ROWUSD School Board 1/22/2026 5:30 PM Meeting

001All right, we're going to go ahead and get settled, please. >> Now it's social hour. Thank you. >> I I Bill told me to do the hammer. >> Okay, so 6.0 I know that 6.0 Reconvene open session procedural business. 6.1 Call to order. The board of trustees are hereby reconvening the open session at 5:31 p.m. >> 6.2 roll call trustees to identify themselves by first and last name to formally establish forms. Cindy Gardner, trustee area three. >> Dr. William Millinger, trustee area one. Scott Craft, trustee area four. Jordan, trustee area 5 green valley trustee area 2 Molly why don't you introduce yourself you're part of the board >> oh Molly school board representative perfect thank you Molly uh 6.3 pledge of allegian allegiance okay led by let's see Jer Gabriel is that you allegiance And

002the flag is on the left. Hand over heart. And repeat together. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. >> Thank you so much. We've we appreciate it. I haven't seen your face in a while. Let me just put you front and center. 7.0 Close session report. 7.1 Announcement of the reportable actions taken during close session. There are none. 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. We have some. 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

003the board. Open meeting laws do not permit the board to engage in dialogue or answer questions. Though it may not take action on non non-aggenda issues raised at the public comment period. The board, for example, may refer any matter to the superintendent for review or take action to direct staff to place a matter of business on a 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 persons including district officers and employees. Protocols for speakers. Any person who wishes to address the governing board on agenda and non-aggenda items within the subject matter of their jurisdiction must complete a speaker form and submit it to the executive secretary to the superintendent before the meeting is called to order. Individual speakers are

004allowed three minutes to address the board on each agenda item. The board limits the total time for public inpoint input on each item to 20 minutes. Speakers who have complaints against board members or staff are encouraged to seek resolution to those complaints by using the rim of the world Unified School District written complaint procedure 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 board level where a complaint concerns a district employee identifiable by name, position or other facts. The board cannot respond until written proper written notice has been given to the employee pursuant to government code section 54957 decorum. The governing board is interested in the ideas and opinions of all stakeholders and endeavors to

005incorporate community views into its deliberations and decisions. At the same time, it must be able to conduct its business in a organized and efficient manner free from material disruption. Therefore, in accordance with board bylaw not number 223 and government code section 54957.9, audience members may not disrupt, disturb, or otherwise impede the orderly conduct of this meeting. Open meeting laws do not confer any privilege or protection for expression beyond that otherwise provided by law. The public's understanding and cooperation are appreciated. So then we have 8.2 public comments. So, we do have four. So, we'll start with J Jason Chef's uh career fair. Jason, come on up, buddy. >> Yes, please. And turn it on. Make sure it goes red. >> Good evening, everyone. >> I just wanted to thank you all for the career fair that

006we participated at. That was a really good event. It was was well put together and uh worked out really well for us and turned out to be one of our signatory contractors there with my local there climate pros. I didn't even know they were coming and we got set up next to each other and it felt like it was a a really successful event. I brought a ring graduate with me to do the little project there and it was cool seeing all his cousins and friends come over and talk to him, see him work on the project and I just want to say thank It was a really good event and um touching on the hopeful work in the future with the grant money and everything. We'd love to do what we can to to

007help out and partner in any way we can and keeping keeping our name on the radar, you know. Um so yeah, thank you very much. >> Thank you Jason. Next we have Bren Ben. The topic is trade awareness in high schools. Good evening everyone. How you doing? My name is Ben. I am a vice president of the IE building trades council and I'm also vice president of the IBW which is the electricians union um in Sanino Ino and Mono County. Um Jason took everything I was going to say. I was here with Jason at that at that wonderful event and uh what we would like to do at the building phase is, you know, build on that one event and start to enhance the partnership that we have with the district up here. Um we've

008done similar outreach with other districts and we're really starting to pay dividends. Um in the IBW, I can speak more pointly to that because that's my direct affiliation. um we're really starting to be able to bridge the gap from graduation to employment with students on a level that I had never seen, you know, before we started doing outreach to the high schools. Um we feel like that's where we lose our kids is in that in that no man's land between graduation and their career. So, um what this looks like, you know, uh is to be determined, you know, by our partnership. However, the district chooses to partner with the building trades, uh, you know, we can tailor it to fit the needs of the students here in this district, in this community, and we look

009forward to doing so. Um, Jason's a great partner in the building trades and and I know that he is a stakeholder right here in the community and uh, I look forward to him being a great leazison between us and y'all. And, uh, anything that we can do to help, you know, any outreach that you guys need up here, please don't hesitate to reach out and if it's within our power, we'll do. So, it's all I have. Thanks for listening tonight. appreciate it. >> So, what I would like to do is direct the superintendent with uh CT administrator and the and Mr. Keiny to have a meeting with Jason and Ben to discuss the partnership and see what we can lay down as a foundational piece of how we can integrate what you can do and

010what we can do for the kids. >> So much appreciate that if I follow up and we'll be in touch. Thank you so much. Okay, then moving on to Brandon Van Dyk. The topic is sexual harassment policy. You have three minutes. >> I have two kids attending VOE Elementary who since kindergarten have learned what it's like to be VOE Hawks. As you guys know the school acronym, it's to be honest, accountable, wise, kind, and safe. I'm here today to advocate for the safety of all kids. As the district's policy defines sexual harassment in regulation 4319.11, sexual harassment includes unwelcome and unwanted verbal, visual, and visual and physical conduct regardless of whether the conduct is motivated by sexual desire. Adopting policies that allow biological males and biological females to share restrooms and/or locker rooms is unwelcome

011and unwanted visual and potentially physical conduct. This violates the district's own definition of sexual harassment. Sexual harassment is further defined in regulation 4319.11 as, and I quote, unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the district's education program or activity. Adopting policies that put children into shared locker rooms and restrooms is in fact severe, pervasive, and objectively offensive. Without a doubt, if these policies are adopted, it'll will prevent my children and I'm sure many others access to any and all rim district educational programs. We will not participate in any Ren district school site that adopts such policies. Further, these practices do not promote personal agency or responsible citizenship for any of the rim district students. If we say we

012care about all students, that means we must care for all students. Adopting policies that force biological males and biological females to share restrooms and locker rooms is not honest. It's not accountable. It's not wise. It's not kind. And it's certainly not safe. Thank you for your time, board members. >> Thank you. Next we have Ben with Global. >> Close enough. >> Okay. Sorry. Um topic is policy on bathroom access. >> No. [clears throat] >> In the same vein as Brandon, um can we agree that no social class inclusion should ever be at the expense of another social class? We agree that no social class inclusion should ever pave the way even for risk of great harm to another social class. Few years ago, Virginia's Louden County Schools accepted and enacted transaffirming bathroom locker room policies.

013They are now engaged in multiple lawsuits over the issues involved. One such lawsuit is about a boy or how a boy wearing a skirt multiple times gained access to a girl's bathroom and in one of those times sexually assaulted a female student. Whether or not the boy was trans is not the issue. The issue is access. By merely wearing a skirt and presenting as a girl, he gained access to a private space to do what he wanted to do to a female student. These policies you are voting on could pave the way for the risk of great harm to come to many students, particularly young girls. If a student can merely dress a certain way or state whatever gender they choose that day, and be given unrestricted access to the gender segregated private spaces they

014want, then that paves the way for great risk to the safety and well-being of other students. This risk is compounded by the policy in the sexual harassment policy being proposed that their said gender identity and maintaining bathroom or standard bathroom locker room boundaries is quote sexual harassment. This condition of the policy will empower and protect harassers and abusers because they will argue that their sexual identities cannot be questioned. Lowden County is one example of multiple stories of how these policies pave the way for sexual harassment and abuse. If there's at least one story, there will be more. And one instance is far too many. The stories are already out there. It's not a matter of if these policies will increase abuse. It's a matter of when. Would you like your names and public reputations to

015be attached to the sexual abuse that will result from these policies? Would you like to be complicit in paving the way to empower potential abusers in our schools? Would you like to face the ensuing lawsuits? Please do not aim to be inclusive to one social class at the expense of multiple others. Please do not increase the risk of greater harm to a greater number of students. Thank you. Moving on to RTA. Do we have an RTA speaker? Yes, we do. Nick Nicholas. Hey buddy. Good evening. We are three weeks into January and RTA is motivated to jump in and get to work. That being said, there are many issues that remain unresolved. Teachers continue to struggle with the cost of living, especially here on the mountain, and teachers are still being asked to do too

016much for too little. For some of us, the countdown to summer has already begun, and that is not as it should be. Um, this school year we have seen an increase in community committees that involve RTA and CSEA members to ensure that all voices are heard and we'd love for that to continue. Looking forward to the next few months, RTA hopes the board and cabinet are open to friendly and peaceful negotiations where we solve our problems working together as a team. >> Next, we have CSA. Do we have Oh, yay. Suzanne S, please. >> Good evening. It's been a while. Not that I don't watch you all, but [laughter] uh tonight I wish to take the opportunity to talk on a matter that affects the heart of our schools, and that is the presence of

017real people in classrooms and schools. And you may have expected that I would um talked about payraises and all that, but we'll leave that for another time. It it's not off the table. Um our school employees impact our students, but I wish to speak speak specifically today about our instructional assistants who nurture, teach, and support our students every day and the recent denial of a request to replace one who has recently resigned. With budget constraints, there is a growing allure for the use of technology. And I'm going to highlight why cutting back on human support is not only educationally shortsighted, but potentially harmful to the social and behavioral development of our students. Research research shows that PAR educators and instructional assistants have positive impacts on student learning outcomes, including standardized reading and math achievement. Increasing

018PAR educator staffing correlates with improved academic performance and overall school proficiency rates. Instructional assistants do more than just help with worksheets. They work one-on-one with small groups. They help students um process new concepts in real time. They support behavior and engagement and enable the teachers to different um for differentiated instruction and diverse learning needs. Their presence increases instructional time and meaningful engagement, something a computer cannot replicate. We all know that screens have a place in our society and in education in in my job. I, you know, I'm on the screen all day long. Um, but there is strong evidence that excessive screen time can negatively affect children's development. Children who exceed recommended daily screen use show vulnerabilities in physical, social, emotional, and cognitive development beyond what we would expect. Highcreen use removes the face-toface interactions,

019diminishes opportunities for children to practice essential communication skills like taking turns and reading non-verbal cues and empathy. Studies find that preschoolers with more screen time score lower on language production um comprehension and parent child closeness which arises from reduced quality interactions. Other research links excessive screen exposure in early years with increased behavior challenges, anxiety, and attention difficulties. And I think if you ask any of the staff or any of the principles um they can tell you about the increase in excessive behavior issues that we currently have which we have not seen in previous years. We also know that from educational research learning is social. Students learn best when they participate in discussions, ask questions, receive realtime feedback, and interact with others. Experiences that are best fostered by human educators. So many of our students come

020to school um needing more than just academics. They need emotional regulation, support, encouragement, and connection. I think if you ask any student that's um got attendance issues, they they don't want to come to school because for the computer. They they want to come because of the connections that they've made with other students and with their with their leaders, their teachers. And instructional assistants are there to help calm a child who's frustrated. Celebrate pro progress with a shy learner. Model social communication. Intervene and help a student is disregulated. And help children build confidence and trust in themselves. A computer can't do that. And and I and I reiterate that yes, computers have a place. Um but as AI and online learning tools um make their you know advance their way into education yes it's helpful for

021personalized content content delivery but it can't replicate human dialogue feedback and the nuance encouragement that people deliver. Human tutoring and interactive interaction produce deeper, more cognitive and rich learning experiences than automated instruction alone. And I'm sure the sales people for for our online programs sell all the glitter and wonderfulness of these programs and and how much is going to save and and show you the data. Um but there's a reason that teachers, aids, and mentors remain the center of learning. Children are not data points. They are human beings developing socially, emotionally, and intellectually. This is about the kind of community we want to build, the developmental health of our children, and the commitment to every learner success. When a child struggles or succeeds, it won't be a device that made the difference. It will be

022a human being. Please ensure that our schools continue to have enough of them. Please invest in people who build relationships, shape behavior, bridge learning gaps, and help our children thrive beyond screens and algorithms. Thank you. Moving on to 9.0 reports and presentations. 9.1 student representative report. Molly Gre is that right? >> It's breath. Yeah, >> go remember the world high school. Me Molly. I have to apologize for I left my glasses at home. So, we're gonna see how this goes. It's really bright in here, but I I believe um Okay, we're going to start out with our Can Okay, I'm going to start out with our elementary schools. Um on Friday, the 9th of January, Dr. Jennifer B. Alfred, director of the CSUSB, House State University, Sanernardino Institute for Watershed Resiliency, and her team visited

023VOE to work with students as part of their project wet. Um, it marks the first of three scheduled instructional sessions. Student and staff were highly engaged and the experience provided meaningful hands-on learning opportunities connected to environmental stewardship. I think that's great. Teaching our kids about how to take care of these beautiful mountains that we all live in. Wonderful. U VA also continues to prioritize student health and wellness. Um, Haftro came to visit on January 9th and they were providing free dental sealants to students from preschool through fifth grade all the way up. Um, many students were served during this visit and half of them will return later to complete services for some of the remaining students who they didn't quite get to yet. Um, at CH they are continuing to build family and community engagement.

024They had a very busy holiday season with a record number of parents and family members attending their holiday performance. Super fun. Love that. Um they invited family and community members to show off their skills and talents. They will set up tables to display pieces and network with one another. Um, on 16th of January, a group of fourth and fifth grade students from Miss Miller's class were recognized by Assemblyman Tom Lackey for participating in the district student art competition with the theme California Dreaming. Super awesome. They got to go to an art show at Goodwins. And the names of those three students were Siren, Jack, and Tiffany, who took first, second, and third place in the competition. Woohoo. And then over at LE, they hit the ground running this year with I already assessment and goal

025setting. Um, walking through their hallways, you might see several bulletin boards dedicated to 2026 goals with a writing about a word of the year goal. Um, they're gearing up for reading across America, which is like the best thing ever. They've been doing it since I went there. I always got the whole like trophy and everything cuz you know that's my personality. But I was so I would like go to the library every single day. It was crazy. I was so invested. But yeah, I'm glad they're still doing that. Um they're culminating in awards awards assembly and a scholastic book fair at the end of February sponsored by PTA. We love our PTA. Next one. Let's see. M PH fun stuff at the middle school. Um, on December 6th, the MPH band spread holiday cheer by

026performing festive tunes at the Blue J Parade. A special thank you to Mrs. Ford for preparing students to shine. The band also proudly represented MPH during their performance at Rim High School on December 12th, which I went to. They did a lovely, lovely job. So, um, let's see. The PTA treated teachers and staff to a thoughtfully curated selection of high quality coffees and teas on December 9th. a much appreciated gesture of care and support during a busy season. Fancy, Nancy. We also hosted our family resource and student success fair featuring a student string quartet performance, family resource booth, and a fun football toss hosted by our PE team, strengthening school family connections. Saturday Academy continues to gain momentum. On the 13th of December, 17 students participated in hands-on STEM activities while receiving targeted academic support.

027Um the next Saturday the next Saturday academy will be held on the 24th of January. So that's coming up. What is it? Today no 22nd. Two days from now. >> Saturday. Guys, it's been a long day. >> It's been a long day. >> We began 2026 strong with a behavior expectations assembly that addressed important and serious topics including education code while maintaining high student engagement through interactive games and prizes. Um students are currently wrapping up I ready testing. Thank goodness during which we successfully piloted a new testing schedule which started with testing and ended started with testing and ended with first period. Students followed the revised schedule impressively well demonstrating responsibility, flexibility, and focus. That's the MPH way. Go MPH. They're doing great things over there. Mountain their um fourth real talk assembly of the

028school year was a great success. Um, the Eagles increased their average number of credits earned over six weeks from 7.5 to 11.5. 12 students surpassed their credit goals with one student setting a new record by earning 24.5 credits. Congratulations. When asked what made the difference, students said they tracked their progress toward graduation, experienced new ways of learning, and discovered job opportunities that match their interest after graduation. Almost half of the students attended the credit check celebration where they enjoyed donuts, tea, and had the chance to join esports for the spring semester. I'm still waiting on esports at Rim. It's gonna I I feel like it's going to happen eventually. And then RVA um Rim Virtual Academy has had much to celebrate at the start of the spring semester with House of Outspoken earning the most

029house points in fall semester. I forget they have like a Harry Potter type like house competition. That's so fun. Students virtually spin the prize wheel where their prizes are safe on campus for their next campus visit. From emoji, keychains, stickers, erasers, and more. We're excited to see which house will earn the most points in our spring semester. RVA is excited for their upcoming winter mixer event occurring tomorrow. actually tomorrow. From a photo booth, hot chocolate bar, find the yeti contest to the family STEM snowflake challenge. A yeti full of activity. The wait I said and I said the pun and then rand. This is the one I made. Go. Thank you. Um December held happy holiday staff potluck PTA sponsored not tardy party. That's our love the little Stranger Things set up in the corner.

030I didn't get to go to the no tardy party. >> Unfortunately, I had a >> tardy. >> I try. Sometimes it just doesn't happen. [laughter] Um, students feel a fresh fresh of fresh air. Whoa. Of a breath of fresh air with the completion of finals and a new semester to start with fresh grades. I know. I sure do. Blueest Star Moms returned to Rim and refurbished our freedom wall by adding some new names and pictures of our hometown veterans. It was really nice to see. Um, boys basketball and boys soccer both held their senior nights to congratulate their soon to be graduates. Um, students have been taking advantage of the $5 lift tickets at Snow Valley and have started skiing and snowboarding again. Woo! Nobody break anything, but it's so much fun. Um, the Riya

031program sponsored by our local Rotary completed their first round of interviews to recruit juniors for the leadership camp. Super great program. I don't know if any of you have heard of Ria. I went. It's like a weekend long camp and they teach you like leadership and like you get to form connections with people and it's super fun. So, it's nice to see that they're doing that again this year. Our current sports, soccer, wrestling, basketball, and shred are all going strong with weekly practices and games. The current clubs at our school, some of which include Eco, Eco, Eco Club, Christian Club, Interact Club, NHS, Aloha Club, Dance Club, Crochet Club, Fellowship of Christian Athletes. I have an etc there because something I'm very excited about is even though I am your schoolboard representative for River World

032High School, I do not know all the clubs over because there are so many. So I'm working with Keen right now. We're trying to get a bulletin board system set up in the hallway where clubs can put out their um meeting times and dates and like what they are. So hopefully we can get some more outreach and the clubs can be more than just like little clicks. And then here are my pictures because I Oh, well it it keeps going. Oh, I forgot. Kei added his little box in the corner. Start of spring semester for staff. PLC's continued to create common assessments. I already administered and officially began three dual enrollment courses with CSUSB partnership. Dual enrollment is super cool. I am a big fan. I am currently taking AP psychology with dual enrollment. is

033so great because now I don't have to be super worried about getting a good score on the AP test still. But yeah, so get the credits anyway. And then I believe the other one is AP US history and >> and art as well. >> And art. Okay. Yes. >> Dual enrollment is where um I go I take my AP class and I get college credits through um CSUSB even if like as long as I pass the class. So, it doesn't matter anymore if I have to pass the AP test at the end of the year. Um, I can still get college credits as long as I get I believe it's a C. I think you have to have at least a C. >> GPA put you on. >> I think it does. Yeah, it does.

034It has the same sort of um GPA boost as like an weighted. >> That's a fancy term for it. And then my pictures. So, um, a lot of these I took all of these pictures except for the one I'm in. I just I put that picture in the bottom for the kids who went to Harlo last year. So, you can kind of see like I don't know. I didn't have pictures for this year yet cuz I just interviewed. And then we have some sports pictures, wrestling, shred, basketball. You can see um I took some pictures of our freedom walls at RIM where they um freshen up, put up some new pictures and names of our veterans. And that's all from me. Thank you. >> Thank you. Next to 9.2 governing board members. Well, I had

035the privilege of being at the DOE time where Heatherra is there to do the asalants and we actually took 13 preschool students all the way across campus and every single one of them were getting their looking at them and getting doing the screening for all of them. When I went over to get the preschool, I thought, "Oh, three or four maybe is what we were told." And when I got into the classroom, the teacher said, "Oh, all 13 students are going to get screened." If you know anything about the screening, you know that some kids get a little bit nervous about having somebody put something into their mouth and tickling them inside the mouth. And not one of those kids started crying >> that I recall, but I have a bad memory. But it was

036a great experience. And then the sealants that we continue to do every year just a great team of volunteers that continue to work to do things to help our students have healthy mouths and and that is really significant. All of us have participated today and the last couple weeks in learning about the governor's budget. And can I just say we need to continue to try to do something about the fact that our governor continues to take funds away from education that are supposed to be committed to education. We're supposed to have 40% of the budget period. And that's supposed to be the minimum. instead. Um, the governor now, although he quote replaced funds from the previous year supposedly, he's now taking 5.6 B like billion away from us again. And it's illegal. Clearly is clearly

037goes against the constitution. And um I would just encourage you uh as you speak about concerns that you're concerned about here in our community, but you also would be concerned about the finances and what the governor is doing and what and so protest. I mean write letters, make phone calls. It really can have an effect. Um also I am really appreciative of both RTA and um CSEA that there is a sense of teamwork. Um um Nick and and Suzanne, we are in this together. We do really care about each of you and I I think Scott's been the one who said it best. We'd give you so much more if we had it. And that's what's disturbing is to notice $5.6 6 billion dollar kept from schools. That translates to several thousands of dollars here

038in our school district that we cannot give to our staff and and that matters to us. Uh I am concerned about some of the issues that we have on the agenda tonight, but I guess I'll speak to them later. >> All right, Scott. >> Yes, we have some concerns. I agree. And it's it's a it's a tough situation. I don't have all the answers myself, but I hope that we can uh work together to come up with solutions because there needs to be something better than what's happening right now. Um talk about that later. I'm going to um bring up sports. Sports, winter sports is wrapping up. Sports is obviously my fun fun topic and I wanted before Cindy got on her part and was gonna update with all her stuff, I wanted to give

039her a little bit of news and that was it. Even though Rim Wrestling ended up losing the league, they ended up winning the league because >> changing the they >> not changing order, they misrepresent their team and put people out there that they weren't they weren't eligible. another school. There's another school. So, it's a tough situation with uh wrestling because you have boys and girls and sometimes the girls compete against the boys and when I was coaching it was tough for the ladies to do that. But women's wrestling is the fastest growing sport in the nation actually. And it's actually saved boys wrestling with their participation. But now girls have their own separate leagues and CIF and state tournaments and they coexist together which is amazing. It's fun to watch. And so when that competition

040starts, they are not eligible to compete on the league level. It used to end at CIF. Now it ends at the league level when there's an alternative sport uh competition for them. So they misrepresent themselves and so wrestling wins. It was a great match though. And if you got if anybody saw it, our guy at the end, Martinez went out to this guy that was probably because he's wrestling up a weight, which is the 275 division, and he only weighs about 215, but and the guy was huge. The guy was huge. And everybody's like, "Oh, he's going to lose." I was like, "Don't ever count this guy out." [clears throat] And he got him at the end and at the end of the first period and and stuck him. So that was amazing. So congrats

041to all the sports. um negotiations. I do I'm I'm so hopeful that it goes well and it continues to improve. I think everybody's wanting to work together, which is amazing. Our teachers and our staff, not only do they not make what they deserved, they never receive what they deserve. And as long as I've been a teacher at RIM, I never saw that happen ever. Never happened. Um, I would encourage everybody on either union because written does not control that much of the budget. We control a great portion of it and where it goes and but we want to have a comp comprehensive school district. We have to provide that for our students. But when 90% of your fees and union almost 90% it's somewhere in there are going to the state level should be advocating

042for schools like us and they should be advocating to change the policies so that we get something at least equal to the schools in our surrounding area. And that's not happening and it's not there. When you hear other school districts that are talking about and this budget 10% that's just crazy and there's only one reason for that and that's because the system's broken and it does not care about little rim of the world high school or rim of the world school district. So please reach out to your state unions. I think that's a great way to get the the ball moving in the right direction. And that's about it. Thank you. >> That's sweet. Sorry, Jordan. >> Thank you. I'll stay on the the budget and advocacy topic just for a moment. The the governor's

043budget uh is pretty risky in terms of its revenue projections and varies drastically from the LAO's legislative analyst office projection. uh and it's both based on the assumption of either AI continuing to boom or there being an AI bust. So that's why the discrepancy is there and that's what makes it risky. Um I will say that the Prop 98 mover maneuver I won't address that but we've already talked about that. It is a continued point of advocacy in the school world. Um, and I will say that uh the in the governor's proposed budget, the word rural does not appear once in it. That's a problem. And uh we're still waiting on trailer bill language to see what comes of that. Maybe there'll be adjustments. Maybe for community schools grant, you know, there's a proposed increase

044and ongoing funding and commitment to the community schools program. It's fantastic if they include in there criteria that can carve out some of that money for rural school districts. Uh we unfortunately were not able to receive community school grants funding last year um because they changed the criteria and uh uh that's unfortunate. Hopefully this year they incorporate rule into it. Like I said, we're waiting on the trailer bill language. Maybe there's some bright spots there. Uh and if not, we'll continue to advocate. So, we'll continue monitoring what comes out of those of those and advocate as a group for maximizing what comes to rural school districts and unincorporated areas. You all know the cost of living up here is a lot higher. It's a mountain tax that folks have to pay. Um that is not

045reflected in the money that districts get. Uh and that unfortunately means fewer programs than down the hill or less funding for those programs I should say. We still have a plethora and really do the best that we can with what we got and that's what we'll continue doing. But there may be some advocacy opportunities between now and the June budget adoption that uh that come you know that that comes up in five months of intense negotiations really. Uh so we'll keep you posted and apprised of that. At the federal level we have another year of uncertainty. Uh, so we will continue again to monitor and advocate. Our board is one of the few I I've said a few times, but we're one of the few districts out there that adopts a legislative advocacy platform every

046year to be able to advocate for what will benefit our communities the most. Uh, so again, at the federal level, we have uh advocacy points and we have that platform adopted. We'll continue to push for those to stabilize and increase funding uh that comes through to our districts so that we can maximize our programs and services. Uh I'll get off my financial soap box now. Um, but if you are interested in engaging with the school board and helping us advocate at a at a state or federal level, please reach out to us because there are plenty of opportunities where we as a community can make our voices heard collectively. [clears throat] >> Thanks, Jordan. Next, we have Jordana. >> Good evening. Good evening, everybody. It's wonderful to see so many folks here and I will

047try to keep this brief and try not to be repetitive. I'm going to get back step on my soap box as far as finances are concerned. And from the presentation that we went to, the workshop we went to this morning, I had some um things that stuck out for me. And so I just want to quickly go through some of the things I found were significant. One of the things that was on one of the slides um indicated that annual cost for special ed students um student students with special needs was um averaged out to be $25,46 per student. I look back at the LCFF our funding per student um slide and we get about $12,500 per student. So the math is is that with our SP with our sped students our costs are double

048what we're getting in. So it's um that was really concerning and thought it was noteworthy. Um another um thing that was struck me is that the equity multiplier which is new a newer um thing that's been incorporated into our budget into this um state's budget which is taking a look at those schools that have additional need or interpreted to have special additional needs um above what the um their initial funding um is is providing. And there are something that Jordan mentioned earlier. He added up that LA Unified School District has about $70 million additional coming to them this year just from the equity multiplier and their um funding CFF is based on your unduplicated count, your UP um um percentage for school district. So their funding at this point is on the neighborhood of $1,500

049more per student than what we receive. And they don't have that additional the additional transportation cost, the additional maintenance cost that we have up on the mountain. They're already receiving $1,500 per capita more every single student in that school district. And then they're going to be receiving an additional $70 million with the equity multiplier. And what struck me with that is sometimes there are problems that are not solved by throwing additional money at it. We definitely could use additional funding and we are definitely on the short end of the stick when it comes to funding. We have higher costs and we definitely get less per capita than all of the surrounding districts that we have here. And also um a lot of the you know just basically we are we're losing out in terms of

050our per capita funding and our costs are higher and the state tends to be in my opinion sometimes a little bit performative in terms of throwing additional money at school districts school sites that already receiving a lot of money and the need is there yet at the same time that additional money is not solving their problem. Their needs may not be solved by money. a lot of our needs would be solved by money and we're getting the short end of the stick there and that was really apparent to me today with the presentation. So, um we need to keep on advocating like we have been. However, um I think we might need to put some basically stories, some, you know, pick out some, you know, not actual students and try and compare what their situation

051is up here. Comparing it to if they were down the hill, having local services available to them, which we don't have up here, and being able to show how these students that have special needs are are are are needs to be taken care of as well up here. and we're doing the darnest we can, but it's a lot easier down the hill and those same students, those school districts are getting more money for those individual students. It's just not right. Um, so that's my thoughts. Oh yeah, and then the other thing that came up is there was a slide on ADA versus enrollment. So in terms of how we're funded, we're funded on how basically butts and seats. So attendance matters in terms of how we are funded. Postcoid um we're looking at about 2

052to 3% lower um attendance than what we had pre-COVID and that makes sense. We now have a society who is very aware of illness, very aware of contagions and um among the community, you know, just general at large community coming to a an environment where there are a lot of people is irresponsible. So we before it was maybe considered to be heroic to show up to school sick and at this point we're asking people don't show up sick. We don't want to go ahead and have a super spreader event but we're funded on having those same people on campus. So what we have is in essence a dysfunctional funding mechanism with looking at our attendance as opposed to looking at how many students that we have in enrollment. So there was arguments as to why

053it really shouldn't be enrollment on that slide, but I think that some push back should be potentially considered in that right now looking at attendance and trying to push for greater attendance is at odds with taking care of our community. So that was another thought that I had based on that presentation. So stepping away um from financing there. Um coming back to Haftra um I was there with Bill in terms of helping out at BOE. It was lovely. Um I think it's very notable that 84 sealants were applied to students that day. Just um amazing in terms of these volunteers, no cost, free to the students and being able to have these dental sealants hopefully um keeping them from having cavities in the future. It's lovely. Ara also is a driving um force behind uh

054May 6 Mountain Health and Resource Fair that will be at the high school. So any um nonprofits that want to be involved have booths. This is u for all ages. They're our third annual mountain health and resource fair. It'll be from 2:30 to to 6 on May 6th. And um just for um indicate what do we have as resources for our mountain folk. There will be a couple of different um um um um I think assemblyman lack is going to be there or at least a representative from his office. Also, Ros Lucia Oop is going to have a representative there. Um, and I believe um Jolti will also have a representative there. It's an opportunity for us as a community to say, hey, we don't have the resources that a lot of places down the

055hill have, but we're doing what we can as a community and also trying to make sure the folks on the mountain know it's available. Um, let's see what else we have here is Rila. Just a big shout out to our Rotaries. They do great things for our kids. Rio is funded by Rotary. It's a Rotary program. They do it annually and it's phenomenal. And let me see here. And then the one other thing is I'm looking forward tomorrow to go to the high school. Um, advanced drama is going to be competing and then they have a comedy that at four o'clock I'm going to be able to come and see a half hour show and I'm really excited to see it. So, thank you. >> Thank you, Jordiana. I'm going to to hold up on

056anything that relates to new budgets. this legislative uh report that's coming up. So, um we can continue budget it. Let's not be redundant. Let's just add add value to the conversation. Just saying because I tend to go off track tangent. Um so, I do go off tangent. So, um the stuff that I I've been doing went to w now a couple wrestling matches. I suck as a wrestling parent because my kids didn't like do wrestling, but I sit sat on this. Scott can say I suck, but I sit on the sidelines and my I'm clenching my teeth. I am [snorts] angsted out. I am like this. I'm a basket case because wrestling is one-on-one. My kids play team sports. Oh, soccer and baseball. And so wrestling just I am a basket case stressed out like

057coming unglued with with what's happening. And I know and Scott keeps telling I was there when he said >> hit me I know I keep hitting Scott. I'm like, so I I have to say I never got into wrestling and now I'm totally into wrestling except that I'm not a good viewer of wrestling because I really am stressed out and when I leave my jaw is so tight from clenching it and and it can turn on a dime. Like one of our kids could be I'm like, "Oh my god, he's Lizzy. He's Lizzy." Scott's like, "Just relax. He's one of our best wrestlers. You need to put a pin in it." And I'm like, I he's only had 30 seconds left. Is ever in the third period? And Scott's like, relax. And then Martinez came

058out and just boom. And we won. And you just go, how does that h I don't understand it really yet, but I'm like a super huge fan right now. So, thank you to that. I did go to girl. I know Scott. Scott's all excited about that. Um, so thanks to Joey Dorsy and everybody on the rim uh wrestling faculty who who encourage us to pro to come out and and view wrestling. Um, went to girls soccer. I really have to say I'm sort of a soccer snob because my girls play club and they are moving the ball around really well. Love that defense and uh love how the center is holding Good stuff. So, I'm encouraging you to go out and see it. Boys, I haven't seen them yet, but I know that they're doing

059really well as and and I'm excited to see them next week. So, I'm just saying go out. Boys basketball, girls basketball, it's indoor. Come on. You don't even have to have hot coco. So, uh the sports programs are really amazing. and um our kids. I have to say that in the past years anywhere between 35% and almost 40% of the students at Rim High School participate in sports, which is huge. So, please come out and support them. And like Jordian said, tomorrow night is the Rim High School drama. It's bad actors in bad auditions or bad auditions by bad actors. >> Bad auditions by bad actors. >> There you go. which I think is hysterical. So, um, please go out and see it. It's they they I love the last one. Chaos and Crowns was

060awesome, too. So, we have a a lot of really great things. I'm excited. I do I'm excited about the discussion with trades and CTE pathways. I think that's a really Yeah, Scottell for that too. especially the building uh pathway building and something it's bet or something like that. So, oh that's what it's called. Um don't laugh at me. Okay, so then um now I've lost track of everything. Oh, PTAs. I want to say that PTAs are a really great partner. They do they they are very creative in their thinking and supporting the needs of the schools. um they come up with really fun activities partly because they don't want to be bored. So they're like, "Oh, what can what can I amuse myself with?" And I'm gonna give an example just because it was funny.

061So when Molly said, "Oh, Rim High School had a no tardy party." And the the person that came up with the idea, the things, Jamie Steinson, the Rim High PTA president, she's like, "Let's do Stranger Things and do 80s and blah blah blah." I'm like, "Okay." And she goes, "And let's do waffles, waffle ice cream sandwiches or regular waffles." And I'm like, "Oh, I love we're going to feed 140 kids waffle ice cream sandwiches." And Mr. Keinies, you expressed doubts, but we pulled it off there. I had >> I had to clean out my freezer and defrost a lot of meat to put all those waffles in that freezer. But it was so fun. It was really, really fun. So thank you principles for allowing PTAs to think outside of the box and even when

062you go I don't think that's going to work you just go ahead and trust the process and then it becomes amazing. So thank you for allowing the outside of thoughts thinking about and trying to remove barriers of having of us having fun while we're having letting kids have fun. So, I also think want to thank Stephanie Phillips for continuing to oversee Scott's Lodge at Rim High School. If you don't know what that is, prior to co actually um uh PTA organized, uh the old ASB room and Cinderella's closet and Prince Charming's closet came together and then expanded. And there's toiletries, there's um feminine products. I know that you don't want to hear that, but there are um clothing, boots, shoes, bedding. There's all these things that are in there for our kids to go shopping.

063If they need something, there's a place for them to be able to get the what they need. And those kids that are um very needy, we we do provide privacy so that they're not shamed when they go shopping. So that's very important especially for teenagers because who thinks everything's embarrassing. And so we are just so grateful for Stephanie overseeing that program still and and being able to continue that work. Um everything's free that Oh yeah, the kids don't pay. They just and and it's not there's some used stuff but there's a lot of new donations like new shoes, new boots, new coats and outerw wear, new bed. Yeah, you don't want to have used betting. That's disgusting. But new bedding. It's just amazing what Scott Sludge is. So, if you're interested in volunteering, you can

064see Stephie because it's it's a great experience to be able to help students um who are in crisis and their families. Um, so thank you to that and I think that's it because the rest of it is a legislative report that I need to do or we need to do. Sorry. Oh, sorry. 9.3 9.3 Sorry, Dr. Civiano, I didn't forget about you, but I forgot about you. So 9.3 Superintendent Dr. Paul Civiano. >> Good evening, everybody. How's everyone doing tonight? Great. Good. Okay. I want to highlight a little different area uh tonight. I'd like to take a moment to recognize our outstanding arts programs uh for providing our students with opportunity to showcase their talents and skills. Um none of this would be possible without outstanding teachers, uh Prop 28 state funding, which has really

065been helpful expanding our arts program. Not enough money, but certainly it's a good start. and also our community support for the arts. A community support is is provided by our artists, our musicians and organizations that contribute time funding and even student scholarships to support our arts programs across the entire mountain community. The Arrowhead Arts Association is one of several organizations provide resources to support our district arts programs over several years. The Arrowhead Arts Associate has contributed additional funding uh donated musical instruments and resources to support enhance our K12 music programs across our district. Um each year the San Bernardino County Superintendent Schools requests nominations for the annual education model uh medal for of honors award uh with the county and this is nominated by school districts in Sanino County. Uh this event is hosted by

066our county uh superintendent Mr. Ted Alejandre and our own president Sie Gardner. Madame President, I'm sorry. Uh there are six categories to recognize individuals and organizations for exceptional service with the board's okay. Uh the district would like to nominate Cheryl Russell, music program director for the Airhoods Arts Association for the Volunteer Action Service Group to be considered for the education medal of honors award. Uh is the board okay with that? We'll proceed forward with that. But I I just want to share and Miss Whiteside, you can jump in. You work directly with the arts association quite a bit. Uh they do a tremendous job of just providing resources to ensure our students have access to the art programs that are really necessary for providing with a well-rounded education. So I I'm going to defer a

067little bit. Miss Whiteside, do you want to share the work that you do with them? >> Absolutely. We've been working with Arrowhead Arts for quite some time. and they've been very beneficial in articulation and looking for opportunities to expand arts and music in our in all of our schools. Um even to recruitment, trying to find um artists and musicians, choir teachers, band teachers, and really to try to help us find afterchool programs, connections to our programs um so we can really grow that love for arts and music across um our community. We've been working with her for quite a long time. Met with her several times as the principal um and now meeting with her in this role. Um we're always so grateful to see her and her innovative approach to saying, "Okay, but can

068we do this?" Right? She always has a new idea or a perspective to see um because the love really really is deep in her. She wants to spread it in our community. >> Thank you, Miss White. So I just want to again reiterate that Miss Russell does a tremendous job for supporting our school district and she's well deserved of this recognition. Let's keep our fingers crossed. I'll keep you update uh that uh in terms of the recognition awards. Uh thank you. And I think the only other thing uh is the budget and Miss Havly and I were at the budget uh governor's budget workshop today and we'll talk further about that. But I know that there are some challenges there that we all have to work through and uh it is important that we are

069funded at the appropriate levels to support our our community. >> Thank you Dr. Saviano. So now 9.4 Board Business Services Financial Audit Report 2024 2025 presentation of the audit by Laurel Lee Bilch. Is that correct? >> I got it right. >> I'd like to um to to ask or Elizabeth, please come up. Um she's going to just walk me through the audit report um that um has been um completed and submitted to the state and other organizations and and the county. and um she's instrumental in planning and overseeing our audit alongside with the partner Shiloh that you've met several times before. So um Nora, if you could just click on the button so they can hear you. That'd be great. Thank you so much for coming up here tonight. Uh good evening everyone. It's a

070pleasure to be here. I I love I'm from down the mountain so um I love coming up here. It's it's beautiful up here. So Lake Gregory is I never got a chance to come to Lake Gregory until I started auditing the district and being able to see everything. It's absolutely beautiful. So very happy to be here. Um as Jenny mentioned, my name is Laura Liss. I am senior manager uh in charge of the district's audit um at Bailey and I am here to present the 2425 audit results with you. Um so just to kind of give you a little bit of an overview, there are three main sections that we take a look at when we look at your audit. Uh we look at your financial statements, we take a look at your federal programs,

071and we take your take a look at your state programs, all which include an element of internal control in them. Um, I do want to remind everyone that an audit is designed to provide reasonable assurance and not total assurance that your financial statements are free from material misstatements or basically anything large enough to um, changed a decision by someone looking at your financial statements. So, um, with that being said, I'm happy to announce that the district did receive an unmodified opinion on the financials, federal programs and state programs, uh, which is the highest, cleanest level opinion that a district can receive. Um, and on top of that, there were no findings, which is absolutely fantastic. So, um, were there any questions? >> I had a chance confessing I'm still going through this whole thing, but

072well, one question that I was going to ask is sometimes ASV pops up >> as an issue and am I hearing that? Not this time. >> There are always >> ASB comments. Um, that's very common in every single district. I actually don't think I've had a district in recent memory that has not had any kind of ASB, >> but nothing serious. >> Nothing serious. Um, yeah. >> And I do believe because we update the board weekly, there was outside of the audit report, there was more in the management letter, um, you know, there were some, um, areas of growth and observations that we did share with the board regarding ASB. So, and we've we've addressed some of that. >> That's it. Any questions, you guys? >> Thanks [laughter] for coming. >> I I was like,

073"Wow, this is going to be 30 minutes." >> I love it. >> Welcome. Thank you so much. >> Thank you so much for coming up. >> Please enjoy any quite a few and they're fantastic. >> Okay, perfect. Thank you so much. >> All right. 9.5 educational services presentation of the California school's dashboard data including climate and culture Kelvin and social emotional learning metrics. >> Are we I have a good question. Are we are we looking at the dashboard in its entirety in all sections because I know we already had. >> Yeah. Great. Great. So the CCI are we looking at you know that's my thing. >> Yes it is and I had anticipated that. So you've got a CCI session you've got a graduate session. Um but yeah so you have a couple of things

074before you. So good evening. Thank you for the opportunity to share more about the dashboard. Um so a couple of the the things that you have you have the slideshow in front of you. You also have a breakdown of the data. This is your kind of colored approach um where I'm showing you the positives and negatives. um kind of changes over time the growth measure. So you have a lot of detail there and then it goes both by uh district and school site. You're gonna have to wait for the LCAP major update um to see by student group. So again we don't want this to be um too long. So the third uh packet that you have um this is something you can get from SBCSS is open daven portal um and the dashboard and

075it gives you a breakdown and you have rim as a district as well as every school site and then because I know you wanted to see it you've got some data on graduation rate college and career indicator preparedness and so forth. So we'll get to those slides in just a moment. So all right so California dashboard and climb and culture. So we will incorporate the Kelvin surveys um into today's presentation. Um in the past it's been two different months but we thought since this aligns well with the dashboard that people included in the one. So as you look at the dashboard you're probably used to seeing the speedometer with the red, orange, yellow, green, blue. So just wanted to highlight for you there's a new section of the dashboard and it's called the growth indicator.

076So when you see here at the bottom and I'll explain it more on another slide um we're now looking at another view of uh student growth in progress right now. I'll explain that in just a moment. So when you see the what's new um we'll address that in a few. Um so okay so the new academic growth measure um indicates that's on that slide. Um so we're used to seeing yeartoear. So for example the speedometer that it looks like the red orange yellow green blue. Um that is looking at let's say sixth grade this year sixth grade next year right the growth indicator is a little bit different because it's looking at the same population of students. So when you look at the growth indicator and you see um a change here and I'm going

077to highlight that in just a moment. pop over to the growth indicator. Um we are going to see um that basically on the growth indicator you are going to have a minimal um a a moderate an average or an accelerated improvement and that's following specific students. So instead of you looking at sixth grade and sixth grades that are two different years and I'm just using one example. Um now you're looking at students over time. So you're only going to see a growth indicator for schools that test multiple youths. Okay? So you're only going to see it for the three elementary schools in MH. So when you see that part uh when we get there. Um all right. So when you look at the dashboard, we just want to highlight for you the major things that

078you'll see on this slide here is the changes from 24 to 25. We want to really give it up for the LP. I want to start there with the English language proficiency proficiency indicator. We went from 35% to 52%. So this goes out to our EL coordinators, our teachers, our site administrators who have really been working on the data chats, reclassification um and um our students performance on the ELPAC. Um so it's a huge growth on the LZ for ELA. Um you again you see growth in the yellow u both in 2024 to 2025, but you do see a little jump there. Um mass has maintained but again you see a little bit of a jump. We're maintaining that yellow to yellow. Suspension rate went from orange to yellow. So we saw that average for

079suspension rate that that improved u by 2.2%. Chronic absenteeism. Um and again I appreciate the comments when we're talking about attendance versus enrollment. U because when we look at chronic absenteeism kind of a different culture now. um and when those changes happen, you know, when we have weather, we have ice, we have snow, we have those different things and how it impacts our schools differently um than some of our other districts. The graduation rate we're excited to see, have increased as well. Um we went up 6.3% and we went from yellow to blue and blue, my friends, is the highest you can get. Yes. So, our grad rate has done up. Yes, you can for that. um >> high schools. Um and then our college and career indicator um going um there from 26.6% to

08036.6%. Yeah. >> Do we have a copy of that of that uh that chart right there? >> What's showing up on >> this one? Yeah, you have this. >> So in this Yes, this. But do we have that sheet right there? The what you're we're seeing on the um screen right now. >> This one that one's only on a slide. But I gave you a smaller version. >> Okay, >> it gives you about 14 pages because it gives you all of the student data, all of the schools, all of the grade levels. So, I gave you a plethora of information, but I'm probably not going to touch on all those because we would be here a little bit too long. So, >> yeah, already five minutes in there. Um, so there we go. So, when

081you take a look, again, this is just so that you can see all of our school sites and again, you have all that data in front of you. For ELA, we have an average of a yellow range um on the school dashboard with our highest school being in the green at CH um both at their meet or exceeded standard percentage as well as their distance from standards. And if you're used to looking at distance from standard, most districts see a negative distance from standard because we really haven't reached it except for CG. CHG is one of the first schools I've seen, not just here, but elsewhere, that is above standard in ELA. So again, a big round of applause. Wow. >> And when you look at their growth indicator from year to year, 81% of

082CH students improved in ELA, 76% in in math. So again, you see that average of yellow um either maintaining or showing that growth across the board in our district. Our students are making great faces in math. Again, you see an average of yellow with again CHE in the green um at that 78.6% in that acceleration. Again, we're either maintaining or increasing um in our scores in math as well. Science was new on the dashboard last year. So, as you take a look at science, it's great to see our average in science is also in yellow with a couple of schools in green. Notably, you want to take a look again at CH um and VOE. Great job, VOE. You know, they do an amazing science night and a lot of really great activities over there

083and it's really showing um in their science. Um, and again with that being a new area on the dashboard, kudos to uh BOE for their progress there. All right, so we talked a little bit about the the growth indicator a moment ago. Um, but if you see kind of at the top there, minimal, moderate, average, accelerated or exceptional. Again, we have um CH who got the second highest rate for ELA and math at the accelerated level. Um but then you can see the breakdown that we're we're somewhere between the average and moderate um level on average for our schools. And we're again that's demonstrating that we're seeing that growth. Um and if you look at those percentages, you're looking at 63% or higher growth for ELA and 52% or higher growth in math. Um which

084again is a lot of great strikes that are happening. A huge kudos to again our instructional aids, our teachers, our coordinators, our site leadership teams, our administrators. There has been a lot of hard work and again I've got to also give some kudos to our instructional coaches around building our guaranteed and viable curriculum um and our assessment culture and the intervention and enrichment process. Um one of the final slides you'll see in this presentation is again highlighting that as well as the PD and training that's really been moving forward. So we talked about the growth indicator. We took a look at the LP. Again, this is the highest growth than the LP that I've seen since I've been in the district. Um, I've been here for about 10 years. Um, and taking a look at

085that growth. We have three schools that are either blue or green. Okay. So, kudos to M. PH, LE, and RIM for their efforts with their English language learners um and getting that proficiency. They're making huge growth, but as a district, we saw an increase over 17%. And so when you look at the two rates for ELPAC um or the the EL section, there's LPAC proficient percentage and that's the number of students who received a four on the ELPAC. And then the LP percentage is identifying students who moved um two or more um levels on the on the um on the LPAC. So they could be let's say a 2A on the LPAC and if they move to the 3A or higher, that's showing two areas of growth. You can go A to B. Um, and

086if you've moved two slots, then you get the that percentage in the LB. So, again, seeing great growth uh in our LB. Now, going to high school success. First item down. >> Okay. Um, looking at that graduation rate. I know we clapped for that already. Um, but I included a couple of slides that you can um take a look at in a little bit more depth if you go on to the SBCSS open data portal. They really narrow it down where you can even see student groups. You can um look it up compared to other districts in our county. Um but looking at the high school trends um we are on average blue. That is the highest rating again for graduation rate. Again, a huge kudos to all of the work happening with our high

087school uh teams. And look at those games. >> And I have I'm going to point out Mountain. I know they're in yellow, but they were at like 40% and they grew 20% like up to 60 continuation high school. I am so proud and wonderful. Thank Brad doing a great job. And having been at Mountain today, I just want to highlight a little something. Their work with solution tree has really been beneficial. They just started credit checkers where they're demonstrating uh their mastery of standards um through the the different activities, assignments, um tests, and and assessments. Um but the students are doing it. And so they've created these credit trackers that assign that that align to standards mastery and how they're building their own proficiency and skills. It's really cool to see. So next time you're

088at Mountain, ask one of the teachers. I want to see the credit tracker. They'll pull them out real quick for you and you'll see and the students get excited to share with you how they've been earning their >> Well, make sure to tell Mr. Webside that Mrs. Webside said I could come. >> Okay. I will let him know. I will let him. Is that okay, Jeremy? >> Okay. All right. Um, so taking a look at the graduation rate, that just gives you another slide to kind of see our graduation rate over time. And again, we just looked at those numbers. Um, this slide with SBCSS gives you an opportunity to see all of our districts in our county, um, and our preparation rate, um, with a college and career indicator. Um, and so if you're,

089you know, familiar with college and career readiness, you know that, um, that college readiness, we're looking at, um, advanced placement, we're looking at UC, we're looking at Cal State, um, we're looking at college credit courses. So, it was great to hear Molly talking today about our dual credit courses. Um, we just had a meeting at the high school yesterday um, about those um, and we're grateful that it is within our board policy to assign the lady grades um, to the dual credit classes as well. And it's interesting as students are identifying the difference between dual credit than dual enrollment. Right? You can have a high school schedule and be dy enrolled in a college class, but you don't get credit for both. These courses are credit for both. So credit for the high school class

090and for the college class at the same time. Um and so again, we're very grateful to Cal State San Bernardino for the dual credit opportunities that support our A throughg. Um for the direct admissions through our A throughG process and CCGI. Um there's a lot of really great exciting things happening at our high schools >> and I I want to give credit to the teachers for making sure that their syllabi aligns with the requirements of Cal State San Bernardino. I mean that's extra work and we appreciate that so much for that opportunity for our kids that that they participate in happening. >> And to add to that, they've been working on this since last spring um to get these classes approved. And again, we just talked thank you to uh Mr. bikini um for organizing

091that meeting yesterday and we're and the teachers really having that strong collaboration on how does this impact our master schedule? How does this impact AP, you know, and how do we make sure that we are providing the most opportunities for students within our master schedule that might align some AP opportunities, some dual credit and some hybrid opportunities as well. It's really opening the door and yet you still get the weighted grade like you would with the AP course with the dual credit course. Is there is there still a penalty part of that then if they end up having a poor semester class? >> If they do have the the the poor grade, it would be similar to the AP process. So take a look at that, make sure that they get support. Um this slide

092does break down for you and I just wanted to highlight the top there. Um with the college and career uh indicator, we have the preparedness indicator and 36.6% is the highest rate we've had in five years. Um so we're just going upward in that trajectory >> and part of that also includes sealed biiteracy and the number of students who have complete parking from one CTE pathway. All of that is in the CCI indicator and when I mean this is a conversation for you Jason to be having is our master schedule is really tight at the at the high school especially in 10th and 11th grade. So some students who are on a path for for a four-year college and they're thinking AP now dual enrollment classes they CTE that second class can fall off [clears

093throat] the wayside. You know what I'm saying? So that is a conversation like how how do we how do we change that? How do we accommodate that? How do we we allow for kids to be able to get that additional class in the pathway done in a very tight master schedule for the kids? So that's just a conversation. I'm not saying Jason you have to solve our problem. I'm just saying is that I know that in talking to kids that is one barrier is that sk that master schedule and the intent of the kid versus their wish list you know. So, a good conversation to have is is how do we remove barriers for those kids to complete a pathway, >> right? >> There are there are definitely some things that districts can do to

094address that which include it may not be as popular, but you can also look at expansion of credits for graduation which allows more. I I know people won't like that, but that's one way districts have done that to address that extra class that kids need. So something to consider in the future >> and how we look at those work-based learning opportunities um of apprenticeship programs. So I appreciate our speakers today sharing that with us and and our opportunity to explore that further um question um the advanced place on that prior slide. Um 62 AP exams is that how many um how many um exams were passed or how many were taken? Looks like you um so it should be what is uh what is passed versus what is taken. Um 62 should be passed. >>

095That's amazing. >> Yeah, >> There's more kids taking like the high school what was reported by Mr. is that over 300 AP exams were ordered and last year like 200 and something were ordered. So more kids are taking the AP exams which is a positive. Um and so that's our our pass rate is is like at 69% or something like that. But it which is really high when you look at how many tests are being taken and we're encouraging kids to go for it. Go for the test. We don't we'll worry about the percentage of kids passing but you go and push yourself. >> So I really appreciate that messaging. We've also uh subsidized the uh AP test uh fees this year with the A throughG grant which has been a again we're seeing a

096higher cost than we even anticipated which was great because we still have the wiggle room within the grant. Um but to see the interest is really great from our students and that that number keeps rising. >> I also think it bears repeating the 90% for A throughG courses plus the additional six where it's approaching. That's um as far as A throughG um um comp you know comparison that's huge and that's been many years in the making in trying to make sure that our class the various courses were reclassified. >> So that's just amazing. So huge job >> and part of the initiatives of the A3G grant to see that happening in the very efforts that are happening at the high school. >> All right. Um so going into the climate and culture side, we'll take

097a quick look at um uh suspension rate averages that are identified on the dashboard. Um we've again seen seen an improvement. Um anytime you see the suspension rate, you want to see the minus, right? So you you don't want to see the plus, you want to see the opposite here. Um and we've reduced by 2.2% overall of the district average of about a 5% suspension rate. So definitely the efforts of our um our teachers, our teams, our classified staff, our site administrators on our MTSS um and tiered intervention has really been supported there. Um and again our average um is on the green end, blue being the highest. Um but we're between yellow and blue. No more red or orange in the suspension. Great to see >> all over. Yeah. [laughter] um climate absenteeism as

098we talked about our attendance committee I know met but I think that was yesterday um a lot of things you'll see in a final slide about Saturday school um attendance incentives uh our MTSS and how we're attempting to support attendance but we do sometimes have some unique concerns in our mountain community um but we always want to make sure that we're reaching out to our families to make sure that if they need support with an independent study a home hospital or an alternate opportunity um that we're sharing that with them. So an area that we're continuing to grow in our area of opportunity there of chronic absenteeism. >> Um the next three slides that you'll see and they are um towards the back of the one of the packets when you towards the second bucket

099um is basically your Kelvin pulses so that you can see your overall um Kelvin pulse. what you're going to see from this and just kind of a brief overview of the Kelvin pulse. Um we survey our students, staff and families uh four times a year um typically at the beginning of the year, December, uh March and then May. And again, we're looking at favorability, participation rate, multiple domains to see how are we doing, how can we support the biggest question is what do we do with that data? That data then goes to our our school site councils, our leadership teams at the site so we can look at that data and identify what's working and what are our are areas of opportunity um to continue to support students, families, and our staff. The great thing

100that you can see here is that um our favorability rates are either maintaining for all three groups or improving by 10 to 20% depending on which domain you look at. But one of the huge things and kudos to all of our sites um is the particip participation rate has jumped significantly. We are seeing that the communication efforts across our district are making a huge difference and that engagement back between our students, our staff, and our families um is showing dividends. And it's great to see things like sense of sense of safety, instructional environment, sense of belonging at those high uh favorability rates again because we want to make sure that we have that trust built with our community, with our students, with our families. Um and it's demonstrated through the pulses. So I'll I'll give

101you an opportunity to look through those three to see if we have any questions. >> Do we have the breakdown between student participation, family, and then staff because I know it's been the family participation that is a little bit >> that one has actually jumped significantly. It gets to be between like seven to 15% depending on the poll. >> Um and so if you take a look at the stat here we go. um participation rate went from 10% to 45% to 32. So we've jumped about 20 to 30% depending on the host. >> Perfect. >> Based on the same time last year, it's 10% last year up to 30 to 40% this year. >> I also think it's important to point out the work we're doing with parents to ensure that if we have a

102dialogue with parents about, you know, what are the needs that they see and how can we support that? And I think that our LCAP committee and our superintendent advisory committee, we can start to have these dialogues with this data. So I think that's another vehicle in which we can make change. >> Absolutely. And to capitalize on that, our LCAP educational partner meetings have expanded to students in middle school. We've never had middle school meetings before. And at our high school level, we make sure we always include mountain students, but also this year we've expanded to nth and tth graders, not just 11th and 12th. Um and our superintendent advisory and LCAP educational partner community meetings um have been the highest attended that I've seen. Um a lot of really great feedback and feeling like their

103voice is being heard which is wonderful to see. >> Are we extending invitation to RVA? >> Absolutely. >> Okay. Just checking. >> Um and in fact um all principles do provide us a connection with the school site council member to ensure we have at least representative and one representative from every site. But we do put those out on parent square as well. All are welcome. Um, but we always want to make sure we have one of their representatives as well. The last three slides wrapping this up essentially give you an overview of a lot of things you hear me talk about a lot. So, I won't go, you know, too much further. Um, but just to say when you see all this data, what's the action? What's the action behind it and how are we

104continuing to make strides, capitalizing on the strengths, having those meetings with with our our family and community, having the PTA meetings, our site leadership meetings, our staff meetings. We just had an instructional uh success team meeting last week with site administrators, teachers as we're working on initiatives around standards alignment, GDC assessment. Um and we're really excited to launch our first assessment with performance matters. Uh elementary will be in February and uh secondary will be in March. um our instructional coaches have been hard at work pulling together all the GDC work from our teachers to put into those assessments um and to really pilot this process for a really strong launch um in the fall. But also take a look at all of the many initiatives when we look at PLC, our standards alignment, the IST,

105the the leadership teams, data analysis, goal setting, positive assessment culture. I think I heard I Ready several times today. I was almost going to like start giving myself a sticker each time I heard that. Um, but nonetheless, Gate, UC Davis, C SEM, the math pilot, dual credit. I mean, you can read that long list. Preschool, adult ed, and training scholar. We're really trying to invest in our people. Very well stated. Uh, Mrs. Grow, um, our people are are the ones that make a difference and we really appreciate um everything that they do um every single day. And my son needs his medicine because I know about them. Um, all right. I have a I have a question on that. Sure. >> So, like when we talk about um identifying kids that need that extra support,

106that MTSS, whatever. Um we I brought it up before like one of my concerns at the high school level um in especially at room high school is the fact that there's no room in that master schedule for some kind of period of support where kids can get that academic intervention. So we're relying on an afterchool tutoring program but literally not a lot of kids can go because they either work or they play sports or they're in some extracurricular. So when you have like maybe 10 students show up, are we and and you look at their their DF >> and and everything are I'm not asking I'm not creating a gotcha, but that is part of the conversation like how do we do academic intervention at the high school level where we don't have that the

107same kind of interaction that the elementary level does? That's that's all I'm saying. >> Absolutely. There's a couple of pieces to that one. The training solution tree is actually we just did a a contract pending your considerations tonight um to expand some of our coaching to um seal some of the communication um between our different sites that have either had a consultant or not. uh but bringing solution tree in to really formalize our PLC process um so that everyone's speaking the same language that common language around PLC kind of the overarching but next looking at how do we um standards align in the classroom within the period we want to look at how we're building learning progressions um how we're building exit tickets but also how we're even in secondary right having been a secondary

108teacher high school run middle school how we're providing intervention on the spot right when you see does a student have it do they not have it and what support can I provide or what if they have it and they need enrichment And that was a really awesome uh opportunity. I wish you could have been in the room for the instructional success team last week. Um we had teachers across uh all the grade levels working in um various teams. Not you know all middle school, all high school. No, they were mixed. Um deconstructing a standard and identifying how they provide the learning targets, the supports and the exit tickets. But that learning activity for them was really looking at how they build their collective commitments and recognize the intervention and enrichment that need to happen within

109the periods. On top of that is having high impact tutoring. All of our sites have been building their high impact tutoring. I totally hear you. Sometimes it's difficult depending on transportation or if it's after school or they already have a full schedule, but I think that's where you pull in a multi-tered approach there. Um what's happening within the class period, what's happening within the class day for potential intervention. Um, and then what is happening outside of the school day because it's it's not just one, it's multiple components to make sure that we're building that and our our site administrators with their leadership teams are working really hard on that. Um, because sometimes you hit barriers and you're trying to find what is what is the solution to meet the needs of all of our students.

110So, point well taken there. >> Looking at this list and also think about what Cindy just said and you as well. I don't see ELOP listed and I suspect that um ELOP has probably provided a lot of supports and looking at those um um looking at this great data um um data tonight. Um MH having ELAP is probably going to also help with those interventions, but I don't think it's realistic or even I don't even feasible to expand the program to high school. It's not really the place for it. But just wondering if there are other opportunities through an ELOP type model and also just thinking that ELOP deserves a POS along with all of our other staff a shout out for the the the progress that's been made. >> Oh 100% and my apologies

111for not having that on the list. Definitely not an exhaustive list. Um and you're right on time. We have a ELOP meeting at NPH tomorrow. So um we'll be looking at that. Part of building out your ELO is starting at the earlier grades and then once those have been solidified moving into the middle school range. Um, so we're in the next phase of ELO. ELO's also supporting our GATE program, but knowing that you've heard some of those components of ELOP as well in other presentations and uh, watching my time here. I want to make sure that I'm >> That's because we're asking too many questions. [laughter] >> They're great questions though and it's, you know, you're seeing that work in the schools. You're seeing it with our teachers, our classified staff, our site administrators. They're

112working so hard. Um and really kudos to all of them. It is a it is a team effort. Collective efficacy and leadership across the board. Last two slides just highlight attendance. We talked about that as already as well as climate and culture. You saw in Molly's slide how all of our schools are looking at how they build tier one, two, and three interventions specific one mentioned for MH and and their expectations assembly. How do you make that fun now? Because sometimes it's hard to talk about suspensions and expulsions and letting kids know we don't want you in that realm, but also making it positive, right? like here's why this is important for you to do that and just they're doing such a great job there and and at all of our schools. So, um I

113could talk to your ear off and I will stop, but you have lots of resources there in front of you. If you have any questions at all, please let us know. We're working really hard. Um and we have such an amazing school district and wonderful students. >> If I comment, Madam President. >> Oh, that um >> I know I did that, didn't I? >> Sorry. >> Okay. I just wanted to share the outstanding work that Miss Whiteside is doing in her leadership and moving the district towards you know closing those achievement gaps for our students. So kudos to you and thank you for all the work that you're doing. So moving on to 9.6 Six, business services presentation of bus grant opportunities to purchase electric fleet vehicles and buses, including infrastructure installation. Chief Business Official

114J Jenny Hlin and Director of Transportation Jennifer Kwell. We haven't seen you in a while. Yay. >> Hi. Thank you. Um Jen and I are going to You have a um you know the two Jensen here and a third Jen over there. So, uh, yeah, thank you. Pass out, but yeah, we can give some other people. Thank you. So, we're going to be be um really quick and tag team off each other here a little bit, but I just wanted to start um and share. We've shared with the board in updates um some grants that Jen payroll has been I mean I don't know how we I don't even have count of how many grants you've gotten us through at South Coast 8 the um the other the mini buses. So, um, Jen's been doing

115an amazing job, looking for money that doesn't hit the general fund to address not only, um, state initiatives with bus fleets, uh, dipping our toe in maybe some EV type style and then also, um, how to replace our aging fleet of our buses. So, um, just in a quick um, so, so that Thank you so much, Tim. You're doing awesome. So, um, uh, one one of the things that, um, we're trying to address through grants is number one, bus replacement, having some type of bus replacement program. Um, and Jen can speak more of this than I can definitely, but the I think the average um, uh, uh, year of our bus is 15, 16, 17 years old. >> Okay. We have a handful of we have the vans that we were able to um, buy

116with the But with the sale a few that are older with the sale of the Blue Jay property um and that's when we kind of dipped our toe into having like an EV, you know, Chargers up for the vans, we address some field trips and athletic um concerns, you know, being able to have field trips. Um and then um but with that 15 16 17 18y old bus the inability to now run diesel buses which would are really the the u most efficient up here on on our mountains with what how we drive having sports field trips that we go all the way to Mammoth and back. Um and so be able to um you know um address all of our needs, but the first need being a bus replacement program, trying to keep that

117from the the general fund as much as possible when an average bus is 3 to $400,000 um the many higher. So um and then the mountain package on top of that. So looking at grants that are out there and um a a cons you know there's all we thankful we're thankful for free money but right now the um the the push and the grant money is in um EV buses. So um and that comes with uh in infrastructure needs and then some realistic um operating challenges that going to an EV system has for us. We've talked about that before. So um but with this grant um our vendors put together a PowerPoint um a handout for you. I don't know if we'll go page by page, but um looking at this is really of a

118four a three or four um four or five um kind of layered um grant that incorporates um uh ance program um you know the Southern California Edison program um energize um HVIP and um South Coast and South Coast. So it it it builds upon um multiple grants to accomplish getting um some buses and on the surface um doing that um is actually um a creative way. And if you were down um the hill possibly um would be a a really attractive program to get into to be able to buy your EV buses and then to install the infrastructure. Um, and so, uh, the grant of itself, you know, see is looks like it they've addressed some needs of school districts. Um, and so I I don't want to take away from that, but then we

119have to look at what's realistic for a district like ours. So, if you go through and interrupt me, too. Um, and [clears throat] it's also been, you know, Orange County first thing this morning. I think we're all conferenced now a little bit. So, um, but you can see here who the team is. Um, and they've been, uh, ve very very helpful in finding avenues to to kind of layer these opportunities on, um, uh, um, Edison personnel um, and the different bus vendors and then and then the granting agencies. So there's some um introductions on who they are and four pages in kind of gives what we just talked about a picture of how they all kind of work together um in order to accomplish that. So we wanted to have some information for you um

120have some positives and some risks that are associated with it because um in the action item there we really need direction at this point because there's been a lot of time. It's all it's 90% has been on on Jen on moving forward and getting the board's vision and direction on moving forward with this particular grant. Our next step comes um with a commitment um for future uh purchases and a commitment to really dive into an EV um bus fleet. Um it also comes with the risk of um what you know agreeing to this and then if we decide to pull back later be having to build back for some of the time um and material and architecture that Edison's going to invest in building our our uh our um our charging station. So that's not

121to discourage us at all. It's just we wanted to be really upfront. It's not just this particular grant and the five kind of coupled together where before it was our time which is valuable we know but if we didn't get it we didn't have a ramification of costs back to the district. Um, in this case, if we proceed to try to get this grant, it has not only a oper a chance that we might have a bill come our way if we decide, oh, no, this not this isn't for us. Um, but we could have some risk of a general lend dollars paying um time that other entities are going to um to incur. So, we wanted to just um not discourage it because really we need to think about what is the district's long-term

122goals on a bus replacement system and our not only operational but maybe dipping to phys uh uh you know our um impact on the environment. Okay. And what do we want for this um you know kind of moving forward. But we do have um a lot of that's at stake right now because with or without a grant like this, we have buses that need to be replaced that at some point um you know, Jen and her team are um you know uh I think we try to keep you updated when we have to um install new engines and I don't know. Yeah. Yeah. Jump in if you need to. But but moving forward that on it's um we're kind of no no longer playing with house money I guess too because we're going to have

123some costs associated um if we say yes to this grant. That's an action item later in the agenda. Um so with some positives with this is um there's there's room at in tight well maybe there's not room but you'll make room at in your yard. Um I believe it comes with 10 charging stations with a fast and five charging station. >> Five station and um that can do 10 vehicles. >> Level three chargers with fast charging stations. >> Take >> and then we have to it'll be 20 minutes to charge it. >> Fast charging for the mini buses, the type A buses. >> Okay. And there'll be uh some software which I I like to um I liked it when I saw this some software built in so that fast charge um works on non-

124peak hours or else we'll get you know we don't want to get a $10,000 electric bill for the yard, you know, so it'll be slow trickle until and it'll be governed. So then the fast charging comes on off peak hours. Um it does come with um an an easement and needing to um at one at one down the road sign um part of the a permanent easement on the title of our property in the busy yard. A lot of the work um has been over the last several months is Edison um really trying to find um you would think it to me it sounded simple at first, oh just come off of 18. Well, how it's worked, it wasn't that simple and they really had to work hard. Um, and and all groups already have

125a lot of time um invested in can is this even possible for RIM? Um, and they would be coming in from a a trans >> transformer >> a transformer already own property. Yeah. >> So, that was we weren't sure if that would work out. That was one of the first >> um hurdles, big hurdle. They were going to have to go through the whole football field and we said, >> you know, we said no, no, no, no, no. they were going to come from but Dogwood or something like that. We're like we can't trench um on um you know our whole property. So um a lot of positives for I think a an average school district um that possibly doesn't um isn't doesn't reside in the mountain. And um what one of the areas of

126concern that I have from the business um standpoint is a commitment it to take this. Okay. Um and we get three buses. >> Three three now. Okay. Um and a commitment one with the south coast. >> One with south coast. >> Many buses. Yeah. Type a buses with wheelchairs. So that but with a commitment regardless of any funding attach or grants um that the district would buy um six to seven more um EV vehicle um it can be white or mini buses. >> So it could be box trucks, it could be nutrition um uh trucks or maybe refrigerated trucks or >> Yeah. um between now and um 2035. >> But actually these this is through 10 by 2032. >> 32. >> Okay. >> So no full sights. >> What's that? >> No full size. >>

127Not in what we buy, >> right? >> Our commitment. So, um I'm just we went we've wanted to start with many because we're a little weary about how they're going to um perform here on the mountain. >> What I'm wondering about is within all of these different potential partners, do they have any um current school districts they're working with that have our challenges and seeing them be successful? They have a ton of school districts. Daisy um bus sales is amazing company. They have them all over. They don't have one as unique as us. And they have even expressed a little concern about the um the challenges of the charging um with our heaters, with our cold um the mileage it will take. I have asked for a loaner. And so one of the um and

128I and I really don't I didn't mean to come up here and kind of just give all the negatives but just it's just really important that we know the hurdles RIM has is just for even Jen to be able to test the bus. We would need it for 3 days which they don't have one available for 3 days because coming up the hill they would um it would lose its charge. So then it would have to charge overnight. then she would have to run her full route, charge it enough overnight to be able to take it back down. Um, and so, um, not being able to test properly. >> I mean, we're sitting here going like, I know, how do we put a positive on something we're going, "Oh my gosh." [laughter] You know? So,

129um, you know, there's just a a lot. But I think that um we have to also at the end of the day be confident that we're looking for every single dollar we can um to not have an impact on the general fund. That's what Jen's doing. That's what a lot of us are doing with grants um you know and and other opportunities from med services to personnel to um business what you know we're working on applying for another grant right now. So really going after everything that we can to help our general fund impact, but then do just because we go out for them doesn't make sense that we accept a program like this. So a little bit of how the program works um and having that direction from the board on on our future

130and and and what does that mean for us? Um another uh concern that we have is um our generators at the schools will not power uh charging stations. >> You cannot hook our generator to it because it's built. Mhm. So, um >> throw it all out customer built. We can put our generator on it, but then we would be paying for the infrastructure. >> Ladies, you've already talked me out. >> I mean, I mean, we have our concerns. I'm just going to be 100% honest. Be Jim and and Jen and myself, we've met and we've the with the vendors and um >> but the grant's there. But but we also need to say, you know, be honest with our concerns, be honest with our recommendation, but also we're not the board. >> But a grant

131that requires us to purchase other vehicles down the road that we don't think are going to actually meet our needs is not a grant that is helpful. It's actually harmful. >> Yeah. And unfortunately, even the is it Clinter or something like that grant for the the bridge to with with um um CNG buses that we thought, oh, this is great. we can go to CNG. We already have the station, >> replace our CGs. >> That grant also has a commitment in it to to transition to an EV system. Um, and I think too, um, that's why and they're no longer selling CGs now. >> Yeah, >> I did just find that out. So, I was going to try to go for that grant where replaces our existing CNG buses and it's not. So, it's they've

132kind of put us in a hard position. >> Yeah. And I would love I Jed and I even talked um can we get a even look at gas buses when we can go to Mammoth and we can have some of these things. It's just general fund or sale of property or financing is how we're going to have to budget for that. But also at some point the bigger question other than I mean I think we were almost prepared to come up here and kind of not you know give our honest opinion about it which isn't positive. Um but also the bigger question on our end too is addressing a a fleet replacement and our aging fleet. So here see now my pennies are in a lot. So the issue for me include EV buses and

133having to by 2035 and CODCA tried to push through a bill that would allow for districts like ours to be exempt from the 2035, right? And then there's there's a conversation of like can there be exemptions so that we can use the CNG buses for athletics and field trips so that we can get our kids home. Right. So this is just taking me off something fierce that we're I did not know that they stopped selling CNG. Yeah. And my understanding by the current law for EV is that you after 20 after 2035 that is when you can no longer purchase anything but CVS. So what you're saying is that we now have been cut off even though the bill expressly says we have till 2030. We we it's after 2035. See now >> and CG

134are are not even clean anymore. They're considering them not clean buses and we have the clean trucks test on them. >> So just to let you know this is under a chilly vogue issue of of like why did why no more CNG that we should have the option till 2035 to replace what we need until 2035. >> And can I just um so yes no CG right >> not California. Yeah. Um, so this >> but the the problem though too, even if they made CNG, there isn't state money or grants to support that purchase. So it's the it's the district obligation, right? >> And is there then a mixed fleet? If it's going to be on the district's dime, and tell me if I'm messing anything up. If it's going to be on the district's

135dime, is there like a mixed fleet where we could have gas, CNG? We have a few electric vehicles to to accomplish all of our needs. If you know, can can we still buy gas? >> Yes, we can buy gas. But >> the thing is there's no grants for gas. >> Yeah. >> And if we have a white fleet, we're also looking at needing additional staffing because it's going to be, you know, smaller smaller groups as far as being I mean bus drivers. So, I mean, being able to have them driven. >> We would never be able to use white fleece, >> right? I think >> and then and then the um the charging units I imagine the space if we were to put in the five units that space is going to be taking away

136from space for currently used for other purposes. So there's a downside to >> so right now there there is a um a drawing in here a map and they would go where our existing uh type A mini buses go. We'd start putting them there. So even if we can use our existing buses and park in front of them until we use them, but so >> yeah, we're out of room. >> And we don't even know if this technology is going to improve enough by 2035 for it to satisfy the needs and meet the needs of getting our flipping kids home. Correct. >> So they could lose the charge in the I said a naughty word, sorry. Like even through the narrows, like having a bus run out of charge in the winter and stranding kids

137and then having to tow them out of the narrows to get to the high school just freaks me out. And that is a true pro possibility. This isn't just blowing smoke up somebody. I'm just saying is that I cannot believe I >> completely agree with you. >> I am so mad right now. I can't even believe it. So I just think that by just going after EV buses because we have a brand is maybe the not smartest move at this point and we should have some serious looking conversations >> breaking that we should we should have these conversations about and and we're not the only district because even Apple Valley has issues with the how large they are but It's just we need to have some serious conversations with not only CSBA because I have

138been having conversations with Patrick O'Donnell and Chris Reef on this telling them our stories and they're like, "Okay, we're going to take that story and we're going to use it." But they but their bill had no traction and we need to start with the local level and make darn sure that they understand the the danger that is imposed that these buses aren't going to work for us. And we need to have options. And we cannot invest hundreds, millions of dollars in things that that aren't going to work for us. We have to have options. I'm so mad right now. >> No. Yeah. I mean, I'm not confident in these buses either. >> But there's grants out there. And to sit back and I thought maybe, you know, go for these grants. Why not go for

139it's free money. >> I was not confident. But to sit back and not go for free money >> is not good either. And I thought by the time this came out maybe things would change and the law would change >> and wouldn't be right now there's no traction. Is there any other discussion because I am so dis on an agenda so I don't need to just >> Thank you for putting a lot of time. I'm sure you put into it and so do appreciate it in that >> and let us and thank you for telling us that we are no longer allowed to to purchase CNG, >> huh? Thank you for letting us know. No CNG says, >> Madam President, we'll get in California. >> In California, I mean, that's all I'm >> available in

140other places in the United States. >> Won't be able to >> Yeah, I'm sure. >> There's a point you're not going to be able to parts are going for for this. >> This is on the agenda. >> Continue our discretion. We can appoint on the agenda item. Yeah. >> Yeah. >> So, thank you. Anything else? Because I'm I'm wired at right now. >> Grant that I was going for going to go for that replaces your CNG buses that would have to be available here in California to use that grant. They would have to be available here. So, yes, we could probably purchase them outside, but it's going to be out of our own general fund >> if we choose to do that. >> Okay. All right. Thank you so much. Yeah, >> but I have

141flushed red or I'm sorry. Don't blame me. >> There you go. >> That's okay. We are going to move on and then some water. Okay, so 10.1 >> legislative and advocacy report fiscal impact. I know we've discussed uh the the what do you call it the budget governor's proposed budget extensively. Um right now there are no bills to really discuss because we are at the beginning of the legislative period. Each uh of our legislators are allowed to introduce 35 bills per year. So think about that and so many of them have while they have good intentions have unintended consequences and a lot of them do not have money behind them um for implementation or as you can see the EV buses there is no money get being given to us to buy EV buses yeah

142we're going to have to do it just makes me nuts um what I did want to report that wasn't in the the budget presentation but was at Sandad's uh cap by capital advisor At the federal level, there are 12 bills that make up the budget. Um, and labor H bill is where education is. And the good news is, um, that the House originally was going to was proposing a budget with very, very, very deep, deep, deep cuts to education. However, a compromise has been reached and the House is in is indicating that they're going to accept a Senate's version of education which did not had cuts which had very minimal very minimal increases like $50 million for special education. and you go oo but that's across all the states 50 million for title one and

143there's flat funding for the other parts and you go well that isn't a lot but we are just going to call it a win that that there's a compromise and that the house deep cuts are not part of the compromise. So, have to say that. Um, next there's a trailer bill language that was in the pro presentation that we didn't touch on yet, which is that this um proposal by the governor is to move this California Department of Education under the guidance of the state board and which the state board is under the purview of the governor. Right now the CDE is is a separate entity under a separate pre per p per p per p per p per p per p per p per p per p per purview and the state board is

144being so what are the pros the pros is efficiency the cons are the governor's in charge of everything and there's no if if there's two different positions being taken by the state board that healthy discussion will be gone. So that is a concern about this movement. So we'll see how this conversation plays out. So in terms of the manipulation of Prop 98, which is the 5.6 billion that that my fellow board members who are trying to calm me down, thank you, Bill. um has talked about last year the governor against the Constitution withheld $1.9 billion from education just in case there were changes in the revenue which didn't happen. And so it's in this year's bill except it's B it's not when you hold it back the inflation the you know it builds well we're

145denied that and this money is not going is being paid it's paying off the deferrals they did is not going into the banks which is ongoing money. So we got really I almost said a naughty word again. we didn't get a good uh result from that maneuver. So the issue is with the 5.6 the language in terms of payback they could pay us back in that $5.6 billion 30 years from now at a rate of like $10 a year. It's it's up to them. That's the way that the language is written. And so even if we were to get all of this money back next year, we lose it. It is really a cut. You can you can package this any way you wish, but it's an unconstitutional maneuver which cost the education Prop 98

146money, the base from which every single kid in California receives funding. It's a cut to to each and every single kid. So when you hear all of these people say, "Please advocate, advocate." You have to understand that these maneuvers, they just they just put more barriers for us to be able to do what we need to do to meet the needs of our our districts. So it it really is concerning. Um can I add something? >> Yeah, this is I'm opening this discussion. Let's not be redundant and and but let's add value. >> Just what we were talking about with the settle up process. Um what was referred to this morning was that the director of the department of finance is the one who has control over that and he is a um governor appointee.

147So that's an appointed position. So basically you have the governor and his maneuver and that maneuver is being uh in some ways enacted upon by an appointee when you're talking about also moving the um um the the um the yeah moving the CD under the really ultimately under the governor's perview. It's a lot of power under that blood umbrella without having those checks and balances. >> Yeah. I think a good example of that is last year's you know 1.9 billion settle up was eaten away by the pearls and uh contributions to I think was the rainy rainy day fund. So that money never materialized material for districts. So who's to say that won't happen again with this 5.6 billion. >> I have additional things to add >> but if there's more things to >> keep

148going buddy >> few different things. Um, the legislative director that I met with in Sacramento during annual education conference uh has requested that we submit to her what we like in the governor's budget and we don't like in the governor's budget. I know trailer bill language is coming out in a few weeks, so we might want to wait for that. Um, but I want to keep that on the radar and it's okay with you, Madam President. I'd love to work with you on that. >> Yeah, because you know what's going to be on there. And then second thing, uh, Senator OBO's legislative aid for education policy has asked us, you know this, but I just want to share with folks here that, um, they've asked us for input on education policies and changes for legislation

149to potentially be introduced this year. Uh, so I've already added to the list EV busing that we just talked about. Um but if there are any other things board members community you that you have from a education policy perspective maybe we can work that in um to send over to your office for review. >> Any additional value to the budget discussion and the workshop today because there was a lot of information. There's the San Antonio County Education Office. they will be hosting next week um their budget perspectives which is the same kind of thing without the economic outlooks that we had today. Um but it'll be presented by capital advisors and part of capital advisors is a former state superintendent Jack O'Donnell. So, it's a very interesting um level of of back and forth because

150it really I think today is a lot of CBO kind of stuff and you go, "Oh, this is so great. Why [clears throat] do I have No, I'm just kidding. I'm glad I know it." But like when we get into the um budget perspectives with capital advisors, it becomes way down on a board level basis. And so it's, you know, it just cements those areas where we really really can start advocating and having dialogue with um the Joe B's office. >> I just want to emphasize I didn't mention the timeline, but we are looking at ASAP because anything that we send to our her office, they need to review, determine, >> you have a February deadline. >> Yeah. Then write it, then introduce it. So we are, you know, hopefully we can send over ideas

151early next week. We if uh folks have ideas so we can align them. >> Well, they do can do they could do a spot bill to and write the language later. But there you go. Bill, nothing. You are really good right now calming me down. Scott. Okay. Well, then we're moving on. So now we have 10.2 2 superintendent discussion of proposed revisions to board policies BP and administrative regulations AR 419.11/4219.11/4319.11 sexual harassment fiscal impact none this is discussion and information so opening it up superintendent person would you like to help >> sure just remember this The first set of policies is also appears in consent because we're required to have a first reading of word policy that is required. A second reading is not required. Uh but in case there are changes that's bringing second

152reading backward. Uh we have vetted this through our legal process. Um and we are also required to comply with California state law. Um, we know that the executive orders at the federal level don't supersede the California law. Unfortunately, been advised by our attorney. One of the ways that to address some of the concerns is through possibly through procedures and maybe administrative regulations when there are concerns about the policy itself. Is there compromise in there? We can write procedures such as in the gender issue, having private stalls for students, making accommodations for those very single issues that come to our district. So it doesn't um so we can u provide an option for our students. Um, so I just want to share that as one way to to look at that and where we would write

153administrative regulations around some of those concerns that the board may have that that touches upon what I was going to talk about too. I think um I understand that when you single a person out and I'm against singling anybody out. I'm against anybody being forced to do something they don't want to do. But we have to provide it the other way. We have to possibly do alternate changing areas for anybody that wants to do that. Alternate activities for students and also alternate bathrooms >> because some students are not going to feel safe. And I think we should provide those things immediately for any and all students that want to do that. >> And and I do want to share that we are doing that in our schools now to to assist with that. Many of

154our staff are already just doing that automatically. I think the problem is is that state law is requiring the protection of some students and not all students. And really to make something like that work even because of the sexual harassment laws that are in place and policies that we're being required to accept, you actually would be causing sexual harassment if you ask somebody use a bathroom. So you really need to provide private for everyone. private stalls, private restrooms for every single person, for every locker room and all that. There's no other way can you get past the sexual harassment codes and laws that are being stated here that say you cannot ask, for example, a transgender student to use a separate restroom or to go into a different place in the locker room to change.

155That actually would be a form of sexual harassment. and therefore we're actually not protecting all of our students. >> Can we step take a small step back? These board policies have been adopted since as early as 2015, some 2018. The red line version that we're looking at revising. Can can you point me to the issues that you're describing in the material changes that are being proposed? I just want to repeat that. >> These have been state law for a while. >> Right. You really want me to start going through way to start going through each location where it's actually stating things because I can tell you right each one of these regulations has within it statements like this gender, gender identity, gender expression as well as other items of of which we would all support

156various things. But that that um in in every single one of them there is a requirement to protect the gender identity, gender expression. These are things that are part of the red that we're just now getting. >> That's not true. No, the things mention they'll be permitted to access facilities and participate in programs and activities consistent with their gender identity. 3 regulation 5145.3 non-discrimination harassment. >> That language already exists in the adopted board policy that exists today. So that's it's not part of the red line version. So that's what I'm curious about. >> Okay. I no longer have the red line right here in front of me and we've actually changed the see that now. >> I do have it. Um if you can >> Yeah, this is discussion. This is discussion. So, so we

157we had board policy based on state law. This is updating it and there's quite a bit that was redlined out in terms of definition and defining. And so the redline version actually reduces that definition and modifies it, but it ex it goes back as Jordan said a while ago. So Jordan, why don't you clarify what your >> the in the redline version, if you just look at the red text that's being changed, gender identity doesn't come up at all in any of those red line versions. It's in the policy, yes, but that's already part of the existing policy. There's been changes though federally and so I think the discussion has come up again because of that and I frankly don't care if it was in there before. That's not my point of concern. My point

158of concern is providing a safe pace place for everybody and an alternate activity. I'm concerned with all students. So I don't want to get into a you know discussion about something like that. It frankly doesn't interest me. But I mean if you guys want to have that that's fine. I just I only bring it up because that's what's in front of us is approving changes and I get that this is a different discussion, you know, on a larger scale. Um, so that's why I just want to separate those two is strictly looking at the actual red line changes that were that are being presented to us. So, so what some what what that would mean then is what's already there is if we vote to not accept this, if we vote no um when it

159comes time to vote, then it will immediately default to what our current policy is. >> It'll just stay the same. Yeah. And the biggest issue is is I know that that all of these issues are winding through the courts, Supreme Court included. And until this f is finalized in whatever way either direction, we we have to still abide by the state of California laws in this discussion. And at as decisions are made because pretty much all of them are going to through to the Supreme Court then we have to pivot again and revise it per what is the final decision at the federal level because then the state will have to revise its laws and then our board policy will have to change again to to reflect state law which is reflected by federal the

160final federal ruling. So that is the other issue is why do why are we doing it as we wind through the courts because our policy needs to align with state law. We do not have a choice. >> There are also other important things in here that that do get updated like for title 9 and compliance officer gets updated to our current director of special services. I think it's important that we make sure that we have the correct contact information and person employees. So that's also part of Yeah. It's >> some of what you're saying then president. >> No, I'm just saying is that we've been we have received legal guidance and there's many articles about the fact that until everything is finalized and played out in the court system and everything is at a stay,

161we have to follow state law. And that's that's or else if we do not follow state law, we can be sued for not following state law which puts us in a bind because like I said until everything is follow is finalized and one finishes through the court and the appeals and all that other stuff. We are in a holding pattern and we follow state laws. So what I was about to say was what I mentioned several meetings back that basically when we receive these we have to rubber stamp them. We really don't have options because they're state law behind them. So therefore we simply have to go with them. So even though we and as a community may even disagree with them doesn't really matter. >> Well you can modify like Dr. Civiano and you

162can then follow up with me in the AR which is the implementation of the policy that is where we have the ability to decide how the board policy is going to be implemented and look in our district. So it's the AR that has the implementation and policies and procedures and how does that look and Dr. Saviano you want to follow up? >> Yeah, you're exactly right. uh how we implement the procedures uh b based on the policy. We do have some discretion over that. Okay. And we can come back with some of those procedures to address some concerns of the policy. In addition, [clears throat] we are going through an office of civil rights review uh in the next couple of weeks at Rim High School and uh we have to comply. We have to

163show that we've updated our board policies to comply with the current law and that's another factor here in terms of why it's important that we update our policies. >> Correct me if I'm wrong. I think uh physical education basically has a no dress. They don't really have to dress out right now >> as long they can wear what they want to wear. um within reason. So it's not so it's if it's a safety issue, they can be given an alternate activity to do. Um but my concern still is the restrooms that we provide and I'm glad we're doing that for providing something. But also kids are changing cuz even I had a situation we had multiple freshman boys in the locker room that were they just were shy. They didn't want to change in front

164of everybody. So they would go change in a stall and there's only one stall in the in the men's restroom of of the high school. So I think things like that need need to change and my concern would be more with the the women cuz their locker room is terrible and unfortunately the women got theirs updated in the 80s and more recently the boys got theirs updated. So they have a nice new one now. But maybe we switch that around. Maybe we provide stall protocols. >> What's that? No team room for the golf. >> I think that team room that's on the other side, if the girls are moved over, let the girls have a walk maybe for a while and put some stalls in there. I think when we receive our updates in terms

165of measure Z in terms of uh you know what the costs are, what are the priority next steps and priorities, those are things that we can look at in the future and obviously make some adjustments there. >> Could we do something be earlier faster than that? I mean just put together quick you like just just dressing rooms of sorts. We have currently and Mr. Keiny uh shared with me it has not been an issue. They've addressed this with the staff that when there's a problem the staff accommodates those students. Students have not had any issues around that. Mr. King, is that correct? >> Yeah. I mean there's concerns that are raised that they may collaborate with the families and staff to find the solution to that question. >> Yeah. I I I I I understand

166what you're saying is that we have to comply with state law and to be able to avoid litigation, but I believe there's a strong possibility even if we complied with state law looking at what's happened in other at other school sites, other districts that that does not protect us from litigation. one and two, I wouldn't want to have I wouldn't want to have any of our our our you know, any of our students come face to face with a sexualized situation that we have created the opportunity for. And I understand there's a lot of different factors at play and but I have concerns about not wanting to be just a rubber stamping mechanism. We need to make sure that we are are compliant for the review, but we need to make sure we're protecting all

167of our students. >> I think that >> and I think through our administrative regulations, procedures, we can address some of those concerns. Can those can those um mechanisms to address those concerns be available quickly to be able to make sure that we don't have any kind of I don't know if this is I don't hear my an echo here um wanting to make sure that you know you know having had a daughter go through the system and a son and both of them would I you know are very G-rated and I think a lot of our students are you know are pretty sheltered And we don't I mean from I think we've been very fortunate with the um the non-binary students that we've had go through the system having had a few of those students

168in class. Um we need to protect them and we need to make sure that we have safe solutions for them and we also need to make sure that we we keep as much sexualization away from students as possible. I think what you came off was saying is that we can get that information out right away and we can make sure that everybody fully understands it and >> absolutely and so we'll consult the legal about the implementation and administrative regulations and bring something back to the board for considerations. >> It still makes us vulnerable to then be accused of sexual harassment if we start trying to ask people to use a different part of the facility because that's exactly what the law is saying you can't do. But but you're not asking, you're providing a separate

169situation for which is which is you're just providing a safe space for everybody. That's if you do something for everybody, then it's that's perfectly legal. >> If you do it for everybody, everyone has to use the different spaces. They don't have to. It's their choice. >> It's an option. >> I don't I mean I don't think these updates materially change our existing board policy or administrative regulations at all. It's what whether we pass or don't pass these today. It's the implementation. It's status quo for us as a district. The difference is they just get updated by the state current state law. Either way, I'm just asking that we provide and get that information out to everybody so that they have either alternate activities, alternate changing areas, and especially alternate restrooms. not if a person feels

170unsafe, they shouldn't have to go to a a restroom where somebody else can walk in. They should be in a private restroom if they so desire. >> So that would be an AR. And what you're asking for is to make sure that we we revise the AR in accordance with legal and what we can at this moment do without, you know, massive renovation. What that's what's kind of Scott's proposing We can provide followup to the board on that. Ashley, >> Bill, you your little mouth wants to say something more. >> No, I just don't think regardless as to whether positions were taken in the past or not doesn't matter to me. It's where are we today? It doesn't matter to me that the state has already ruled and set up laws that therefore we just

171need to simply acquies to. I do not agree with that at all. And so I'll still take my stand in order to try to protect all students. I can't imagine a here's the one that bothers me probably the most. The the gender expressing student. They're not ch transitioning. They're not changing gender, but they're expressing. So because of that with my gender expression, I can go into a restroom because I choose to go into that restroom that is of the of the other gender, right? Yeah. At that moment I can and then by the way I can also change back later. Um and so I I am putting people in a vulnerable place that I don't think they're supposed to be. And even though state law says that that's okay. Um I'm just not in support

172of that. I I if it just reversed back it reversed back but I I myself won't go on record voting for that myself. >> The the I'm trying to I I wasn't able to get our current policy. I mean what I'm look at it just my concern is regardless of how we vote we're in that situation. >> You're still in the same situation. That's exactly it, Jordana. Well, well, we could even vote to uh to completely oppose the state laws and there are school districts that have done that and yes, they do run and they do run the risk of lawsuits, but as J Dana mentioned earlier, we run the risk of lawsuit if somebody is sexually assaulted in a in a restroom facility or in a locker room. So, the risk of >> you

173guys he's got the floor. I'm sorry. the risk of lawsuit is there regardless and and maybe sometimes we have to stand up for something that we believe even if it goes against what the state of California laws have stated. Same thing regular >> I I just want to caution the board. We have an office of civil rights review that's going to review our policies to ensure they comply with law. And if they do not, the district can be penalized with extensive attorney fees to comply. And so I just want to just offer that as a caution to the board. >> Any further discussion? Jordana, I know that you are wanting to look at current policy. Did you get that up? >> I have not that up yet. Sorry, just sent an email. [clears throat] >>

174But that's going to be voted on. >> Yes, it's on the agenda to be voted on. >> So, this is discussion only. >> So, again, clarification, Dr. Siano, if we end up um not voting um you know, not voting the new policy in, what are the consequences as far as that review? We would have a finding for those laws that are not in compliance with the office of civil rights and we would then have have complete compliance requirement and a compliance review by the state of California >> and then what happens >> then they will at that point there's a a direction provided by the office civil rights to comply. >> What is the timeline on that? Well, it's processed. Our review process submitting documentation's due on the 23rd. Is that correct? Tomorrow. Tomorrow. >>

175And so, we've been, you know, looking at these policies for months. So, we have to make a decision. >> Okay. >> I'm I need to go back to our website and find the GA what's currently posted. So I'm probably that's okay. >> You want to hold and stay on this or go to the when we come to the agenda item that let's continue the discussion. So >> yes please let's continue on this will yeah this this otherwise we're going to be in a big silence. >> All right. So we can move on. >> All right. So now moving on to 11.1 that the originally 11.1 it's been the original 11.1 has been deleted. So 11.2 is now 11.1 11.1 superintendent approved proposed revisions to board policies BP and administrative regulations AR4119.11/4219.11/4319.11 sexual harassment. This is

176second reading fiscal impact. None. I need a motion. I need a motion. >> Thank you, Jordan. We cannot discuss unless this I have a second. >> Second. >> Scott practice the second. Now discussion. Jordana. >> There you go. hotel question. >> Regardless of this, I want to see >> accommodations made so be known. I think that's a thing to do. Yeah, they are. absolutely necessary >> you guys on the end. We need to Can we move to a vote? >> I think Dan is still reviewing. Oh, thank you. >> We have to >> I understand. So, one other one other question. If we were to vote for this in favor of it today, we can call call it back as something to be able to revisit in the next month or two. Work policy can

177be brought back at any time and redone, revisited, revoted on, vote on something new. we can bring back just the AR piece with all of its modifications and implementation that can be brought back. So at any time so after the review we can revisit this. We can. Yes, we have >> just make just under the last under future agenda items. Then we can bring that back under future agenda items. Are we moving on to a vote? All right. Calling for the vote. All in favor? I. >> I. Any opposed? >> Nay. >> N. >> Okay. So, it is the vote are two eyes. Jordan Zerati and Cindy Gardner. Three nos. Bill Millinger, Scott Craft, and Jordana Ridland. Does not pass. So, moving on to 11.3. Superintendent approved proposed revisions to board policy administrative regulations. ARS

178and exhibits ease second reading fiscal impact none. I need a motion. So Bill's the first ordinance the second discussion. I'm not ready for that. Um let me go back. There's one regarding athletic competition that need to get into the right place. There was um there was a um Dr. Zeviano, do you have the um actually it was in the email from um Beverly >> in regards to athletic competition in terms of the gender, you know, striking a statement in terms of the gender that the student is currently identifying as >> uh athletic competition. >> Athletic competition board policy. Sorry, I'm not ready, guys. >> That's okay. I see a couple 6145.2 2 is the policy in 6145.2 administrative regulation. Are those the ones you're talking about? >> It is. I have um um believe so.

179though. Um, if I can get on your computer athletic competition >> 6145.2 >> 6145 >> yeah 6145.2 two and um right um so it's uh the statement that says the superintendent or designate shall ensure that equivalent athletic opportunities are provided for males and females and that students are permitted to participate in athletic activities consistent with their gender identity. I am recommending that we take that last portion, you know, leave it as a period after females and strike the last portion that says M and that students are permitted to participate in athletic activities consistent with their gender identity. >> We received feedback from our attorney that the district would be unprotected if we took that out terms of that policy. >> Again, state laws and is this one through Yeah, sorry. It code. And so as

180this goes through the courts, we follow the state gates. So, I'm thinking back to um Scott's um public his his uh board comments and talking about wrestling and um the women the you know the women who were competing in the wrestling um match and the team being disqualified because I guess it was because they were um concurrently on the women's team and on the men's team. Is that the situation? It's that at one point they were provided a an alternative to the boys where usually when it first started the girls when Marcy started wrestling she had no choice. She had to compete against boys and she actually placed in CIF but she was an Olympian eventually. >> Of course >> we we've also had others that you could see the struggle physically and how straining

181it was. girls when you watch a girl wrestle, you watch a guy wrestle, they wrestle totally different. And um they're when when they step up and they do that, I mean, it's very brave, but it puts them in in harm's way. We as a board unanimously voted when another team was going to play our volleyball team and they had a transgender girl on the team and we overwhelmingly voted for that not to happen because of safety concerns. And that's that's my position is I'm concerned for safety. >> So it's kind of not the issue. It has to do with the it does but it doesn't. But I'm just saying go ahead Jordana. No, that's where I'm what I'm saying is as far as that particular policy of um I said on the 19. So looking

182at it from the 19 >> it would be it is the same exact language as what we currently have and that might be something also that we need to revisit. >> I'm looking forward revisiting it. I think that's a good idea. And just right now um what it states is that it is the same exact sentence and that and that students are permitted to participate in athlet athletic activities consistent with their gender identity. I'm thinking back to um when my daughter was playing tennis. There was um one of the um female tennis players was a phenomenal singles player and was thinking about playing for both the girls and for the boys. And um so it isn't I mean strictly we tend to think about um biological males competing with female with females. It will if

183she since tennis has two different seasons. It's both in the fall and in the spring conceivably this opens up that opportunity. If you know the tennis is more important than anything else for that athlete. They are able to with this policy compete in both in both seasons just by saying at this point this is this is my gender identity policy >> but this is current this has been our policy. >> Yeah. >> So that's not what's on the table in terms of updating our policy that would have to be brought back >> for that kind of discussion. >> Okay. I understand. Does that make sense? >> Absolutely. >> Okay. because we're not talking about readopting current policy. Okay. So, any other discussion, questions? If not, calling for the vote. All in favor? I. >> Any

184opposed? Sorry. >> Nay. >> Okay. So, for the record, I have Cindy Gardner, Jordan Zerat, and Jordana Ridland as the eyes. I have Bill Melinger and Scott Craft as nos. Motion carries. So with that, now we move on to 11. But I do want to say one caveat. We do want to make sure that our ARS no matter what across the board, not just these policies, reflect our true intentions for implementation of any policy. that that's where we really do have the power whether that's curriculum adoption or these policies or you know oh let's let's do ASB whatever it is we have the ability to to change the AR so just saying is that that's some homework that we can take on to to look at the ARS >> I'm going to propose later too

185that we also look at this stuff because I think Our lawyers can also work on the language so that it reflects that as well because there's there's way I'm not that legal mind. I'm lucky I have a mind. So I I want them to come up with the things that we're trying to say that we can come up with a compromise. >> All right. We'll put we'll hold this discussion future agenda items and we'll vote to put it on a future agenda. So now 11.4 Four, business services direction on multiple grant opportunities to purchase electric fleet vehicles and buses including infrastructure installation at the maintenance and transportation department fiscal impact dependent on board direction. I need a motion. >> So move. >> Bill Ninger Paul. Yes. >> Jordan discussion. Oh no way. Just no way.

186We are not at this. We just this doesn't serve us well. >> No way. >> I'm I'll just throw this out there because we I' I've been thinking about it and it it is riddled with challenges. So, I'm not disagreeing with anything like that. Um but we do have a current obligation. I think it's a yes I am. I think it's, you know, let's pursue exemptions for rural districts because that's what makes sense. But until those exemptions come to fruition, if they do, we'll still be obligated to comply. And if that's the case, why not take the free money for some electoral infrastructure? >> I guess it's the commitment. I'm not into making that hardcore commitment that if we backed out for any reason, including that the technology has not reached what we our needs

187are, that we have to pay back. We have to we have to we there is a a cost associated >> and we have to buy more >> we proceed and and move forward with this and then um you know of course infrastructure needs to come first right and then we pull out and say okay we it's not going to work we will be build for that infrastructure >> right I'm assuming several hundred thousand >> yeah So >> question, let's say we install the infrastructure and we get, you know, the type A buses and we don't leverage them fully. Are we still on the financial hook or do we now have free infrastructure essentially even if we don't use the busing? >> No, they're but they're back there saying no. >> Yeah, I'm curious. >> Yeah,

188>> go ahead. >> Let's let's look at something else. Is there any scalability rather than getting five? Five, you know, can we get just one? We do. >> No. >> Jen, do you want to come up? >> No, she doesn't want to come up. >> She's ready. Jenny, >> so we including the buses, including the four we talked about up there, we will we have to commit to 10 vehicles. And another piece of this is yes, they can be white fleet, but um and not buses, but the white fleet EVs are essentially useless. I'm sorry. Um they're, you know, not practical, should use a better word, they're not practical for what Mr. Zimmer needs or and it's not practical to have as many electrical buses for uh athletics to be honest. at this table. >>

189Okay, just another question. Let's say >> we don't do this. There's no rule exemption and we have to do it anyway. >> We can go after other grants >> at that time. >> We can start now and search for other grants that don't have that large commitment. baby because it's the 10 step that that without the proof of technology meeting our needs that having that commitment of 10 is my hangup. If this was infrastructure plus two, I would be like you, Jordan. Okay, let's expand a little bit. But it's that overall commitment of 10 and then that just bothers me. I just feel like two hands are behind our back being forced into a into complying with a law that does not work for us. And I want to um give a little bit of

190light on why the 10 also um and maybe this was said off the record by our vendor and or not, but that is how Edison then pays back their their commit their um their investment in the infrastructure is to recoup their dollars through charging us their fees. So that is the why for the 10. My big concern is the state already doesn't take care of this. Why are we even going to even try it? >> Yeah. >> Okay. Any any other discussion? >> No. And I was going to say they also said, not that this will help the decision, but it could be leased or it could be purchased. It doesn't matter as long as 10 vehicles are plugged in charging. I mean, >> I'd be at that point a little more interested in a

191lease because we know that the technology is at least improving. >> But but when you lease a car, if you go over those 50,000 miles, then you get penalized. So there's penalty penalties for >> if you don't choose the right mileage amount correctly. Yeah. And I believe what they I'm sorry what is in this sense the lease would be a capital lease and not an operating lease which would be like a buyout at the end. >> I have additional concerns about our community's infrastructure in having us have those EVs as well. the um making sure that fire, you know, fire department was looped in because that's a different kind of fire to put out heavier heavier vehicles, more wear and tear and um on our streets. So, the whole idea that we're being pushed into

192EVs, um I like the idea of being green, but I don't know whether this is a this is a good move. We do it as it makes sense and is respon fiscally responsible as we move forward. It's if if if technology was more advanced and we could guarantee bringing our kids home, then I would be okay 10 buses. I I could do that with all of the little challenges of of the infrastructure. But but right now, I just don't want to make that that 10 com 10 commitment. Here's my other concern is what we're talking about today is pursuing multiple grants to get this infrastructure and get 10 EVs. It'll take us what 6 years to get that done. We're talking about getting those 10 by 2032 in this. So, if we wait until 2035,

193are we going to have time for grants? We we we pursue them now, but we pursue a more responsible way where we don't make such a huge commitment right off the bat. >> I mean, it's a six-year plan essentially. >> There is a um and I don't know if I brought it with me, but there is a schedule. Um, I'll probably find this as soon as we're done talking, but it's not um there is a um I believe a 2029 and then it's a scaled uh ver you know commitment. So we need >> yeah I can't find it right. >> It's in this um it's in this agreement packet. So you know three by 2029 >> three in oh 2027 says second one and then four in 2032. So it's scaled. >> Yeah. >> In

194that way. I I think that's just my biggest concern. I mean, I guess I'll ask, you know, if we look for other EV grants now, are there other EV infrastructure grants that exist? Because that's probably the largest commitment for us. >> There's Oh, >> go ahead, J. There's multiple grants always coming out that I'm seeing across the board that I don't doubt there's going to be another grant coming out and I'm always looking and I believe there will be one. >> I can't say positive, but I I do >> I agree with that. I agree. I think there will be other grants coming out. I don't think this one is one that's appropriate for us. I do not want to make the commitment for 10 vehicles. I would love for us to be able to

195have 10 EV vehicles if the technology really supported that. It doesn't. Therefore, the grants aren't probably there yet. And I think we need to wait. And uh just because there's some money available, that does not mean we then spend thousands more. >> I I the infrastructure piece. Yeah. Awesome. bought buying a bus. Let's see what happens with it. Great. But it's that 10 commitment that really freaks me out because it's it is there because we're looking at deficit spending, multi-year projections, blah blah blah blah. And this money it it I just feel like at this time it's fiscally irresponsible to make such a huge commitment. I think that we need to go after a grant that is more appropriate for where we are and where the technology is so that we can do our our

196own scale up as you say and starting with the infrastructure and the issues brought up with this of access and all of that other stuff. We work that out and get [clears throat] a mini bus. Then we get a bus and we scale up in a in a responsible manner that and we fund the grants to match that that plan instead of just throwing spaghetti at the wall. >> Are our mini buses meeting the needs right now? We already had a bus that almost had a stop in the Narrows with students in it. So do is there are our mini vans, whatever they were. I mean, do we really have the tools now [clears throat] in the buses, in mini buses, in large buses, in anything to to be able to meet the needs for

197for electric buses? >> So, are you saying are are many buses we have that? No. >> Yeah. Out of curiosity, um, you said that it's a it's a variation. So, how many mini buses are required? And then you can you said you could have other vehicles. Is there a number to each one of those? >> How many are required for our district to transport our students? >> No. >> How many purchase out of the 10? >> Oh, it could be any. It could be big buses, small buses. It could be white fleet. So, worst case scenario, if we got to the end and we said, "Well, we can't we're not going to get buses. We're going to get 10 white fleet." >> But that doesn't solve our problem, does it? >> No, it doesn't. That's

198what I'm just saying. And yeah, >> can I just say thank you for the all the work that you have done and I have confidence that if there is something wealth >> another clarification question just our financial obligation under this multigrant world is it the cost of DB charging or what are our financial obligations that would be the future purchase of the seven buses >> um there would be a slight cost of share for the um the the pro the program itself, but I believe in our meeting they said it'd be like 60 $80,000 um for the the infrastructure. So, um it's the cost of the future buses plus, you know, the revenue that um Edison would receive um on on charging those buses. >> I see. Would not there be also a cost for

199additional larger generators to be able to handle that when the power goes out because we'd still have to we still have to charge >> be hooked up to our generators. >> Oh my good we buy a bunch of gener >> they pay for the infrastructure from the uh all the way up to the stub of the charger. We paid for the charger. How much do those chargers what would if we were to go ahead and install those chargers ourselves? How much would that cost? What's the what's the what would be for those five? >> So without running the lines all the way up the charger we remember like >> yeah I do >> what is the value of the grant? So is what I'm wondering because if we were to buy let's say the white

200fleet if we were to buy the the additional vans or you know right and then we turned around and sold them then then so so our infrastructure that difference but would that justify them being able to have the those units put in >> I think they said that the infrastructure was going to be about 60 to 80,000 >> down 100k in my notes because I I always round up. But um and I wanted to just add one quick on bills with the generator. They do sell and I believe it's what Jim and I looked at it. It's about 250 300,000, right? Portable charging station generators that you then fill with gas to to then have the charging station >> just so that any more questions before we call for the vote. I I don't think

201I got clarity on >> that question. We lost that. >> Right. >> Go ahead. Ask it again so that it's clear what you're asking. >> No, just as far as what the value would be for it if we were to be putting in charging stations versus, you know, what we would be getting with this grant. What is the monetary value of those charging stations >> approximately? I mean, for what they what we would be getting from them, which I also believe would include the installation, >> right? So, they're running the whole line, the meter, everything up to we're just paying for the charger. So, you're saying if we ran it and did it all oursel customer built instead of SE built. >> I didn't even go that route because I was going through the grant,

202but um I can look a little further into it's more a matter of like just >> hundred thousand I I mean Several >> yeah sever like hundreds of thousands of dollar couple hundred 300 thousand in infrastructure >> Jordan's point it may be worthwhile to actually think about having those put in and if we do have that obligation to buy more vehicles that doesn't mean we have to keep them and there and there would be a reser I mean I >> well they have to be charged for so long we have to be running them in our district >> we're obligated to be able not obligate it for I think 10 year you know another 10 years. >> Okay. So Okay. So there is a matter of purchasing them. There's having them operated. >> Yes. >>

203Thank you. >> And charged. >> Mhm. >> Is that correct? >> Clearly a lot went into this and appreciate it. >> All right. So we're going to go ahead and call for the vote. All in favor? >> Any opposed? >> Nay. >> Motion doesn't carry. unanimously. Okay, thank you. We want to thank everybody who like really put in a lot of time and effort into this and answering being able to answer our questions. So 11.5 business services approval of resolution number 25/26-09 regarding accounting of development fees for the 2024 2025 school year fiscal impact. None. Any motion? So move the first. >> Second. Jordan's the second. Any discussion? If none calling for the vote I. Any opposed? Motion carries unanimously. 12.0 consent calendar. Anything to be >> Bill is is contemplating the number. He's looking

204for it. So, tick tick. the patrol quality. >> You sure? I'm giving you one more tick tock. Nope. Okay, Scott say you have no more tick tocks. All right. So, with that 12.1 I need a motion for 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12 12.10 10 12.11 12.12 12.13 12.14 12.15 Do I need a motion? >> So move the third. >> Scott is the second discussion. >> If not calling for the vote all in favor. Any opposed? Motion carries unanimously. 13 items removed from the consent calendar. None. Moving on to 14.0 governance team future agenda items planning. 14.1 time allotted for the board of trustees to request agenda items for future meetings. I think what we would like to do is do review the ARS for the board policies even the ones

205that we didn't approve the changes but current but because they have current language that's concerning we want to look at ARS >> does that have >> no it's the AR is the procedures and protocols we also wanted to look at 6145.2 Yeah. >> Oh, that's that's isn't that 614? Yeah. >> And also I would like to have us look at the policies for 6145 not just the regulation but if you visit the policies for 6145.2 4119.11 4219.11 4319.11 the the reg you know definitely the ARS but also have us have an opportunity to um are you talking the sexual harassment policies? All right. So, we're going to bring them back the BPs. >> Yes. >> For further discussion. >> Yes. >> Because you want to change the current policy language. >> Yes. >> Okay. So,

206policies, the sexual harassment, the athletic competition, bringing back the policies plus the ARS. Is that what I'm hearing >> for discussion to see? And it may be I'm not entirely sure how to navigate this, but like what Scott had said, getting legal assistance on how to be able to navigate this and make sure that we're satisfied with the language and it's and and and and um we're able to be protected. Okay. So this is because of the scope of both VP and AR. I would say that we need to move this to a workshop on the governance calendar. The next workshop is March 26th. We can put that on that agenda. Are we good with that? Because this that allows a deep dive and allows for the ability for legal to take a look at

207any wiggle room if any >> to modify the language per the concerns expressed tonight >> and staff also be looking at the the ARS and what could be what you are doing here. >> Absolutely. Uh it would be nice if we could um highlight those areas of concern early so we could send those to the attorney for review so when the workshop comes uh we can make decisions based on the language that's recommended. >> So what I would ask for homework board um is that we take a look at the ARS and the board policies. I mean we we've already have done the BPs extensively but taking a look at the ARS and giving your thoughts on implementation procedures protocols all of that of what your concerns are Scott your recommendation of like the everybody

208has their own stall to changing the team room around whatever those those thoughts if you could get them in with if it's March 26th that have legal due at least a a month to review everything. So if we can get our recommendations to the superintendent by the end of this month so that he can then send it to legal give some feedback and we can massage it so that when we get to the workshop we have some clear base and foundation. Does that sound good? Additionally, we probably could even invite our legal counsel here. Yes. >> For further discussion. >> Yes. >> I would say what I'm also wondering about is since we just recently found out the small school district association also has their um recogn board policies wondering how they might be addressing

209these um these topics. >> We're going to theformational workshop with SSDA. Uh we provide the word of additional information. I still would make sure please end of the month thoughts, opinions, suggestions by the end of this month to go to legal because what I don't want is to create gotchas when when whoever comes here from legal and then we start throwing out stuff to them and they don't want to answer us or give any because they are like so neutral and they're going to stick with the law. So we need to make sure that we don't create gotchas. So please let's follow this so that we can have good discussion on on the workshop. Okay. >> Yes. >> All right. Perfect. No gotchas. Okay. 15.0 future meeting dates. >> Sorry. >> Oh, sorry. I'm sorry.

210I got bogged down in >> um so we are bringing back these items to a workshop. It feels like a separate issue. There are some logistical issues like updating our current contact information for our Title N officers. cannot be addressed sooner because I I feel like hopefully that's very non-controversial. >> Yeah. >> It it references two three people ago. >> No, contact us. >> Okay. Contact doesn't have to be approved. That's >> We can update that. >> Thank you. >> Okay. Next. 15.0. Future meeting dates. Regular board meeting February 19th, 2026, 4 p.m. close session. Uh 4 p.m. close session. 5:30 open session 24740. Emirates way present, California 92325 regular board meeting March 12, 2026 4 p.m. close session 5:30 uh p.m. Open session same address as detailed above board meeting workshop March 26 2026

2114 p.m. at the same address I just recited above 16.0 recess to close session if necessary no we do not so 17.0 O adjournment 17.1 I need a motion to adjourn the meeting. >> Thank you. B second >> Jordan. Any discussion? If none calling for the vote. All in favor? I. Any opposed? Motion carries now.