet to the fire in making sure they don't forget about us and he's one of the reasons why we have a small schools task force

136at CSBA. He's like a dog with a bone and I don't know anything about Evelyn or Stephanie Scott Wyatt from San Bernardino City Unified School District. I think it's important to have uh a larger school district like Sanino City Unified. Scott also is really he not only works in county office, but he's on various different committees and so he brings a really well-rounded insight to the discussions. Um so those are the people I've worked with. I the other ones I did have not so I don't have that. if you want, if you looked, they did provide information and you can make your decision. >> I also want to recognize Cindy. You're such a strong advocate for us, so I want to recognize you as well. And we have one more to choose if that's acceptable.

137Jordan, do you have a recommendation? >> And you you don't have to go with what I have said about people. I'm just giving you what I know of the people that I've worked with. >> Thank you. >> Yes. >> I don't know Stephanie or Evelyn either. >> I'd be inclined to suggest that we do this five well four plus indeed the five and not randomly select one of the two real votes. >> Okay. Okay. So, >> so the if you can amend the uh motion to be approved Christina Behringer, Snowline, Amanda Pan, Apple Valley, Tom, Courtney Lassern, Sydney Gardener, Rim of the World, and Scott White from San Bernardino City Unified to the delegate assembly. >> I have a motion to as it was read out to nominate those five. Jordan, >> I'll second that.

138>> Awesome. Any further discussion? If none, calling for the roll call vote. Sydney Gardner, I >> Scott. >> Den I. >> Jordan I. >> William Millinger I. >> Any opposed? If not, motion carries unanimously. 11.3 Educational Services approval of the one-year panorama education solar artificial intelligence AI and consult. Consultations service order number Q-24704. The fiscal impact is 14,500. The budget source is student discretionary and educator effectiveness block grants. I need a motion. >> Jordan the first second. >> Second. >> Scott discussion. I have so many that trigger happy here. No, we have staff available to uh to address that. >> Yeah. So, we have um the Solara AI add-on that we're looking at in terms of supports to students. Um again, I think we had talked about in a previous meeting that this provides a

139safe AI space or the secure environment we're saying to utilize student data to look at whole child interventions and supports. So, if you're able to pull up a specific student, we'll just call it Jen. Um, and you're able to see my attendance, my behavior, my grades, my diagnostics on I Ready. Um, you can pull all those together and create insights. So, I can support a student intervention plan that can create parent letters that are specific to their student. Think about the letter that you get in general about I Ready versus the one that's specific to your student, how they did, and what supports you can do um both in the classroom and at home to support them. Uh so there's a lot of components that it's going to it's going to save that time because

140it's also going to be individual and specific for the students. So on this uh contract that you see here, 10,000 is on the Solar AI um add-on and the other 4500 is to support the professional development of the PDA on March 13th. >> Awesome. Any questions, further discussion? If not, call for the roll call vote. Sandy Gardner I. Scott's eye. >> Danny, >> Jordan, I >> William Millinger I >> Any opposed? Motion carries unanimously. 11.4 Special Services Approval of Staffing Agency Platinum Therapeutic Services LLC for a speech languageologist Assistant for Speech Services for the remainder of the 2025 2026 school year fiscal impact approximately $40,000 restricted general funds. Any that motion? >> So moved. Okay, I'm gonna have Bill first because he's far away and Scott would be the second. We'll call uh any discussion.

141>> I think the midyear report even emphasized the importance of our speech therapy services. So, I think it's very significant >> especially since they're referring that agency is seeming to refer every kid for speech for something. Okay. We just want to make sure we take care of them all. All right. Uh, with that calling for the vote, roll call vote. Cindy Gardner, I >> Jordan eyes. >> William Millinger I. >> Any opposed? Motion carries unanimously. 12.0 consent calendar. Anything to be pulled by anybody? 1 2 3 4 Okay, we're done. 12. So, we have 12.1 12.2 12.3 12.4 12.5.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 126 12.17 128 12.19 12.20.21 12.22 22. I need a motion. >> Thank you. I have a second. >> Scott's the second. Jordan's the first discussion. I

142do have um just a a request or um in terms of this um related to the safety plans being able to somewhere through an update get an idea of what kind of when training or drills are going to happen in terms of I know several years ago there was a big drill that it was at the high school but there's a lot of great stuff but being able to get some more details on um on the drills. >> We can provide that information via the Friday letter update. That's okay. >> Okay. With that in for the roll call vote Cindy Gardner I >> William Millinger I >> any opposed motion carries unanimously. Moving on to we have nothing for 13.0 items removed from from the consent calendar 14.0 0 governance team future agenda items planning

143time 14.1 time allotted for the board of trustees to request agenda items for future meetings anything wanted to just remind um the board workshop to be able to talk about um our leave um for um miss journey and on any related sort of issues okay next anything else bill Anything out there? Okay. 15.0 future meeting dates regular board meeting March 12th, 2026. Core plan close session 5:30 open session 24740 Samurites Way Press Line, California 92325. Board meeting workshop March 26, 2026 400 p.m. 24740 Samurites Way Press Line California 92325 16.0 recess to close session if necessary. Anything we're done? Oh, love you Shannon. >> Wow. >> Thank you. >> Okay, 17.0 adjournment. 17 point one adjourn meeting. I need a motion. >> Uh, Bill's going to be the first and Jordan's the second. Any discussion?

144It's >> for the roll call. >> William Millinger, shalom from Israel to bed for 30 minutes before you got to be up again.